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  • HOME
  • About KGS
    • FACT FILE
    • CANTEEN MENU
    • CATERING
    • CONDUCT
    • DRESS CODE
    • HOLIDAYS
    • HOMEWORK
    • HOUSE SYSTEM
    • POLICIES
    • LOST PROPERTY
    • MOBILE PHONES
    • PARENTAL INVOLVEMENT
    • REPORTS & PARENTS' EVENINGS
    • SCHOOL ACTIVITIES & CLUBS
    • SCHOOL DAY
    • School Handbook
    • SCHOOL IMPROVEMENT PLAN
    • SCHOOL MAP
    • SCHOOL TRANSPORT
    • STAFF LIST
    • STANDARDS AND QUALITY REPORT
  • DEPARTMENTS & CURRICULUM
    • ART & DESIGN >
      • Gallery Archive >
        • Archive 2016
        • Archive 2014
      • Links
      • Careers in Art & Design
    • BUSINESS TECH >
      • Administration and IT >
        • S3
        • National 4 & 5
        • Higher
      • Computing Science >
        • Homework
        • S1/2
        • N2
        • S3
        • S4
        • S5/6
      • Business Technology & Enterprise >
        • Business >
          • S3
          • National 4 & 5
          • Higher
        • Links
        • Young Enterprise
    • Curriculum Support >
      • Courses
      • Learning Characteristics >
        • Dyslexia
        • Dyscalculia
        • ADHD
        • ASD
        • Asperger's Syndrome
        • Down's Syndrome
    • Design & Technology >
      • currently undergoing major redesign
    • DRAMA >
      • School Show 2017 - Just for Fun 2.0
      • Drama Dance Photos
      • Drama Links
      • Digital Theatre +
    • ENGLISH >
      • ENGLISH LATEST NEWS
      • ENGLISH LINKS
      • MEDIA >
        • The Shawshank Redemption >
          • Clips >
            • The Opening
            • The Beers
            • Mozart
            • Tommy's Death
            • The Escape
            • The End
          • Documents
          • Key Scenes and Sequences
          • Posters
        • TV Documentaries >
          • Dispatches
          • Panorama
    • Guidance >
      • UCAS
      • Primary Transition
      • Our Partners and Links
      • Our Curriculum
      • Our Policies
      • Guidance Trips & Visiting Speakers
      • Our Galleries
    • LIBRARY >
      • Library Catalogue
      • Lego Club
    • MATHEMATICS
    • MODERN FOREIGN LANGUAGES >
      • French >
        • S1-3
        • S4
        • Advanced Higher
      • Spanish Projects >
        • Animal Rights Issues in Spain
        • Barcelona
        • Christmas in Spain and Latin America
        • Countries of South America
        • Latin American Animals
        • Novels set in Spain and Latin America
        • Regions of Spain
        • Spanish Animals
        • Spanish Festivals
    • MUSIC >
      • Instrumental Timetables
      • KGS Virtual Carol Service 2020
      • Music Technology
      • MUSIC LINKS
    • PE >
      • Links
      • S1/2
      • S3
      • National 4/5
      • Higher
    • Science >
      • S1 Science
      • S2 Science
      • N4 Science
      • Biology >
        • S3 Biology
        • N5 Biology
        • Higher Biology
        • Higher Human Biology
        • Advanced Higher Biology
      • Chemistry >
        • S3 Chemistry
        • N5 Chemistry
        • Higher Chemistry
        • Advanced Higher Chemistry
      • Physics >
        • S3 Physics
        • N5 Physics
        • Higher Physics
        • Advanced Higher Physics
    • Social Subjects >
      • National 5 >
        • Answer Structures
        • The Atlantic Slave Trade
        • Free At Last
        • Migration and Empire
      • Higher
      • Advanced Higher
      • 16th Century Scotland
      • Labour welfare reforms
      • The Reformation
      • The Sixties
      • Modern Studies >
        • S2 - Comparative Study >
          • Nigeria
          • North Korea
          • Russia
          • Saudi Arabia
          • Zimbabwe
        • S3 - Human Rights Project
        • National 4/5 >
          • Terrorism
          • Islam, Extremism and Radicalisation
        • Higher
        • Capital Punishment
        • Gun Crime in the USA
        • North Korea - Should We Intervene?
    • CURRICULAR MAPS
    • CURRICULUM PATHWAYS
  • Pupils
    • Careers
    • Duke of Edinburgh >
      • DUKE OF EDINBURGH INFORMATION
      • DUKE OF EDINBURGH LEADERS
      • DUKE OF EDINBURGH DOWNLOADS
    • Further & Higher Education
    • GLOW
    • Health and Wellbeing >
      • Achieving
      • Nurtured
      • Active
      • Safe
    • LGBT
    • Lost Property
    • Mindfulness (dotbe.org)
    • Papdale Halls of Residence
    • STUDY SKILLS
    • Supported Study
  • Parents
    • Parental Communication
    • Alcohol Awareness
    • Attendance
    • Senior Tracking Letter
    • Downloads
    • Links
    • SCHOOL POLICIES
    • Mindfulness
    • Parent Council
    • Parents' Evenings
    • Pupil Progress
    • SCHOOL LUNCH PAYMENTS
    • School Health Team
    • Severe Weather
    • Welcome to Scotland
  • STAFF
    • STAFF CALENDAR
    • GLOW
    • ILEARN
    • Supporting the Mental Health of Young People
    • Mental Health Guidance for Orkney Education Staff
    • Child Protection Resources
    • ABOVE & BEYOND STAFF NOMINATIONS
    • ABOVE & BEYOND PUPIL NOMINATIONS
    • RISK ASSESSMENT
    • ScreenR Tutorial
    • Dyslexia Referral
    • DYSCALCULIA OVERLAY ASSESSMENT
    • IN-CLASS SUPPORT REQUEST >
      • SQA SUPPORT LIST
    • ON THE BUTTON
    • OIC HR POLICIES
    • ORKNEY THEATRE CALENDAR
    • MYVIEW
    • WEEBLY
  • SUPPORT & HELP
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  • Contact
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Dyscalculia


Dyscalculia is difficulty in learning or comprehending arithmetic, such as difficulty in understanding numbers, learning how to manipulate numbers, and learning maths facts.

Common areas of difficulty

  • Counting: Dyscalculic children can usually learn the sequence of counting words, but may have difficulty navigating back and forth, especially in twos and threes.

  • Calculations: Dyscalculic children find learning and recalling number facts difficult. They often lack confidence even when they produce the correct answer. They also fail to use rules and procedures to build on known facts. For example, they may know that 5+3=8, but not realise that, therefore, 3+5=8 or that 5+4=9.

  • Numbers with zeros: Dyscalculic children may find it difficult to grasp that the words ten, hundred and thousand have the same relationship to each other as the numerals 10, 100 and 1000.

  • Measures: Dyscalculic children often have difficulty with operations such as handling money or telling the time. They may also have problems with concepts such as speed (miles per hour) or temperature, reading analog clocks and judging time

  • Direction/orientation: Dyscalculic children may have difficulty understanding spatial orientation (including left and right) causing difficulties in following directions or with map reading.



Parent information from the Dyslexia Centre
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