Multisensory teaching for dyscalculia and maths difficulties

Multisensory teaching for dyscalculia and maths difficulties

Multisensory teaching can help children who have difficulty with maths and/or dyscalculia. Using all of the senses when learning what numbers and symbols represent can help children to remember and use this new information. Read on for different methods to try. Click here to read more about multisensory techniques to support reading and spelling.

Building with cubes and tiles

Cubes and tiles give children a solid, visual idea of the figures they are working with. You can also use these to teach operations such as stacking cubes in groups according to a pattern, for example, 3, 6, 9, 12 - the child can then continue building. When the patterns is complete, you can use the visual of the cubes to discuss the connections between the stacks and the numbers they represent.

Using manipulatives to understand maths operations

Using simple dried pantry items like cereal or dried beans, the child can complete maths operations using these as objects which they can manipulate. For example, they could add two sets of beans together to solve an addition question, or find out how much is left after taking away some beans. Grouping the objects together can also give helpful visuals when completing multiplication and division. Physically manipulating objects can help children develop number sense and understand amounts.

Drawing to support maths

The next step, after using physical objects, would be to encourage the child to draw maths equations - this again gives them a visual of what they are doing, and is moving in the direction of using numbers and symbols to write down equations. For example, a child could solve the problem 2x4 by drawing two lots of four stars. Children can also colour in squares on squared paper and then visualise and count these up at the end.

Tapping and using poppits for numbers

Tapping out or pushing down poppit bubbles for numbers can help children connect symbols to actual amounts, and “feel” the value. This is especially useful for working with multiples. For example, if a child had to list multiples of 4, they would begin by tapping sets of 4, counting as they go. Every fourth number gets a louder tap and is written down (“1, 2, 3, 4! 5, 6, 7, 8! 9, 10, 11, 12!”). On completion, the child will have a list which they can use to answer multiplication and division problems.

Using music to support maths

There are many ways to connect math and music. Children can use songs to help memorise math rules and there are many songs already created like this on youtube. Playing musical notes can help children to learn grouping or fractional parts. You can play one note on a keyboard and hold it for a count of four. This is the “whole note.” Next, you can ask, “How many quarter notes make a whole note?” This discussion can then be linked to the writing down of fractions.

Movement to support maths

Using movement is both engaging and can help children retain what they have learnt. A child could demonstrate angles by rotating their body while standing in a hula-hoop. A nice game is to write numbers on the outside of a large ball (these could be whole numbers, fractions, or decimals.) Pass the ball around and each time someone catches it, they have to complete a maths operation with the two numbers their hands land on.

Bundling sticks for place value and regrouping

One way to introduce kids to regrouping and place value is to have them bundle lollipop sticks together in groups of 10. For example, the child could be asked to solve 45 – 9 using sticks. By collecting 4 bundles of ten and 5 single (or “ones”) sticks, they can see how each place in the number 45 holds value. Then, to subtract 9, they need to break apart one of the bundles to make 15 individual sticks. After taking 9 out, this leaves 3 bundles and 6 sticks remaining, or 36.

Building with base 10 blocks

These blocks come in different sizes that represent 1000s (a “cube”), 100s (a “flat”), 10s (a “long”), and 1s (a “unit”). Children can form numbers with them to identify place value. They can also use them to perform operations, show regrouping, and find patterns. For example, the child could be asked to “build” the number 265 using the blocks. Kids need to select two 100-blocks, six 10-blocks, and five 1-blocks. Then ask, “Which digit has the greatest value: 2, 6 or 5?

Creating a hundreds chart

A hundreds chart can help children who struggle to see number relationships. A child can be given a black-and-white 100s grid. (A grid is a large square broken into 100 smaller square units). The child can be asked to shade in 1/4 of the whole grid, and then be asked to find the number of square units they coloured in . The connection is that 1/4 is the same as 25 out of 100, or 25 percent.

Pizza slices for fractions

Cutting a pizza into slices is a useful way to help teach fractions. You can make several pizzas out of paper, then cut them into slices of different sizes. This way, children can “see” fractions like 1/8 or 1/4 by selecting slices of pizza. Using different colours for different size slices lets kids match equivalent fractions like 2/8 and 1/4. Kids can also combine slices to make a “whole” pizza.

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Speech Assessment

An assessment of speech is designed to give an idea of any diagnoses that may be indicated, such as phonological delay, dysarthria or apraxia-of-speech. A speech and language therapist would first need to make sure a child can process the sounds that they are hearing, as if a child cannot ‘hear’ a sound, they are unlikely to be able to produce it. Detailed analysis of articulation and and any phonological processes would be conducted. The following gives an indication of some measures that may be used during the assessment:

• Initial discussion and taking of background information

• Taking of developmental history

• An articulation assessment for evaluating consonants and vowels in words,

• Assessment of the stimulability of error phonemes both in isolation and in syllable contexts

• Assessment of phonology for determining error patterns and similarities in phoneme production across single words and connected speech contexts

• Assessment of word inconsistency for examining the variability of a child’s phonological error patterns

• An Oral Motor Screen for identifying oral motor difficulties that may require further in-depth assessment

• An analysis of syllable structures and how these may impact on phoneme production

Language Assessment

A language assessment will include an in-depth analysis of both receptive and expressive language. The following gives an indication of some measures that may be used during the assessment using both formal and informal assessment tools :

