Dyscalculia

What is dyscalculia?

Dyscalculia is a learning disorder characterized by persistent problems with arithmetics. This manifests as difficulty in quickly and accurately retrieving mathematical knowledge, both basic facts and procedures (Ruijssenaars, van Luit & van Lieshout, 2006; Van Luit & Mönch, 2020). Dyscalculia is often compared to dyslexia, but in the domain of mathematics. Both fall under the category of 'specific learning disorders' as defined in the DSM-V (American Psychiatric Association, 2013). According to the DSM-V, a specific learning disorder is a neurobiological condition characterized by persistent difficulties in learning academic skills, despite normal intelligence and adequate instruction. While dyslexia involves problems with reading and spelling, dyscalculia is marked by severe and persistent difficulties with number sense, numerical procedures, and arithmetic skills. This distinction helps to better understand the nature of the disorder and to apply the right interventions, though there are also common neurocognitive processes. The disorder affects the ability to process numerical information, making basic arithmetic skills such as addition, subtraction, multiplication, and division challenging (Van Luit, 2010).

Not every student with arithmetic problems has dyscalculia. Severe arithmetic difficulties occur in about 10% of students, while dyscalculia affects approximately 2 to 3% of students (Van Luit, 2012). A serious arithmetic delay can have various causes, such as insufficient instruction, lack of practice, or a general learning delay. Only when there is a persistent problem that does not improve despite intensive and structured intervention can one speak of dyscalculia. This is diagnosed by an educational psychologist or (clinical) psychologist based on diagnostic assessment.

Dyscalculia diagnosis

Diagnosing dyscalculia requires a careful diagnostic process that, depending on the developmental stage and educational context, follows the guidelines of the protocols for severe arithmetic and mathematics problems and dyscalculia for primary education (van Groenestijn, Borghouts & Janssen, 2011), secondary (special) education (van Groenestijn, van Dijken & Janson, 2012a), vocational secondary education (van Groenestijn, van Dijken & Janson, 2012b), and the Dyscalculia Protocol: Diagnostics for Behavioral Specialists 3.0 (DDG) (van Luit & Mönch, 2020). These protocols employ a step-by-step approach to identify, analyze, and diagnose arithmetic problems in children and (young) adults.

The diagnosis of severe arithmetic problems and dyscalculia proceeds in several phases:

1. Identification: Students with persistent arithmetic difficulties are identified early by teachers and study counselors. This can be based on test results, observations, and student self-reports.

2. Didactic Assessment: In this phase, the strategies and approaches used by the student in arithmetic are examined. This helps determine whether the arithmetic problems stem from a lack of instruction or practice.

3. Diagnostic Arithmetic Assessment: This involves an in-depth analysis of arithmetic skills, using standardized tests and qualitative observations. The aim is to assess the persistence of the problems and whether they can be explained by other factors, such as concentration issues or general learning difficulties.

4. Psychodiagnostic Assessment: If the diagnostic arithmetic assessment reveals that the problems are persistent and severe, additional specialist assessment by an expert (educational psychologist or psychologist) may be required to determine if dyscalculia is present.

To diagnose dyscalculia, the following criteria must be met:

• Severity Criterion: Arithmetic performance falls within the lowest 10% of peers on standardized tests and significantly impairs daily life.

• Deficit Criterion: Arithmetic skills are significantly lower than expected based on the individual’s cognitive development.

• Didactic Resistance Criterion: Arithmetic problems persist despite adequate, structured, and prolonged support.

Through this detailed approach, a careful and well-founded diagnosis can be made, enabling the provision of appropriate support and guidance to students with arithmetic difficulties.

Features of dyscalculia

Children and students with dyscalculia experience difficulties with:

• Automating basic arithmetic facts (e.g., 8 + 5 or 7 × 6).
• Number sense and understanding of arithmetic procedures.
• Fluent and accurate counting, addition, and subtraction.
• Placing numbers on a number line.
• Telling time and working with time indicators.
• Visual-spatial aspects of mathematics, such as geometry.
• Estimating quantities and ratios.

Additionally, these problems often persist even when extra support is provided, distinguishing dyscalculia from general arithmetic weakness.

Treatment and Support

Effective treatment for dyscalculia focuses on:

• Targeted arithmetic instruction: Providing structure in arithmetic strategies and using visual aids.
• Repeated practice and automation: Practicing basic facts with tools such as flashcards and software programs.
• Use of aids: Such as calculators, charts, or memory aids.
• Compensation and accommodation: Extra time on tests and exams, adapted assignments, or the use of aids.

Dyscalculia Statement and Educational Adjustments

When a student is diagnosed with dyscalculia, a dyscalculia statement can be issued. This document outlines the student’s specific difficulties and the necessary accommodations, such as extra time on tests, the use of a calculator, or adapted instruction. In secondary education, the statement can help obtain exemptions or alternative test formats. In vocational (MBO) and higher education, a dyscalculia statement is also highly valuable. Students may be entitled to adapted test formats, extra support, and compensatory measures such as extended test time or the use of aids like formula sheets or calculators. In some cases, students may be exempted from certain arithmetic components, depending on their program and the examination board. Since arithmetic skills are important in many fields of study and professions, it is crucial for institutions to offer tailored solutions to support students with arithmetic difficulties and dyscalculia as effectively as possible, without compromising the required final qualifications.

Additional Diagnostics and Support for Students

Students in vocational and higher education may require additional diagnostics if they experience arithmetic problems later in life. Some students develop strategies during primary and secondary education to compensate for their arithmetic difficulties, making problems more apparent only at higher levels. A comprehensive or additional assessment by a specialized educational psychologist or psychologist may then be necessary to determine whether dyscalculia or another learning issue is present. While dyscalculia is a lifelong disorder, targeted support and adjustments can help minimize its impact and assist the student in their learning process. However, as previously stated, not every student with arithmetic problems qualifies for an official dyscalculia statement. In cases where arithmetic difficulties manifest later, issuing a dyscalculia statement may not always be possible. Nevertheless, it remains important for educational institutions to develop and implement supportive policies as part of their duty of care, helping students with weak arithmetic skills to improve their academic success wherever possible.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596

• Groenestijn, M. van, Borghouts, C., & Janssen, C. (2011). Protocol Ernstige RekenWiskunde-problemen en Dyscalculie BAO SBO SO. Assen: Van Gorcum.

• Groenestijn, M. van, Dijken, G. van, & Janson, D. (2012a). Protocol Ernstige RekenWiskunde-problemen en Dyscalculie VO en VSO. Assen: Van Gorcum.

• Groenestijn, M. van, Dijken, G. van, & Janson, D. (2012b). Protocol Ernstige RekenWiskunde-problemen en Dyscalculie MBO. Assen: Van Gorcum.

• Luit, J.E.H. van (2010). Dyscalculie, een stoornis die telt. Een bewerking van de rede uitgesproken bij de aanvaarding van het ambt van hoogleraar ‘Diagnostiek en behandeling van kinderen met dyscalculie’. Orthopedagogiek: Onderzoek en Praktijk, 49(11), 448-465.

• Luit, J.E.H. van, & Mönch, M.E. (2020). Protocol Dyscalculie: Diagnostiek voor Gedragsdeskundigen 3.0 . (3 ed.) Graviant scientific & educational books.

• Ruijssenaars, A.J.J.M., Luit, J.E.W. van, &, Lieshout, E.C.D.M. van (2006). Rekenproblemen en dyscalculie Rotterdam: Lemniscaat.