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dyscalculia

dyscalculia is a specific difficulty in learning to calculate which is manifested in the recognition and naming of numerals, writing numbers, the association of the symbol number corresponding to the amount in numbers in ascending and descending, in the resolution problem situations. The numerals are quantitatively lower than alphabetic (10 digits to 21 letters), but complex is their combination that is based on place value. For many children, in fact, there's no difference between 15 and 51 or between 316 and 631, as they, while being able to name the single digits, they can not give meaning to their position within the whole number.
Often there are underlying difficulties in spatial orientation and sequential organization that are evident in both reading and writing numbers (the number 9 is confused with the 6, the number 21 with 12 and the third is written to the contrary as other numbers ...).
addition to this there are pairs of numbers that have a slight similarity between them, such as the number 1 and number 7 on 3 and 8, 3 and 5. Confusing these figures also means not confer the right quantity, so it is not uncommon for even simple exercises are carried out incorrectly. Let us ask then: "The subject does not know or do not count adequately distinguish numerals? "
Usually this is the capacity of many in the progressive sense, that is, proceeding from zero onwards (1-2-3-4-5 ...), but not the number of regressive in the sense , that is, starting from a specific figure and going back (6-5-4-3-2-1-0). Another obstacle that makes the subject difficult situations is the difficulty in memorizing the multiplication table with a consequent inability to successfully perform multiplications and divisions.
Even at the base of dyscalculia found weaknesses in the perceptual-motor skills, but, often, the logical-mathematical problems are also attributable to a lack of practical experience. From an early childhood, the subject must know the world, manipulate objects, group them according to criteria, they build out more complex structures. At the preschool and elementary school in the first round of these experiences continue to be very important, the use of concrete material (articles, images, logic blocks, set in color, multi-base) is essential to guide the subject towards the conquest of the fundamental concepts .
The use of symbols, and the storage of rules and enforcement of so-called "tables" are after and achievements must be gradual and not mechanisms that surface so easily forgotten. The
dyscalculia is, therefore, a specific difficulty nell’apprendimento del calcolo che si manifesta nel riconoscimento e nella denominazione dei simboli numerici, nella scrittura dei numeri, nell’associazione del simbolo numerico alla quantità corrispondente, nella numerazione in ordine crescente e decrescente, nella risoluzione di situazioni problematiche.

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What are the causes of specific learning disorders?

E' ormai universalmente accettato che i Disturbi Specifici di Apprendimento hanno origine biologica: ciò è stato evidenziato soprattutto con l'avvento di particolari tecniche di indagine, come le neuroimmagini e la risonanza magnetica funzionale. Inoltre, studi condotti su soggetti gemelli mono e dizigoti confermerebbero il ruolo del fattore genetico nella dislessia evolutiva.

Dyslexia disappear with age?
Because it is a neurologically based disorder, but also because of the checks made on longitudinal groups of dyslexic subjects, there is broad consensus that the disorder persists even in the adult: Even though many dyslexics learn to read correctly, continue to read slowly and not automatic.

specific learning disorders are hereditary? A second research
the probability that a parent has a dyslexic son with a similar problem is quite high, in fact, the population of children with this disorder are familiar is the order of about 25-30% of cases.

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Dyslexia is a specific learning disorder that manifests itself in the difficulty of quickly and correctly read a written text. These children are intelligent, but the reading does not entail the use of automated all the skills and energies, so we get tired easily, commit many errors and you fall behind in the study. Reading difficulties may be more or less severe but is often associated with problems of writing, calculation and memory.
Early diagnosis of this disorder (they already in second grade) and a good habilitation intervention can improve the reading skills of these children.
A good speech habilitation also implies the involvement of the school, you have to worry about adapting to the demands school dyslexic child.
Although the most serious will have to learn to use other methods to study how the use of computers and voice synthesizers for reading, the use of concept maps and the recorder for learning academic subjects.