The focus of this teaching unit will be on arithmetic disorders and dyscalculia.

In this learning unit we want to collate the tools which will give you the possibility to build out a valuable and professional way of dealing with arithmetic disabilities. This will be done by looking at the basics for a specific problem so you will be able to apply the knowledge to other problems.

To realise this goal, we start with a theoretical framework of models and cognitive skills, directly linked to real live situations.

Afterwards we discuss the different aspects of arithmetic disorders and dyscalculia, how to assess and how to handle diagnostic tests. At this point we will also look at cultural and country-tied differences depending on the availability of tests.

Then we are ready to strip down a case study to the basic steps in therapeutical acting. We will show you a selection of pathways to use in treatment of problems with the 'number system'. This topic will be used as an example and starting point to take along and further to build on.

We will guide you to realise a personal paper in which you show the integration of the new knowledge, your cultural background and your formal experiences.

Compentences

Generic competences

• have demonstrated knowledge and understanding in a their field;
• can apply their knowledge and understanding in a manner that indicates a professional approach to their work or vocation, and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study;
• have developed those learning skills that are necessary for them to continue to undertake further study with a high degree of autonomy.

Specific competences

Preparatory activities

look for and bring along diagnostic tests on arithmetic

Educational tools

• Type of educational tool: articles, blackboard, case-study, diagnostic tests and therapy tools
• Obligatory educational tools: articles, blackboard, …
• Recommended educational tools:

Learning activities

There will be a combination of:

• Pré-program collection-task: Students need to look for tests on arithmetics for primary school children in their country. The information will be collected on a standard information sheet. Students are stimulated to bring the tests along. Tape the testing doing it on their own or they can ask to observe and tape a speech and language pathologist during the testing of a child. (Ask permission to show the tape in class)
• College (theoretical background)
• Collaboration  (development of a paper where groups of students make a presentation about one subtask with: definition, involving math-exercises, consequences, possible therapeutic actions)
• Self-study (looking for background information and self-learning the English syntheses about diagnostic instruments)
• Case study and exercise (interpretation of test results in a case study and convert this information into therapeutic plan and actions)

Evaluation

1st exam period (January)
Students will take a written exam(15/20) and hand in a portfolio (5/20)

2nd exam period (June)
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3rd exam period (August/September)
Students will take a written exam