Dyscalculia.
Dyscalculia, or math learning disorder, has been defined as current academic skills in math that are well below the average range in culturally and linguistically appropriate tests; cannot be better explained by developmental, neurological, sensory or motor disorders; and significantly interferes wi...
| Publicado en: | International Journal of Child Health & Human Development Vol. 15; no. 3; pp. 249 - 263 |
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| Autores principales: | , |
| Formato: | tables/charts Journal Article |
| Publicado: |
Nova Science Publishers, Inc.
2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=162045112&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 162045112 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 19395965 903J jtl: International Journal of Child Health & Human Development issn: 19395965 maglogo: N pubinfo: dt: 2022 vid: 15 iid: 3 pid: 1040 pub: Nova Science Publishers, Inc. place: Hauppauge, New York artinfo: ui: 162045112 162045112 162045112 162045112 ppf: 249 ppct: 14 formats: fmt: @attributes: type: P tig: atl: Dyscalculia. aug: au: Hussain, Khadijah Soares, Neelkamal affil: Western Michigan University Homer Stryker MD School of Medicine, Kalamazoo, Michigan, USA sug: subj: Dyscalculia Epidemiology Mathematics Education Learning Disorders Nervous System Diseases Academic Achievement Activities of Daily Living Psychologists Attention Deficit Hyperactivity Disorder Child Adolescence Community Resources Child: 6-12 years Adolescent: 13-18 years ab: Dyscalculia, or math learning disorder, has been defined as current academic skills in math that are well below the average range in culturally and linguistically appropriate tests; cannot be better explained by developmental, neurological, sensory or motor disorders; and significantly interferes with academic achievement, occupational performance, or activities of daily living. Children with dyscalculia can have difficulty learning to count and understanding the one-to-one correspondence between numbers and objects, estimating numbers and quantities, telling time, doing mental math and learning math concepts. Teachers can use screening instruments combined with progress monitoring to identify at-risk students, and diagnostic tools are best administered by special educators or educational psychologists. Between 17% and 70% of children with dyscalculia have dyslexia, and the comorbidity rate of dyscalculia with ADHD is 11%. Preventive programs usually focus on supporting students at risk and assisting them before they fall behind. Remedial interventions involve intensive, multi-component instruction individualized to a child's specific needs, and modifications to instructional practice are suggested for children with dyscalculia. Dyscalculia is a persistent and enduring specific learning disability with life-long impact on an individual's job opportunities and future earning potential. The primary care physician's role in the management of dyscalculia includes ensuring educational advocacy for the family, screening for sensory and medical conditions, initiating appropriate subspecialist referrals and directing families towards community resources. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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