'Working with Dyscalculia':
Recognising Dyscalculia
Overcoming barriers to learning in math/s
by Ann Henderson, Fil Came and Mel Brough
£25.00 (UK)

Published by Learning Works International,
FREEPOST (SCE 11716)
9 Barrow Close, Marlborough,
Wiltshire SN8 2YY,
England UK
Tel: (UK) 01672 512914 Fax: 01672 519025
E-mail: info@learning-works.org.uk

ISBN 0-9531-0552-0

This is a quality publication. The abundance of practical suggestions with 42 pages of photocopiable sheets will ensure this book is eagerly snapped up by teachers. Additionally the quality and presentation of the content and the expertise and experience of the authors make this a one-off, and a welcome resource to this neglected and perhaps misunderstood area. Dyscalculia is an area on which there are few resources, and certainly nothing that shows the understanding the authors show here of the practical difficulties associated with dyscalculia and the need to accommodate to these difficulties, and differences, within the policy and practice of inclusion. A book such as this on dyscalculia is therefore all the more welcome, especially since as the authors indicate that ‘clearly defined criteria to identify the dyscalculic pupil have yet to be established and work to reliably assess the individual is still relatively new” (pg.12).

Immediately, in the opening pages of this publication, the reader obtains an impression that a great deal of care has been taken by the publishers and the authors, to ensure the teacher will obtain maximum benefit from the book. The reader is carefully introduced to the book, the purpose of the book, how to use the book as a resource and additional information such as details and photographs of the authors make a welcome introduction to this publication.

It is refreshing to pick up a book that seems to care for its audience and the authors throughout, attempt to give ownership of the materials to the reader to ensure the book can be fully accessed by its potential readership. The book is clearly written, each chapter begins with a bulleted outline and the layout is reader-friendly, with good use of spacing and appropriate variations in font size.

The scene for the book is established in chapter 1 with an overview of dyscalculia with extracts from key documents that indicate that about 3-6% of the population will have some degree of dyscalculia. This includes quotes from the DfES as well as other sources including voluntary agencies and academic sources.

The central thrust of the book focuses on the need to remove barriers to learning. The overarching perspective is therefore that of inclusion and in chapter 2 - which is called removing barriers to learning - this focus is clearly and graphically highlighted.

There are sections on what constitutes reasonable adjustment and how that can be achieved by the teacher as well as sections on the national numeracy strategy and the challenges that presents for SEN pupils. The strategies and the suggestions put forward by the authors are clearly represented in diagram form. For example the circles of inclusion (pg.17) highlights three key paradigms - leaning objectives, teaching styles and curriculum access. The focus is therefore on responding to pupils’ diverse needs and setting suitable learning challenges. This ensures this book will have a wide appeal since many of the factors within the circle of inclusion have universal application.

Section 3 provides clarification on some of the easily misunderstood aspects of math/s including the language of math/s and the type of difficulties pupils with dyscalculia may experience with this, as well as the emotional factors that can be associated with the fear of math/s. This section also contains information on learning styles, the literacy challenges in math/s, factors related to curriculum planning and target setting, including school support systems and the schools capacity to understand the issues and the practical implications of dyslcalculia. This section also contains a list of criteria on recognising the dyscalculic pupil and is surely one of the most informative set of criteria available. It looks at personal issues, number and number system, calculations, solving problems, measurement and handling data. This checklist of criteria is provided in a photocopiable format.

This is followed by a superb chapter on assessment looking at both formal and informal approaches and a photocopiable assessment checklist is made available. The remainder of the book is dedicated to practical strategies. This particular section will be warmly appreciated by teachers. It contains strategies on all aspects related to overcoming the barriers that dyslexic and dyscalculic pupils face when learning math/s. The remainder of the book, in addition to the section containing a wealth of photocopiable resources, also contains sections on training resources with excellent OHP templates and a section on further reading and web links.

Presented in an easy to follow manner this book is a must for all teachers. The authors appreciate the challenges that can be provided by pupils with dyscalculia as well as the increasing curriculum demands that can be placed on teachers. Recognising the need to take a holistic perspective the authors have successfully provided an excellent resource that clarifies, guides and supports teachers to recognise dyslcalculia and help children overcome the barriers to learning in math/s. This more than justifies the title and the rationale for this excellent publication.

Dr.Gavin Reid
Senior Lecturer,
Educational Studies,
University of Edinburgh

Links

• Gavin Reid's website

• www.dyscalculia.org