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Dyscalculia: Characteristics, Causes and Treatments

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Developmental Dyscalculia (DD) is a learning disorder affecting the ability to acquire school-level arithmetic skills, affecting approximately 3-6% of individuals. Progress in understanding the root causes of DD and how best to treat it have been impeded by lack of widespread research and variation in characterizations of the disorder across studies. However, recent years have witnessed significant growth in the field, and a growing body of behavioral and neuroimaging evidence now points to an underlying deficit in the representation and processing of numerical magnitude information as a potential core deficit in DD. An additional product of the recent progress in understanding DD is the resurgence of a distinction between ‘primary’ and ‘secondary’ developmental dyscalculia. The first appears related to impaired development of brain mechanisms for processing numerical magnitude information, while the latter refers to mathematical deficits stemming from external factors such as poor teaching, low socioeconomic status, and behavioral attention problems or domain-general cognitive deficits. Increased awareness of this distinction going forward, in combination with longitudinal empirical research, offers great potential for deepening our understanding of the disorder and developing effective educational interventions.

Material Type: Reading

Authors: Daniel Ansari, Gavin R. Price

NIMAS for Producers

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The National Instructional Materials Accessibility Standard (NIMAS) is a technical standard publishers can use to produce source files (in XML) that may be used to develop multiple accessible formats (such as Braille or audiobooks). In addition to the technical specification, our NIMAS Exemplars provide NIMAS-conformant filesets you can inspect to learn more about best practices based on the technical specification and the DAISY Structure Guidelines. MathML is the recommended way to represent mathematical notation in NIMAS. For more information, visit MathML in NIMAS. Visit Resources for Publishers and Conversion Houses on the NIMAC website for additional resources related to the production of NIMAS files.

Material Type: Primary Source

Author: National Center on Accessible Educational Materials

STEM OER Accessibility Framework and Guide

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This guidebook was created by ISKME, in partnership with the Science Education Resource Center (SERC) at Carleton College. The document provides a practical reference for curators and authors of STEM OER, and contains 23 accessibility criteria, or elements, to reference as they curate, design and adapt materials to be accessible for STEM learners. The primary audience of this resource is STEM postsecondary faculty, instructional designers, and others responsible for course design and pedagogy who seek to: - Expand their knowledge about accessibility and ways to integrate it into their STEM curriculum and instruction - Design openly licensed STEM courses and course materials that support both access and use by learners - Curate existing STEM content that expands upon traditional textbooks and courseware to address variability in learning - Identify and add meaningful keywords, or tags, to the STEM OER they create, so that their OER can be more easily discovered across platforms Professional learning teams on campus are also encouraged to use this framework as part of training to facilitate integration of accessibility concepts into STEM course design and pedagogy. The framework and guide development was supported by a mini-grant program facilitated by Bates College and the SCORE-UBE Network (Sustainability Challenges for Open Resources to promote an Equitable Undergraduate Biology Education), with funding from The William and Flora Hewlett Foundation. The framework and guide were developed by ISKME and SERC with input from 21 STEM faculty members from across the United States, and in collaboration with the project’s Working Group of accessibility experts: Andrew Hasley and Hayley Orndorf, both with BioQUEST’s UDL Initiative and the Quantitative Undergraduate Biology Education and Synthesis (QUBES) Project; Hannah Davidson, Plymouth State University; and Cynthia Curry, National Center on Accessible Educational Materials (AEM)/CAST.

