Dyscalculia DX?

Catster2 · Velociraptor Joined: Jan 25, 2007 Age: 28 Posts: 467

I am 28 years old and was formally diagnosed as an adult (23) with Asperger's Syndrome.

I heard a program on discalculia today and I am sure that is whaT caused my maths problems at school not just my Asperger's which I was diagnosed with as an adult (23). To me it makes sense. Also I have managed to overcome or make the problems less so than when younger. I "passed" one semester of year 11 maths but never understood maths at all I only ever passed because the teacher coached me through. Also they say it is common to be a co-morbid dx with AS/autism but that some symptoms passed off as AS are not they are discalculia ie knowing left and right, concepts of distance, understanding direction.I don't have all the "symptoms" but a fair few. I am wondering if it is worth gettinmg an assessment at my stage of life given I also have my AS to deal with.

* Students might have spatial problems and difficulty aligning numbers into proper columns.

(I always had real issue with long and short division less so adding and subtracting but it was still tough)

* Have trouble with sequence, including left/right orientation. They also become confused on the sequences of past or future events.

(I have issues with knowing left from right but this has dramatically improved)

* Students typically have problems with mathematics concepts in word problems, confuse similar numbers (e.g., 7 and 9; 3 and Cool

, and have difficulty using a calculator.

(always found it much easier to understand straight maths problems rather thasn mary had 6 buckets of water and took 3 away etc)

* It is common for students with dyscalculia to have normal or accelerated language acquisition: verbal, reading, writing, and good visual memory for the printed word.

(very good reader and abstract painter)

* Students have difficulty with the abstract concepts of time and direction ie reading analogue watches etc .

(still find analogue watches confusing at times)

* Students have inconsistent results in addition, subtraction, multiplication and division. Students have poor mental mathematics ability. They are poor with money and credit and cannot do financial planning or budgeting (e.g. balancing a checkbook). Short term, not long term financial thinking. May have fear of money and cash transactions. May be unable to mentally figure change due back, the amounts to pay for tips, taxes, etc

(have issues with all of these)

* When writing, reading and recalling numbers, these common mistakes are made: number additions, substitutions, transpositions, omissions, and reversals.

(have issues with this)

* Inability to grasp and remember mathematics concepts, rules formulas, sequence (order of operations), and basic addition, subtraction, multiplication and division facts. Poor long-term memory (retention & retrieval) of concept mastery. Students understand material as they are being shown it, but when they must retrieve the information they become confused and are unable to do so. They may be able to perform mathematics operations one day, but draw a blank the next. May be able to do book work but can fails all tests and quizzes.

(have problems with this)

* May be unable to comprehend or "picture" mechanical processes. Lack "big picture/ whole picture" thinking. Poor ability to "visualize or picture" the location of the numbers on the face of a clock, the geographical locations of states, countries, oceans, streets, etc.

(don't have a visual memory at all)

* Poor memory for the "layout" of things. Gets lost or disoriented easily. May have a poor sense of direction, loose things often, and seem absent minded. May have difficulty grasping concepts of formal music education. Difficulty sight-reading music, learning fingering to play an instrument, knowing direction n,s,e,w even when usisg a compass etc.

(have no idea or n,s,e,w, hopeless at music)

* May have poor athletic coordination, difficulty keeping up with rapidly changing physical directions like in aerobic, dance, and exercise classes. Difficulty remembering dance step sequences rules for playing sports.

(never good at dancling got confused)

* Difficulty keeping score during games, or difficulty remembering how to keep score in games, like bowling, etc. Often looses track of whose turn it is during games, like cards and board games. Limited strategic planning ability for games, like chess.

(not an issue for me really)