DYSCALCULIA IN FURTHER EDUCATION

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DYSCALCULIA IN FURTHER EDUCATION

• Jackie Nash and Sue Haynes
• Guildford College of FE and HE

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AIMS

• Additional Learning Support (ALS) at Guildford
  College
• Identifying students with maths difficulties /
  dyscalculia
• Identifying the nature of the maths difficulty
• Strategies for supporting students

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Guildford College of Further and Higher Education

• Additional Learning Support
• (ALS)

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ALS at Guildford College

• Guildford College - 2 campuses
• 
  vocational courses
• part
  time, full time and short courses
• no upper
  age limit
• Numeracy - key skills and basic
  skills
• 
  practical
  
• Support - ALS on each campus
  
  specialist
  tutors Dyslexia, maths
• Sue and Jackie - Sue maths specialist at
  Stoke Park
  
  Jackie dyslexia specialist at Merrist
• 
  Wood

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Identifying students

• with maths difficulties and possible dyscalculia

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Identification of students with Maths
Difficulties (First Stage)
Pre-enrolment
Pre-enrolment
Interview
Interviews
ALS Tutor presence
ALS Tutor presence
BKSB Assessment
Initial Assessment
Induction week
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Identification of students with Maths
Difficulties (Second Stage)
Identified on programme
Tutor Referral
ALS Tutor
Self-referral
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Identifying the nature of the maths difficulty
Ive got a Maths Problem....
Language difficulties
Dyscalculia
Maths anxiety
Numeracy difficulty
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Identifying general maths difficulty

• 11 interview - background
• 
  perception of ability
• 
  provision of support in the past
• 
  current aims
• Paper-based assessment diagnosing areas of
  difficulty
• 
  (generate discussion not a test)
• Ongoing assessment - weekly 1-1 sessions

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Identifying the possible Dyscalculic student

• Further testing
• WRAT 3 Arithmetic (limited diagnostic
  information)
• The Butterworth Screener (age limitations)
• Loughborough Screener (trial)

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Strategies

• for supporting students

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Supporting the students

• 11 support
• Identify main areas of concern
• Establish preferred learning styles and be
  prepared to explore different strategies
• Be prepared to go back to basics and establish
  point of break down
• provide TLC and tissues! (be patient,
  understanding and most of all listen)
• On programme
• Develop confidence within the group
• Ensure student is able to keep up with the pace
  of the work and is able to understand the lesson

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Establish the need of the student

• Adam the carpentry student
• Susan the Animal care student
• Jean the vets assistant on a Basic Numeracy
  course
• Delia and Stacey both GCSE maths students
• Jo the Countryside Management student
• Sharon the Beauty Therapy student
• John the tree surgeon setting up a business

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Practical help and other strategies

• Number machine
• Terminology and reference book
• Beads
• Different multiplication techniques lattice,
  Russian, traditional
• Putting things in context practical application
  of number
• Repetition teach someone else, games,
  websites to practise skills
• Practical Equipment squared paper, lattice
  template, flexi squares, calculators
• Use of colour to segment different stages of
  calculations