Educators and reading specialists have long been aware of dyslexia, utilizing screening tools to identify students with this reading disability and provide early intervention for their success. However, there is another learning disability impacting students in mathematics that is not as widely recognized.
Dyscalculia, a neurodevelopmental disorder that results in ongoing difficulties in learning number-related skills, affects an estimated 5 to 7 percent of school-age children nationwide. Despite the prevalence being similar to dyslexia, only 15 percent of teachers in a recent survey reported that their students had been screened for dyscalculia. This lack of awareness and identification can lead to long-term struggles with math and hinder educational outcomes.
Dyscalculia affects a person’s ability to comprehend and work with numbers, impacting their academic, personal, and career achievements. Students with dyscalculia often struggle with tasks such as memorizing math facts, estimating quantities, and accurately judging magnitude, among others. These difficulties can persist into adulthood, affecting daily tasks like budgeting and time management.
Early identification of dyscalculia is crucial in providing timely and effective support to reduce long-term challenges with math. Screening for math disabilities should occur as soon as a child encounters difficulties with foundational math concepts. Early intervention can prevent further struggles and help students grasp advanced math topics.
Several states have passed legislation requiring schools to identify and support elementary students struggling with math. Utilizing funding from the Elementary and Secondary School Emergency Relief (ESSER) program presents an opportunity for schools to invest in early screening and intervention tools to address math achievement gaps.
An example of successful early screening and intervention is seen in the District of Columbia Public Schools, where a free math screening tool is used to identify students at risk for dyscalculia and provide necessary interventions. By adopting strategies similar to those used for reading disabilities, schools can address the underdiagnosis of dyscalculia and improve math achievement for all students.
In conclusion, early screening and intervention for dyscalculia are essential in supporting students with math learning disabilities. By identifying and addressing these challenges early on, educators can provide students with the necessary tools to succeed in math and in life.