• Initial discussion and taking of background information

• Taking of developmental history

• Assessment of ability to understand relevant concepts and follow directions

• Assessment of word classes and vocabulary knowledge

• Assessment of sentence structure

• Assessment of word structure

• Ability to recall and formulate sentences will be assessed

• Exploring how language is used in conversation

• Identifying how a child can build a narrative/story and how they can sequence events

• Looking at use of and understanding of questions

• Identifying things which already help and things which don’t

Adult DCD Dyspraxia Assessment for DSA

UK DCD descriptor (2018)

Developmental Coordination Disorder (DCD), also known as Dyspraxia in the UK, is a medical disorder affecting movement and coordination in children, young people and adults with serious symptoms present since childhood. DCD is distinct from other motor disorders such as cerebral palsy and stroke and occurs across the range of intellectual abilities. This lifelong condition is recognised by international organisations including the World Health Organisation. A person’s coordination difficulties affect their functioning of everyday skills and participation in education, work, and leisure activities. Difficulties may vary in their presentation and these may also change over time depending on environmental demands, life experience, and the support given. There may be difficulties learning new skills. The movement and coordination difficulties often persist in adulthood, although non-motor difficulties may become more prominent as expectations and demands change over time. A range of co-occurring difficulties can have a substantial adverse impact on life including mental and physical health, and difficulties with time management, planning, personal organisation, and social skills. With appropriate recognition, reasonable adjustments, support, and strategies in place people with DCD can be very successful in their lives.

The professional making the DSA assessment cannot make a diagnosis of DCD Dyspraxia but can review evidence and agree that referral to an occupational therapist may be useful. it is highly unlikely that professionals such as preschool staff, trained infant teachers and PE teachers will not have noted movement and coordination difficulties in the early and later years and this information will have been recorded in school and nursery reports. it is also highly unlikely that parents haven’t noted poor movement and coordination and discussed with the family GP. Consequently there will be a paper trail.

If a student has serious concerns about movement and coordination which have persisted since childhood then then prior to the assessment:

1. Read the description of DCD Dyspraxia above carefully and discuss with parents or other relatives.

2. Watch these videos:
   https://youtu.be/ncnVYonMA5Y
   https://youtu.be/DKY3EAiLi3g

3. Gather records from the GP and old school reports and any other hard copy evidence of a history of significant and serious difficulties with movement and coordination.

4. Print and complete The Adult DCD Checklist:

   https://www.patoss-dyslexia.org/write/MediaUploads/Resources/ADC_checklist.pdf

5. Bring your evidence to your assessment, the assessor will be able to score The Adult DCD Checklist and discuss.

Multisensory Teaching

Multisensory techniques for teaching reading

What is multisensory teaching?

Multisensory teaching is a way of teaching that uses more than one sense at a time. Using sight, hearing, movement, and touch gives children more than one way to connect with what they are learning. Multisensory learning can support children and adults in their learning, particularly those who struggle with their reading and maths development. Carry on reading to learn how to use multisensory teaching to support reading development.

Create a master list of tricky words

A master list should be kept of all the words the child has difficulty reading or spelling.  Two words should be selected to work on each day and no more.  The techniques described below should be used to practice these words. At the conclusion of the learning stage the child should be asked to read the word and to spell it when shown to him on a card.   They should be tested the next day, after one week, two weeks and a month and at that point if they have been correct at every stage the word will have become high frequency.  It can then be pinned on to a notice board where friends and relatives can see it and the child can show off their newly acquired reading and spelling skills to receive some well deserved praise.

Sensory writing

A selection of trays should be purchased, along with play/coloured sand, shaving foam and dry ingredients such as rice, lentils, beans, etc.  Some magnetic plastic letters, a scratchy chalk board and chalk, some plasticine and a large squeaky non-permanent felt tip should also be purchased.  

The first word is selected and the child should write this word in the sensory trays with their finger. This allows children to use sight, touch and sound to make a link between the letter shape and the sound it makes. The child should say each letter sound as they write it, and then say the finished word at the end by blending together each sound.

Air and board writing

Next, the child should write the word in the air using their fingers and use chalk and/or a dry wipe marker to write down the words. There are many other ways to write the word to keep the session interesting, such as typing the word, running/walking the shape of the word or using legs/arms to trace the shape of the word.

Magnetic letters for word building

The child can then make the word with magnetic letters. The child should say each letter sound as they lay down the magnet, and then they can blend the sounds together to form the whole word at the end.

Plasticine writing

If further support is needed to help the child link each sound to the letter, they can make each letter with plasticine.

Sandpaper letters

Letters cut out of sandpaper can help children hold on to tactile (touch) memory of letters and their sounds. The child should trace each letter with their finger while saying the sound of the letter out loud. They can feel the shape of the letters as they write.

Kids can also arrange sandpaper letters on a table to spell out words. They can then lay a piece of paper on top of the sandpaper letters and colour over the letters to create a rubbing. Again they should repeatedly say the letter sound of the letter they are focussing on, and blend them together at the end.

Read it, build it, write it

This technique requires the child to have a piece of paper with three boxes on it, labelled “Read,” “Build,” and “Write.” They also have cards with the words they are focussing on learning, magnetic letters, and a felt-tip pen. The child first reads the sight word that’s in the “Read” box together with the person supporting them. Then they should build the word in the “Build” box, using their letters. Finally, the child should practice writing the word in the “Write” box.

Tapping sounds and using poppits for sounds

Tapping or pushing down a bubble on a poppit toy gives children a feel for how sounds are segmented and blended to make words. The child should tap their fingers or push down the bubble on a poppit for each sound in the word they are focussing on, and then blend the sounds together at the end.

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