Material Type: Reading, Teaching/Learning Strategy

Authors: Carlton College, ISKME, SERC

Accessibility Toolkit

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NSCC EDITION Short Description: The NSCC Edition is a revised version of the BC Campus Accessibility Toolkit - 2nd Edition. The goal of this book is to provide resources for each content creator, instructional designer, educational technologist, librarian, administrator, and teaching assistant to create a truly open textbook—one that is free and accessible for all students. Word Count: 13596 ISBN: 978-1-77420-030-8 (Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Material Type: Textbook

Authors: Amanda Coolidge, Josie Gray, Lauri Aesoph, Sue Doner, Tara Robertson

OER Accessibility Toolkit

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The focus of many open education projects is to provide access to education. But what does access mean? If the materials are not accessible for each and every student, do they fulfill the mandate to deliver fully open education? The open education movement has helped people in different parts of the world access content that they would otherwise not be able to view or interact with. Open education resources reduce costs for students and allow for greater flexibility for instructors. Accessibility can help push the movement even further forward. The goal of the OER Accessibility Toolkit is to provide the needed resources needed to each content creator, instructor, instructional designer, educational technologist, librarian, administrator, and teaching assistant to create a truly open and accessible educational resource — one that is accessible for all students.

Material Type: Teaching/Learning Strategy

About Accessible Formats

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Understanding accessible formats requires some background knowledge of the barriers many learners with disabilities experience when reading or accessing information in print-based and certain digital-based materials. "Text-based" refers to materials with static or fixed text and images, such as textbooks and supplemental text materials. Both print and digital materials can be text-based. For example, an electronic textbook that replicates a standard print textbook is considered a text-based material. Books in standard print are common examples of text-based materials. To successfully use print, learners need functional skills related to sensory, physical, and cognitive abilities. Some learners may have visual disabilities that make it difficult to see the text and images on the page. Other learners may be unable to hold printed materials because of a physical disability. Still others may be unable to read or derive meaning from the printed text because of a learning disability. Certain digital materials also have text and images. Specifically, text-based digital materials are not consistently designed for use with assistive technology (AT). Some learners use AT to read and navigate text and images in digital materials. Screen readers, text to speech, and switches are a few examples of AT devices and software that learners with a wide range of disabilities use. To prevent barriers for learners who use AT, see Vetting for Accessibility. Because of the frequent barriers presented by text-based materials, some learners with disabilities need alternative forms, known as accessible formats. Examples of accessible formats include audio, braille, large print, tactile graphics, and digital text conforming with accessibility standards. The term accessible format is defined in section 121 of the Copyright Act, known as the Chafee Amendment:

Material Type: Primary Source

Author: National Center on Accessible Educational Materials

National Center for Systemic Improvement – Helping states transform systems to improve outcomes for infants, toddlers, children, and youth with disabilities

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The Need for a National Center for Systemic Improvement State education agencies play a key role in policy development and implementation, striving to support the field in meeting the needs of students with disabilities and their families. To succeed, they turn to trusted partners to strengthen capacity to lead systems change that improves both learning conditions and outcomes. NCSI is a critical partner to states in these pursuits, assisting them to both learn about and understand seminal research, as well as translate that research into practice. Paying attention to the systemic functions of data literacy, evidence-based practices, stakeholder engagement, and systems coherence, NCSI helps SEAs to cultivate knowledge and skills that enable them to achieve lasting impact for students.

Material Type: Primary Source

Author: West Ed: National Center for System Improvement

Introduction to Web Accessibility

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Introduction Most of us can hardly conceive of life without the internet. Some have argued that no other single invention has been more revolutionary since Gutenberg's printing press in the 1400s. The world can be “at your fingertips” at the click of a mouse—if you can use a mouse... and see the screen... and hear the audio.

Material Type: Primary Source

Author: WebAIM

Determining the Need for AEM

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Who Needs AEM? If a student is... unable to read or use grade level materials at a sufficient rate and with adequate comprehension to complete academic tasks with success relative to same-age peers or cannot do this independently or across environments or tasks, then the student may need AEM. For example, students with visual impairments may not be able to see a textbook, students with physical disabilities may not be able to turn a page, and students with learning disabilities whose decoding abilities are significantly below grade level may require support - all these students may require AEM. Contact the AT & AEM Center to discuss your student's need

Material Type: Primary Source

Author: Assistive Technology and Accessible Educational Materials Center

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