by Laura Minges
Special to Juco.com

I have dyscalculia. This is a learning disability defined as a consistent deficit in memory for math processes and facts, low computational skills, (usually at or below fifth grade level) and/or understanding of steps and symbols used in math. Many dyscalculics, including myself, have all of these. Dyscalculia affects the ability to perform basic math calculations, read numbers in math problems, line up numbers correctly when doing math, count objects with consistent accuracy, make change when shopping, etc. It also profoundly affects one's sense of direction, and any task in which a strong sense of spatial relationships is required. This includes reading maps, charts, or graphs, and putting puzzles together.

Studies have shown that dyscalculia is as common as dyslexia, yet it has been too frequently misdiagnosed as "math phobia" or "math anxiety." However, although math anxiety often exists in dyscalculics, this is the direct result of consistent math failure, rather than the cause of existing math difficulty. (It is interesting to note that when a "diagnosis" of math phobia is made, complaints of difficulty reading numbers are sometimes ignored) Failure to understand this has had a profound impact on self-esteem, intervention strategies, adequate research, and support Also, because of this, it is not uncommon for specialists to disbelieve students with documented dyscalculia. Following is an account of my personal experiences with this after my diagnosis.

At the age of twenty-two, five years after my diagnosis with dyscalculia by a specialist, I was tested for eligibility to receive services through the Department of Rehabilitation. The results showed high verbal, reading, and writing skills and extremely low math ability. This was highly confusing, and it was suggested that if I had a true learning disability, my performance should be low in all areas. I stated that this was not the definition of a learning disability, and that the results clearly indicated discrepancies caused by my dyscalculia. He did not believe me, and said that my high academic performance only showed that teachers were taking pity on me because I am also physically disabled. I was angry and humiliated. A test that clearly indicated the validity of my disability was instead used to undermine my overall credibility and intelligence. Even now, at 25, I find it extremely difficult to convince people that the problem is not psychological.

Colleges and universities have been tremendously unresponsive to the needs and struggles of those with dyscalculia. Although the diagnosis of dyscalculia requires a qualified specialist, the belief that it is a phobia has led to widespread denial of its magnitude. When it is acknowledged, it is assumed that remedial math is the answer. However, because people with dyscalculia often cannot remember math concepts, this is not a fair strategy for college students.

While people with milder cases may be able to do high school level math, and complete college level work with intense effort, most people with dyscalculia will function no higher than the seventh grade level at any point. Therefore, in my opinion, people with dyscalculia should not be required to take remedial math. It simply will not address the issue. However, because dyscalculia is so poorly understood by educators and administrators, students who exhibit signs of it are overwhelmingly placed in remedial math classes. As someone who has been trying for two years to petition the math requirement at my school, I believe the first step to changing this is to acknowledge that consistent deficits in math coupled with consistently high oral and written communication skills does, in fact, constitute a learning disability. This sounds logical, but in my experience, learning disabilities are the last thing people think of when they encounter high reading skills and poor math skills, and the first thing that occurs to people when they see low reading skills and high math performance. The lack of acknowledgement for math disabilities has led many people to drop out of college, or transfer to another college that may or may not have a greater understanding.

Petitioning math requirements takes time, effort, and courage. Administrators often operate out of the idea that no exceptions should be made, and may thus disagree with a diagnosis of dyscalculia. If you are a professor or administrator concerned with the welfare of students with dyscalculia, the following suggestions may help.

1. Ask students what is difficult about math, and other subjects that utilize the same area of the brain. Listen to their concerns and try to see these subjects from their point of view. Watch for phrases such as, "The numbers move around on the page," "I can't read the numbers." or "I work hard to remember, but I just can't" These are not common responses of people who simply dislike math.
   
2. Encourage your school to acknowledge dyscalculia as a learning disability, and waive math requirements for students who have severe cases.
3. Be aware that although dyscalculia is primarily a math disability, it can affect performance in science, music, foreign language, physical education, (particularly performance in multi-step physical and strategy games) statistics, and logic courses that require mathematical, rather than verbal, reasoning.
   
4. Recognize that one of the main problems dyscalculics have in the area of math and related subjects is a memory deficit. They may know something perfectly one moment, and forget it completely the next.
   They are not being obstinate, and often cry during tests because forgetting is so devastating to them. It is utterly crucial not to remind them that they once knew the material or exhibit anger. They now do not remember. And that is not their fault.
5. On math, science, or statistics tests, allow extra time and paper. Check often for signs of panic or overload. If necessary, allow them to have an aide. This is the only way I passed basic math, science, and a statistics course, all taken in college.

It is important to note that, while accommodations for dyscalculics do need to be made, they do not guarantee success. Sometimes accommodations will have absolutely no impact on a student's performance. The prevailing attitude, however, seems to be that all students can achieve success if given the proper academic support. In certain cases, this is simply not true, and students fail even when allowed support. When this occurs, it is often blamed on the student, rather than taken as evidence that a learning disability is simply too severe to complete certain courses. This can lead to years of repeating courses, and a lot of unnecessary failure. Yet waivers or substitutions can be difficult to obtain. I strongly urge a change in this policy. The idea that making an exception for certain students is unfair to the student population in general is false: Not everyone has severe dyscalculia, and refusal to consider waivers or substitutions is unfair to students who do.

If you know or suspect you have dyscalculia, contact The Dyslexia and Dyscalculia Support Services of Shiawassee County.

This is, to my knowledge, the only organization in the United States devoted almost exclusively to dyscalculia, and the best resource I have found on the subject. Dyscalculia is not math phobia. It is not psychological or the result of failure to try. Knowing this has validated me greatly, and I hope the same for you.

Editor's Update: This story has an unexpected postscript, and it's good news. Laura has been petitioning her current school to waive the math requirements for her major. The Disability Services department at the school found our site independently. Laura had not told them about this article. They read the article and asked to retest her for dyscalculia. She will undergo testing this Wednesday. We wish her luck, and will bring you further updates on this continuing saga.

NEXT WEEK: The final article in the series. Laura talks about why traditional accommodations for the disabled don't always work, and as always, offers helpful advice on what you can do to help yourself succeed.

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