DYSCALCULIA IN FURTHER EDUCATION

1. DYSCALCULIA IN FURTHER EDUCATION + Jackie Nash and Sue Haynes Guildford College of FE and HE ×? –? + ? ÷?

2. AIMS • Additional Learning Support (ALS) at Guildford College • Identifying students with maths difficulties / dyscalculia • Identifying the nature of the maths difficulty • Strategies for supporting students

3. Guildford College of Further and Higher Education Additional Learning Support (ALS)

4. ALS at Guildford College • Guildford College - 2 campuses vocational courses part time, full time and short courses no upper age limit • Numeracy - key skills and basic skills practical • Support - ALS on each campus specialist tutors – Dyslexia, maths • Sue and Jackie - Sue maths specialist at Stoke Park Jackie dyslexia specialist at Merrist Wood

5. Identifying students with maths difficulties and possible dyscalculia

6. Identification of students with Maths Difficulties(First Stage) Pre-enrolment Pre-enrolment Interviews Interview ALS Tutor presence ALS Tutor presence Initial Assessment BKSB Assessment Induction week

7. Identification of students with Maths Difficulties(Second Stage) Identified on programme Tutor Referral ALS Tutor Self-referral

8. Identifying the nature of the maths difficulty I’ve got a Maths Problem.... Language difficulties Maths anxiety Dyscalculia Numeracy difficulty

9. Identifying general maths difficulty • 1:1 interview- background perception of ability provision of support in the past current aims • Paper-based assessment –diagnosing areas of difficulty (generate discussion not a test) • Ongoing assessment - weekly 1-1 sessions

10. Identifying the possible Dyscalculic student Further testing WRAT 3 Arithmetic (limited diagnostic information) The Butterworth Screener (age limitations) Loughborough Screener (trial)

11. Strategies for supporting students

12. Supporting the students 1:1 support • Identify main areas of concern • Establish preferred learning styles and be prepared to explore different strategies • Be prepared to go back to basics and establish ‘point of break down’ • provide TLC and tissues! (be patient, understanding and most of all listen) On programme • Develop confidence within the group • Ensure student is able to keep up with the pace of the work and is able to understand the lesson

13. Establish the need of the student • Adam the carpentry student • Susan the Animal care student • Jean the vet’s assistant on a Basic Numeracy course • Delia and Stacey both GCSE maths students • Jo the Countryside Management student • Sharon the Beauty Therapy student • John the tree surgeon setting up a business

14. Practical help and other strategies • Number machine • Terminology and reference book • Beads • Different multiplication techniques – lattice, Russian, traditional • Putting things in context – practical application of number • Repetition – ‘teach’ someone else, games, websites to practise skills • Practical Equipment – squared paper, lattice template, flexi squares, calculators • Use of colour to segment different stages of calculations