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Understanding, using, interpreting or communicating with numbers. Dyscalculia is a disorder that can present in different forms because it encompasses a variety of skills. It persists throughout life. However, its manifestations and functional repercussions in everyday life will vary. Individuals with dyscalculia still have great cognitive strengths that they can draw on to develop strategies to compensate for their deficits, often in the area of language.
Children with dyscalculia often see their difficulties increase over the years, and adolescents may have difficulty completing their regular school curriculum in mathematics. Of course, this will depend on the cognitive profile of the individual, but also on the interventions and rehabilitation received.
Difficulty in enumeration;
Frequent use of fingers or other objects to count;
Difficulty reading and writing numbers (reading 26 out of 62, writing 707 out of 77, reading 6 out of 9, etc.);
Difficulty performing arithmetic operations;
Difficulty remembering multiplication tables;
Difficulty understanding and using mathematical terms (difference, addition, quantity, more than, less than, twice as many as, etc.);
Difficulty understanding mathematical problem statements;
Visuospatial orientation deficits (difficulty orienting in space);
Geometry problems, Etc.
Despite the persistence of this disorder, it is essential to offer the student who suffers from it a rehabilitation that allows him to evolve, to equip himself and to overcome to the maximum his difficulties throughout his journey to express his full potential and to optimize his functioning in the day to day.
Once the diagnosis has been made and the nature of the disorder has been explained, rehabilitation will be oriented according to the specific needs and characteristics of the individual as established in the assessment. Individual follow-up in remedial education is often recommended. The remedial teacher may review with the child the basic concepts of calculus, number sense, mathematical language.
With the high school student, according to his school career, the concepts he masters and those he does not, rehabilitation will be done according to the level reached in mathematics and according to the needs. We will try to equip the student to be autonomous both in their school curriculum and in daily life tasks where mathematics is required (handling money, use of the calculator, calculating deadlines, etc.).