However, people can be supported in various methods. The exact cause of dyslexia is still unknown. However, there is evidence that dyslexia may be inherited from parents. Also, evidence suggest that brain function plays a role in the presentation of dyslexia, especially in areas that concern language processing. Dyscalculia has two forms: developmental and acquired. Developmental dyscalculia means that an individual has always had the condition, causes of which are believed to be genetic.
Acquired dyscalculia can often occur after brain damage or a stroke. The earlier dyslexia and dyscalculia are diagnosed, the better, as learning supports can be put in place. If there were ongoing symptoms, then the family would also visit their GP. The GP would rule out any condition that may be affecting this, such as visual problems, hearing problems or other conditions, e. If there are still concerns, the child may be referred to an educational psychologist or other specialist for an assessment.
This involves a series of tests regarding reading and writing ability, language development and vocabulary, mathematical ability, logical reasoning, memory, processing speed, organisational skills, and their approach to learning. Diagnosis can also occur in adulthood, where the process is similar. Following a GP appointment to rule out other conditions that may have an effect on their reading ability, adults may also be referred to a specialist.
The assessment for adults looks at their educational background, performance tests in different areas, and may also look at the co- occurrence of dyscalculia, dyspraxia and visual stress disorder. There is no cure, or medical treatment as such, however there are recommendations that can help manage both conditions. Dyslexia can occur in association with dyscalculia. Co-occurrence of learning disorders appears to be the rule rather than the exception and is believed to be a consequence of risk factors that are shared between disorders, for example, working memory.
However, it should not be assumed that all dyslexics have problems with mathematics, although the percentage may be very high, or that all dyscalculics have problems with reading and writing. Dyscalculia is a specific and persistent difficulty in understanding numbers which can lead to a diverse range of difficulties with mathematics.
It will be unexpected in relation to age, level of education and experience and occurs across all ages and abilities. Mathematics difficulties are best thought of as a continuum, not a distinct category, and they have many causal factors. Dyscalculia falls at one end of the spectrum and will be distinguishable from other maths issues due to the severity of difficulties with number sense, including subitising, symbolic and non-symbolic magnitude comparison, and ordering. It can occur singly but often co-occurs with other specific learning difficulties, mathematics anxiety and medical conditions.
Dyscalculia is difficult to identify via a single diagnostic test. Diagnosis and assessment should use a range of measures, a test protocol, to identify which factors are creating problems for the learner. Although online tests can be of help, understanding the difficulties will be better achieved by an individual person-to-person diagnostic, clinical interview.
It seemed odd that such a weird word would be used to describe a condition which is stereotyped because of the challenges experienced with reading and writing. The conversation went on and we also talked about Dyspraxia and Dyscalculia too. These are other conditions that aspects of are often a part of a diagnosis of dyslexia.. When a dyslexia test is performed these other conditions are often looked for and listed in the assessment report.
I thought that it might be useful to provide a definition for all three of those specialist 'D's '. The British Dyslexia Association published the video below that is a brilliant explainer for dyslexia. On their website they define Dyslexia as:. The Dyspraxia Foundation has this definition on it's website. The British Dyslexia Association also provide useful information about Dyscalculia.
I hope that this has been a helpful insight into the different conditions called Dyslexia, Dyspraxia and Dyscalculia. As I have spent more time supporting families who have children and parents experiencing Dyslexia, I have developed my understanding of how understanding what these terms represent is important, but equally we must understand that each of these terms are umbrella terms for a specific range of strengths and weaknesses. If one child has a diagnosis of Dyslexia then their needs and their strengths will not be the same as another child with a diagnosis of Dyslexia.
Every child and adult is differently affected by how these conditions present. Equally, we must remember that these conditions are closely linked and often overlap in terms of the challenges experienced.
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