Identifying, Assessing and Supporting Learners with Dyscalculia - Kelly, Kathleen
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_____ Online Resources are open access. No code is required _____
It is vital to understand the challenges and provide the right support for learners with dyscalculia and specific learning difficulties in mathematics.
The book provides:
an overview of current research explaining the nature and causation of dyscalculia guidance on the identification of dyscalculia examples of how to carry out informal and formal assessments an explanation of the principles of multisensory mathematics teaching an outline of a structured programme (for learners aged 5-14), together with examples of…mehr

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Produktbeschreibung
_____ Online Resources are open access. No code is required _____

It is vital to understand the challenges and provide the right support for learners with dyscalculia and specific learning difficulties in mathematics.

The book provides:

an overview of current research explaining the nature and causation of dyscalculia
guidance on the identification of dyscalculia
examples of how to carry out informal and formal assessments
an explanation of the principles of multisensory mathematics teaching
an outline of a structured programme (for learners aged 5-14), together with examples of lesson planning and activities.

Designed for teachers specialising in the assessment and teaching of learners with dyscalculia, and those undertaking courses leading to Approved Teacher Dyscalculia (ATD) and Associate Membership of the British Dyslexia Association (AMBDA), the book is useful to any professional looking for an understanding of this area of specific difficulty.
Autorenporträt
Dr Kathleen Kelly PhD, MA (SEN), Dip TESL, AMBDA, is an independent consultant and trainer in the field of specific learning difficulties. For many years she was a Senior Lecturer at Manchester Metropolitan University in the Centre for Inclusion and Disability Studies where she was Programme Leader for the MA in Specific Learning Difficulties and the Post Graduate Certificate in Dyscalculia. For several years she has taught courses on specific learning difficulties as part of the initial teacher training programme in addition to postgraduate awards. She has presented papers in this area at a number of international conferences and was part of the MMU research team that evaluated the Department of Education funded project 'Teaching for neurodiversity' led and co-ordinated by the British Dyslexia Association (2017). She has considerable experience in delivering courses to meet the criteria set out by the British Dyslexia Association for Approved Teacher Status (ATS) and Associate Member of the British Dyslexia Association (AMBDA). She was a member of the SASC/BDA working party (2019) which was set up to develop a new definition of dyscalculia and to produce guidance on identification and assessment. Kathleen has taught a wide range of learners with dyslexia, from children as young as four years to sixteen years. She has worked in both mainstream and special schools, for language support and learning support services, as a SENCO in a primary school, and as Head of Sixth Form in a special school. She has many years of experience in supporting multilingual children with special educational needs (including specific learning difficulties). Multilingualism and dyslexia is a particular area of interest, and her doctorate was also in this area. She is co-author of Phillips and Kelly (2022) Assessment of Learners with Dyslexic-type Difficulties, 3rd edition .
Rezensionen
Kelly provides up-to-date and accessible information for practitioners supporting children with dyscalculia. A strength of this book is the integration of theory and practice; providing those working with children the knowledge base they need to support children effectively. Dr Helen Curran 20190802