Some questions regarding Dyscalculia?

Question

What are the possible causes of this learning disability?

Considering how some doctors are obsessed with labels, is this an often misdiagnosed condition, or is there some proof of its existence (in the brain for example)?

Does dyscalculia come in different levels (eg. basic/minor, severe/major, etc)?

Do those with dyscalculia have difficulty drawing in general, or is the difficulty normally just in measurement and perspective drawings?

Is there a more specific word that can be used for describing their inability to handle geometric shapes?

Can you be dyscalculic and yet have a photographic memory?

Any help is appreciated.

Answer 1

I am not a medical doctor, but am a school psychologist who tests for learning disabilities in the areas of reading, math, writing, oral and written expression.  The diagnostic criteria isn't as strong for schools to call a child learning disabled as is used in medical professions, who can diagnose dyslexia, dyscalculia and dysgraphia.  

That being said, I can say The Diagnostic and Statistical Manual of Mental Disorders , fourth Edition, gives the following diagnostic criteria for “Mathematics Disorder” (DSM-IV, Section 315.1)

– A. Mathematical ability, as measured by individually administeredstandardized tests, is substantially

below that expected given the person's chronological age, measured intelligence, and age appropriate

education.

– B. The disturbance in Criterion A significantly interferes with academic achievement or activities of

daily living that require mathematical ability.

– C. If a sensory deficit is present, the difficulties in mathematical ability are in excess of those usually

associated with it.

As you can see, according to this definition, it has to be severe to get the label, thus there is no gradation.  I think the other parts of your question are really asking about secondary or correlated issues with the math disorder, because spatial memory and graphomotor skills (the drawing and memory for shapes/objects you speak of) aren't apart of the criteria (at least not this one, anyway).  Perhaps you are wondering if dyscalculia and dyspraxia often occur comorbidly?  

Also, you talk about misdiagnosis and causes.  In clinical settings, they tend not to take into account whether or not the child has been educated properly (even though that is a criterion).  People who conduct these evals rarely observe in the classroom, and a kid who's teacher has them color all day, or simply has a teacher who is weak in the area (a long term sub, even) can't be said to have a disability educationally, but a doctor doesn't know that.  Or the kid may have had terrible attendance.   When we evaluate in schools, these things are required to be examined, and they can exclude children from being diagnosed with a learning disability (which makes us at odds with outside evaluators alot!)   When learning disabilities are diagnosed at a clinical level, it is assumed there is a deficit in the brain of the patient since the bar is set so high.  At schools,the criteria to qualify is lower, however, we know there can be many factors that come into play, so personally, I think we pay more attention to differential diagnosis.

And for the record, when I test for Learning Disabilities, even if I know the specific area of concern is reading, I still do basic math, applied math and writing tests.  Most IQ tests also have measures of numeracy that can aid the diagnostic process.  The speech therapist tests for Oral and Expressive language issues, in addition to articulation, so that we can have a comprehensive evaluation.  It can be helpful to see a child's strengths and weaknesses relative to academic achievement to help confirm or deny a disability in one or more areas.  

Research into mathematics isn't as strong as research in Reading.  People are still arguing over the essential building blocks and skills needed, where there is arguing about whats more essential than something else in reading.

Answer 2

*from dyscalculia.org - these are the problems my daughter has - but she is advanced in art, reading, and writing.  

-Difficulty with the abstract concepts of time and direction. Inability to recall schedules, and the sequences of past or future events. Unable to keep track of time. May be chronically late.

-Mistaken recollection of names. Poor name/face retrieval. Substitute names beginning with same letter.

-Inconsistent results in addition, subtraction, multiplication and division. Poor mental math ability. Poor with money and credit. Cannot do financial planning or budgeting. Checkbooks not balanced. Short term, not long term financial thinking. Fails to see big financial picture. May have fear of money and cash transactions. May be unable to mentally figure change due back, the amounts to pay for tips, taxes, etc.

-Inability to grasp and remember math concepts, rules, formulas, sequence (order of operations), and basic addition, subtraction, multiplication and division facts.

-Poor long term memory (retention & retrieval) of concept mastery- may be able to perform math operations one day, but draw a blank the next! May be able to do book work but fails all tests and quizzes.

-May be unable to comprehend or "picture" mechanical processes. Lacks "big picture/ whole picture" thinking.

-Poor ability to "visualize or picture" the location of the numbers on the face of a clock, the geographical locations of states, countries, oceans, streets, etc.

-Poor memory for the "layout" of things.  May have a poor sense of direction, may lose things often, and seem absent minded. (Remember the absent minded professor?)

-Difficulty grasping concepts of formal music education.

-Difficulty sight-reading music, learning fingering to play an instrument, etc.

-Poor athletic coordination, difficulty keeping up with rapidly changing physical directions.

Dyscaculia IMO is underdiagonised - from my experience school officials do not specifically test for dyscaculia - probably becuase of the success in other areas, like reading and writing.

good luck

Answer 3

Dyscalculia is more specific to maths, dyslexia is reading letters, numbers & symbols with difficulty, and dysgraphia is more specific to writing, and all most certainly does exists.

All are visual perception problems, where letters, numbers, symbols etc are misinterpreted by the brain. Despite dyslexia causing problems with reading, writing and mathematics, we have NORMAL intelligence, and we are most certainly NOT illiterate as some people think.

Dyslexia can be genetic, but may also be caused by exposure to environmental factors while in the womb, such alcohol or being premature, also brain mapping has found some discrepancies in the brain.

Yes you can have a photographic memory and have dyscalculia.

Each person can have varying degrees of dyslexia, dyscalculia and dysgraphia.

Both my daughter and I are dyslexic (my daughter can read better then I do), we both have dyscalculia, and my daughter has dysgraphia, her hand writing looks as if a spider crawled across the paper, (but I can write ok). My mother was dyslexic too, and was considered to be illiterate, until she was taught to read & write in her 40's.

With support and strategies put in place we can learn, and achieve very good education. I gained qualifications after finding out why I failed school, it has not been easy, as dyslexia is a life long condition, fatigue etc can make the dyslexia worse.

Answer 4

most cases of deslexya are genetic. most of the time it is not mis diagnosed, but when it is its not very often. it can come at defrent levels depending on the peron, and how bad they have it. some have problems with drawing in general, and some dont. it depents on the persons skils. there are words for description. do a surch on the internet it should have somthing about it. some people who are dislexyic have photographic memory, but most of them do not.