The Dyscalculia Centre
Sponsored by Hamilton House Mailings Ltd
Help for parents
If you are the parent of a child who is, or you believe might be, dyscalculic, this page should help you.
If you are starting this page by thinking that you need your child assessed for dyscalculia please do read through these notes rather than moving straight on to ways of getting your child assessed.
We find that most children do not benefit from being assessed, and since assessment is very expensive it can save you a lot of money if you do not go down this route. There’s more information in the first section below.
These notes take you through the following steps:
Step 1: Working with your child’s school
All local authority schools have a duty to meet the special needs requirements of the children in their school. This duty may not apply to private schools and academies – although they may be willing to help. It is always worth asking.
Certainly if you can get your school’s help, this is normally the most effective route to solving the problem of dyscalculia.
However, although many schools are willing to help, not all schools feel able to do so, and they may argue that your child has no special need.
The only definitive way to resolve this issue is to have your child tested by an educational psychologist (there’s help with this at http://www.dyscalculia.me.uk/testing.html#edu
So we suggest first of all that you go to the school, suggest that your child might have particular problems with maths because of the inherited genetic issue known as dyscalculia, and ask if they can help.
Try to talk to the Special Needs Co-ordinator (known as a the SENCO in many schools), or the head or deputy head or head of maths – whomever seems the best person to approach.
Of course the school may prefer to buy materials elsewhere – that is a matter for them. Our materials are in use in over 2000 schools in the UK, but each teacher does need to be happy with his or her own choice.
2. A private tutor
Private tutors can help – but most maths tutors tend to use the same sorts of materials and approaches as happens in the standard maths classroom. If the tutor is teaching in the standard way, but more slowly, there is likely to be little progress. Dyscalculic children have particular problems in processing mathematical concepts, and tend to benefit by a radically different approach.
So you might like to suggest to the tutor that he/she has a look at our materials on www.shop.firstandbest.co.uk - using the link for Dyscalculia – parents on the left side of the page.
3. Helping your child yourself
You don’t need a degree in maths to be able to help your child yourself – but you do need to be at ease with basic maths. So if you have never been able to understand fractions or long division, it is probably not a good idea to try working with your child. Dyscalculia is an inherited problem, so if your child has it, there is a chance you may have it.
The key thing is to do the work with your child day after day, missing out as few days as possible. If your child learns a musical instrument you will know what this is like – if the practice is occasional, it simply doesn’t work.
The books listed below will give you all the information you need to work with your child each day.
4. The resources
Here is a list of the resources that you will need as a parent and which can be used by private tutors. These books consist of simple activities for you to carry out with your child. Each set of instructions is normally just three or four lines long.
The activity books…
Dyscalculia activities 1: addition to division (Ref number T1687)
Dyscalculia activities 2: shapes, fractions, percentages (Ref T 1719)
Dyscalculia activities 3: Time and timetables (Ref 1712)
You will also need the following to carry out the activities in book 1.
These can also be purchased from ourselves via the online shop. Throughout you will also need to have a pair of scissors, paper and some card.
Buying the books, cards and counters
You can order these books, either as books or on a CD, and the cards and counters: