#Arithmetic Learning Disability

[bathask]

4週間後は5個目でその次週て0からじゃ無く1から数える?算数障害LD翌月の病院通院日間違え薬尽く。大人の発達障害アスペルガー自閉スペクトラム症の精神科通院日1週後と勘違いし就労継続支援A型事業所にも欠勤届1週後。繊細微妙な視覚過敏のASD感覚過敏,自然見て1人遊び繰り返す植物葉模様,高揚し高覚醒

[maths-screaming]

"Check Your Work"

All my elementary teachers wrote the same thing on my report cards:

"Makes careless mistakes because she does not check her work."

I could write a book about how having undiagnosed, untreated ADHD was the primary problem here. But I'll skip that for now.

Instead, I want to talk about a secondary problem with "does not check her work."

To do it, let's look at this example from a few posts ago:

Here, I made the mistake of adding the tens instead of subtracting them, which temporarily gave me "84" instead of the correct answer, "4." I caught it when I started a number line to check that 43 is 4 away from 39 and realized that there was no way I'd need to write out 80+ numbers to figure that out.

At the time, I wrote: I guarantee you that 7 year old me would not have caught that mistake, because 7 year old me would have been expected not to do something as concrete as a number line to check their work.

Here's what I want to talk about:

I'm not sure what 7 year old me was expected to do to "check their work."

I didn't know then, and I don't know now. I think we were supposed to look at our work and find obvious mistakes? Like, I was supposed to look at 43 - 39 and say to myself "wow, that cannot possibly be 80something"? I guess?

But were were never given any strategies to do that.

I'm new to the "counting on" number-line approach; we were never shown how to do those. We weren't even told "add the answer to the bottom number to get the top one" until middle school. I know, because I vividly remember that being a revelation to me. You can just add the numbers back together to get the number? Why did no one tell me this??

So when told to "check my work," I didn't, because I didn't know how. I couldn't tell from looking at it when it was wrong; I needed concrete alternative "proofs," which I was never taught to do. I lacked the number sense to figure them out myself. And, at age 7, I lacked the self-awareness to say "what do you mean by check your work, because I have no idea how to do that."

(I also grew up in an era, and with parents, that would have seen "what do you mean? I don't get it" as impermissible "backtalk," worthy of a "go to your room without dinner." But that is yet another entire book.)

Again, I'm pretty sure non-dyscalculic kids can look at 43 - 39 and say "that can't be 80something if you subtracted." Non-dyscalculic kids can probably also say "I checked by counting and 43 is 4 away from 39." An expert would likely read this post and say "yeah, you have weak number sense."

The problem is that at age 7, there was no way for me to know my number sense wasn't on par with my peers'. And no one with the knowledge or perspective to deduce that fact appears to have done so. So I kept on "making careless mistakes because she does not check her work."

[callmearcturus]

hellsinker: hello! welcome to hellsinker. would you like to learn how to play?

me: sure!

hellsinker: alright, so first things first, this is a bullet hell shoot'em'up with three unique playable characters: DEADLIAR, FOSSIL MAIDEN, and MINOGAME, plus one unlockable character. hellsinker has a unique emphasis on strategy and problem solving with a special scoring system and different routes.

me: cool!

hellsinker: you have a weapon, which can charge, a subweapon, and a special move. there's also a slowdown button. you can combine and time these to do different special attacks. when youre holding down fire you'll also have a SUPPRESSION RADIUS around you where some enemy bullets slow down and you can even delete some! if you get close to an enemy, you can SEAL them, which stops them from firing.

me: got it!

hellsinker: on the left side of the screen, you're gonna see a bunch of HUD info. let's break it down. first, you can see how many lives you have left. you can also earn more lives. pretty self explanatory

me: right. so if i lose them all it's game over?

hellsinker: yeah. well no, you'll get a chance to continue. but it's not like a normal continue, you only get one and it changes the game significantly, and you can lock yourself out of a continue. anyway let's get back to the bars. next from the top is SOL. SOL determines the strength of your main shot but is also your DISCHARGE gauge, so you have to balance that. LUNA just below it determines how fast you fire.

me: alright

hellsinker: okay so next up is STELLA. the more STELLA you have, the more bullets enemies will fire. your score will also scale with STELLA. you can increase and decrease STELLA with item pickups, or by aggressive/defensive play respectively, that kind of stuff. you can acquire APPEASEMENT that will help you decrease your STELLA if you graze the requisite number thus spawning two OLD RELICS

me: hm

hellsinker: finally, TERRA starts at 240. you lose TERRA if you die, but also if you avoid LIFE CHIPS and stuff like that. oh, also, it goes down if you finish a level. if it hits zero, as the next segment, you'll be sent to the Shrine of Farewell

me: what

hellsinker: on the other side of the screen, we have at the top your autobomb status, which can be set to ASPIRANT, SOLIDSTATE, or ADEPT. as a reminder, your DISCHARGE and Subweapon will behave differently based on whether you're holding the fire button down, the state of your gauges, etc. after that, you have the Spirit score, one of the three separate scoring systems in hellsinker. it's represented by three bars which represent the base 10 decimal digit values of your Spirit score. you can get a BREAKTHROUGH at 5200 Spirit, unless youve triggered the other BREAKTHROUGH in Kills, in which case it takes 6200.

me: wait

hellsinker: there's also a Kill score, which can also trigger a BREAKTHROUGH at 2500 or 5000 kills. BREAKTHROUGH will reset the threshold of LIFE CHIPS necessary to earn an IMMORTALITY EXTEND (80+40n pts) and sets said bonus to 200. Below that is Token score, which is like the other two but has no BREAK, and is earned by collecting LUNA DROPLETS (which have inverted gravity mind you), which also slightly increases your LUNA, and DROPLETS increase in value arithmetically.

me: uh

hellsinker: okay, so remember TERRA? so the Shrine of Farewell is a bonus stage boss rush but you get infinite lives. STELLA is constantly rising. there are four bosses, and one extra. your Spirit score drops to zero though. oh, also, BOOTLEG GHOST doesnt work while you're here.

me: bootleg ghost????

hellsinker: because your Spirit score is reset (m=0) you're probably worried about your score, but don't worry, you get the chance to earn your Spirit back in the Shrine of Farewell by collecting Crystals. after this, TERRA is disabled for the rest of the run, so make sure to maximize your spirit-to-crystal ratio if you're chasing a Spirit based high-score route, but its also useful if you're going for survival. hard limit of segment 7

me: wait but

hellsinker: as i’m sure you inferred by now, along with executive fire, the primary engagement of HELLSINKER regardless of which GRAVEYARD EXECUTOR you’ve selected (and agnostic of MISTELTOE configuration) is one of: α) management of SOL (DISCHARGE when necessary), LUNA, and SUBWEAPON gauges by destruction, collection, and timing β) safely managing proximity between mutable projectiles while evading needletype and other immutables γ) proximity protocol beta applied to adversaries to reduce production of danger δ) judiciously balancing STELLA with RELICS and transubstantiation of mutables into STELLA, in order to synthesize needs for evasion and for Spirit/Kills ε) maximizing destruction (Kills), Spirit, and Token ζ) achieving IMMORTALITY EXTENDS through BREAKTHROUGH (5.2k(+1k)m || 2.5k(⋅2)d) and LIFE CHIP acquisition η) again, doing all this while evading and using the proper attack protocols contingent on your EXECUTOR and/or MISTELTOE θ) managing TERRA reducing actions in order to deploy the visit to the Shrine of Farewell strategically, such as to maximize Spirit (m) prior: 1 Crystal (i) = 0.5% m1, upper bound of n = 424i (disambiguation: non-summated) ergo maximal execution miΣ(n424) = 2.12 * pre-Shrine.

me:

hellsinker: alright! that just about covers the basics. ready to start playing?

me: i'm still working on the left side of the screen

user vehemently's review of HellSinker on Backloggd

[yesornopolls]

are you dyscalculia?

it’s basically just a math version of dyslexia

Dyscalculia is a learning disability resulting in difficulty learning or comprehending arithmetic, such as difficulty in understanding numbers, numeracy, learning how to manipulate numbers, performing mathematical calculations, and learning facts in mathematics.

[its-murderous-business]

An Introduction to Nonverbal Learning Disorder

Happy disability pride month! I am celebrating by trying to educate people about my learning disorder, because it is one of the least known learning disabilities and deserves more recognition.

What is Nonverbal Learning Disorder?

Nonverbal Learning Disorder (also called Non-Verbal Learning Disability and other variations on the same name), often shortened to NLD or NVLD, is not a new concept, but the idea of it as its own diagnosis is relatively recent. A common misconception upon hearing the name is that people with NVLD are non-verbal, but this is not the case. The name essentially refers to the fact that people with this disability are affected in almost every area except verbal and language skills, where they often excel.

What areas can NVLD effect?

NVLD can take a lot of forms, and not everyone with it will be affected in every area, and other areas are also able to be affected this is just a general list:

- exceptional skills in the areas of comprehension (understanding) and production (ability to utilize) of verbal language. Basically, we are really good at reading, writing, speech, spelling, and have large vocabularies.

- difficulties with visual spatial processing skills. Fun fact, NVLD was briefly called Visual Spatial Processing Disorder! Visual spatial processing is a term that describes the process of seeing things and then understanding how they relate to one another in space.

- difficulties with understanding non-verbal forms of communication such as tone, facial expressions, gestures, metaphors and exaggerations, and (sometimes) context.

- difficulties with math, including arithmetic, fractions, geometry, telling time, pattern recognition, and much more. This can be very similar to dyscalculia.

- difficulties socializing (often presents similar to the social difficulties faced by autistic people)

- other miscellaneous neurodivergent traits such as hyperfixations, difficulty regulating emotions, distress when faced with change, sensory overload, motor skill and coordination deficits, attention deficits, and executive dysfunction

How does that affect people with NVLD on the day to day?

Let’s use me as the example. I love to talk to people but I often run into issues because I take things very literally, struggle to read social cues, and can have trouble connecting with others. Growing up I was always in advanced English and literature classes, but was in special education for math due to my extreme difficulties with it. I have a lot of trouble dealing with last minute changes in my plans and loud noises bother me A Lot.

I struggle greatly with visual spatial processing skills, specifically for me that can manifest as not knowing where my body is in space (causing me to bump into things a lot), difficulty navigating maps, struggles with knowing left from right, a complete inability to use the knowledge of how an object looks from one angle to visualize how it would look from another angle, and many other things.

NVLD can present in a number of different ways and affect different parts of peoples lives. I have multiple neurodivergent comorbidities which can make it difficult to tease the exact symptoms apart from one another, but there are plenty of articles online where people discuss their own experiences if you look for them.

Is NVLD in the DSM/an official diagnosis?

ehhhhh it’s complicated. NVLD is not currently it’s own differentiated diagnosis within the DSM-5, however it can be diagnosed (as it is with me) under the DSM-5 as Specific Learning Disorder with Impairment in Mathematics which serves as a sort of catch all for any learning disability that affects math or areas other than reading/writing.

NVLD as its own diagnosis is a relatively new idea, as historically it’s been lumped within other diagnoses (typically autism, adhd, or specific learning disability). However over the last 15 years and especially the last 5 years, there has been a significant increase in academic literature and acknowledgement of NVLD as its own distinct diagnosis. Columbia University has been conducting research on the disorder alongside the NVLD Project, which is the only organization that exclusively does advocacy, education, and research around NVLD. These groups are doing a lot of work to attempt to get NVLD classified as its own diagnosis in future editions of the DSM.

How common is NVLD? What causes it?

NVLD is uncommonly diagnosed due to lack of official DSM recognition, misidentification as other neurodiverse conditions, and lack of awareness of NVLD from neuropsych evaluators. However one study from earlier this year estimated that between 1-8% of children have NVLD depending on what diagnostic criteria is used.

There has been some early evidence that NVLD is the result of dysfunction in the right hemisphere of the brain or more specifically the inability of the right hemisphere of the brain to effectively communicate to the left hemisphere.

Why are you telling me all of this?

The majority of people do not know that NVLD exists, and as such those of us with this condition often get left out of neurodivergent and disability communities. I would like to be included in advocacy and understood by the community since we all face very similar challenges! I really encourage y’all to learn more about Non-Verbal Learning Disability

Here are some links to learn more!

From the Child Mind Institute

Psychology Today article

From ADDitude Magazine

Article from Very Well Mind

Medical News Today article

Learning Disorder Association of America article

From Learning Disability Association of Ontario

And of course the aforementioned NVLD Project website!

[metalheadsagainstfascism]

Hey, love the post you make about obscure disabilities. Could you make/ have you made about dysgraphia?

Sure. This will be my post for disability pride month tomorrow. Which I'm posting now because I don't have the spoons to schedule it for tomorrow.

I hope you don't mind I turn this into a combo one because I have a hard time mentally processing one of these conditions without understanding all three.

(Obligatory I do not have any of these conditions. This is not meant to be a diagnostic tool. Please do your own research. I'm only answering a question that was asked of me and it's really hard for me to explain one of these without explaining all of the similar conditions to differentiate them.)

And I hope that you don't mind my poorer language skills right now I'm recovering from a server sinus headache I've had all day.

Dyslexia vs Dyscalculia vs Dysgraphia (bonus round Dyspraxia)

These issues have like, a 30% comorbidity rate. So if you have one there's a 30% chance you'll have either of the others. People with conditions may be perceived as "slow" but they are not intellectual disabilities (Not that there's nothing wrong with intellectual disabilities. I'm just pointing it out because people will say "you can't have dyslexia. You're so smart.")

But the fact that they're comorbid and often comorbid with autism and adhd causes some misunderstandings around the conditions because people think they have one condition and attribute all of their issues to the one condition with no knowledge that its not just one condition they're expressing.

Dyslexia

Dyslexia is characterized by the limited processing and comprehension of graphic symbols, particularly those regarding language. People with it have poor reading skills, flipping letter sequences and words, and poor handwriting. Although it is a learning disability, it's important to note that dyslexia does not impact a person's intelligence, although they may seem slower due to poor language processing skills. (There's nothing wrong with disabilities that impact intelligence, I just don't want people saying "he can't be dyslexic because he's so smart".)

Many representations of dyslexia often exhibit letters tap dancing across the page, shape shifting, and doing backflips. It's important to note that these are incorrect representations, because it's really hard to give a visual representation of what people with dyslexia experience. However, it's really harmful to express dyslexia in this fashion as it leads to people thinking that they don't have dyslexia when they actually do.

As I understand it, dyslexia is the eyes/ brain being able to flow seamlessly when reading large blocks of text. Ways to combat this is cut out a strip to block off lines when you read them. Use a highlighted strip of paper to highlight lines as you read them.

Fun fact, there's a few fonts that space the letters well enough and differentiate similar letters enough that make it easier to read. Comic Sans font is the most widely accessible accessibility tool for dyslexic people as it's one of the easy to read fonts that on every machine. (These accessibility tools have proven to make everyone read faster, dyslexia or no. But people with dyslexia have found them instrumentalin functioning. )

Another fun fact. Rick Riordan wrote Lightning Thief so that his dyslexic son could have representation in a character that had the same disability as him.

Dyscalculia

Dyscalculia is often called "math dyslexia". People with Dyscalculia have issues with numbers. They have poor math skills, issues interpreting graphs, issues doing basic arithmetic, issues understanding things like place value, issues understanding time especially when it comes to reading an analog clock, and issues seeing patterns. This often causes a high level of anxiety around math. Some reports say these people have issues with directions, remembering locations, and reading maps (though research is inconsistent on that one).

Dysgraphia

Dysgraphia is easy to mix up with dyslexia, which is why I needed to write all these out. Where dyslexia is difficulty reading. Dysgraphia is difficulty writing. Symptoms include difficulty writing words, expressing thoughts in written form, and organizing and processing your thoughts. This can cause issues with social communication for obvious reasons.

These people also may have fine motor perception issues, writing in a straight line, spacing their letters correctly, etc. Especially fine motor skills around writing. They may also have issues with grammar, punctuation, and capitalization.

Bonus Round:

Dyspraxia

This one gets mixed with dyslexia two. Dyspraxia is issues with spacial awareness. They often say they can't tell where their limbs are in space. They may have issues with coordination, walking in a straight line, and balance. It's very hard for me to conceptualize, but people that have it may say that they bang their limbs against things due to poor spacial awareness. Which honestly, relatable. I've slammed me calf into a door before. And my shoulder blade. How? Good question.

These people have issues in social situations because their entire focus will be on their coordination, not making a mess, and not making a fool of themselves, etc. Their issues actually get better when they drink because the stress of sucked situations makes it worse and alcohol loosens them up. (I'm not advocating for drinking, but saying that the issues resolving when your drink validates your dyspraxia, not invalidates it.)

I think a lot of people that know of the condition may think people with low depth perception have dyspraxia. A lot of people have told me they think I have dyspraxia because my lack of depth perception negatively impacts my spacial awareness.

-fae

[inspirationallybored]

(Ok this is a non-serious, completely joke post that my brain cooked up at 12 am and is plaguing my system since, so now you should suffer too/j)

Yall know about learning disabilities. Let me introduce to you 'hyper abilities', aka brain is still weird but no one questions it because it does more good.

So, people have dyslexia, where they have difficulty in reading words. The opposite of this is 'mental autocorrect', which is basically just reading and correcting all grammatical and spelling mistakes.

Symptoms include perfect spelling and grammar (even while speaking), extremely fast reading speed (as opposed to slow reading speed observed in dyslexia).

Side effects include 'incorrect corrections', where the brain misinterprets words and spellings consistently due to predictive filling. For example: reading 'dyslexia' as 'dylexia', 'intestine' as 'Einstein', pronouncing 'dyscalculia' as 'dyscalculacia', and more (and confidently so).

2. Dyscalculia? Nah, 'brain calculator'. Solve long arithmetic calculations and complex algebra in your head, see numbers solve themselves instead of jumbling in front of you.

Symptoms may include being good at finance, solving multiplications and division quickly, doing maths in head.

However, side effects may include the calculator in your brain being from the 1800s, and a stark inability to solve questions by writing.

There should be more, but I fell asleep.

[writingattemptsxx]

This isn’t exactly my usual writing, but more just something I wanted to say as I finish up Playful Land since it hits close to home for me. I just had a lot of emotions on the point that I wanted to share. (This post is just me rambling completely unplanned, so feel free to skip if you’re not into that.)

Rant is bellow the cut and this does have spoilers.

—

I think Fellow and the message of Playful Land is a really important to listen to with his points on school. And I say this because I’ve been through a similar situation. It’s far from the same thing, but similar enough that his point struck home. Mainly what the NRC gang were talking about when they school matters.

Beyond around Elementary School, the point of school isn’t education, that’s already done. The only thing about school education that will matter is how to read, how to write, and how to do basic arithmetic. All stuff that you’d learn by the end of elementary school. Sure there may be points that matter outside of elementary school (and probably more inside elementary school that I didn’t list), but not much that will affect daily life.

What matters after that is the fact school is a safety net. You learn how to make friends, how meet people with different experiences, how to set expectations and boundaries. All with adults around to help you. It allows you to learn the basics of society with safety, because in real life, if you mess up, you don’t get an out, you don’t get a “we’re here to learn how to do this”.

Now, unlike Fellow, I was in a financial position to go to school, but for where the safety net of society part was, I couldn’t use that opportunity due to mental and physical health/disabilities. In middle school, I was dealing with mental health problems which caused me to shut myself out from everyone, and in high school physical health problems kicked in and I couldn’t even go into school because I couldn’t get out of bed.

So, just like Fellow, I missed a lot of the opportunities people others were given. I felt a door slam in my face every time. I felt everything shut me out. Without school I didn’t have any social knowledge on how to make friends or how to just interact in a way others got years of practice with.

And there’s even the way school teaches you to prioritize things, trying to keep on top of your grades and have a decent stable social life. Another lesson I missed. And since grades became a measure of this (along with the connections that I also didn’t have) and mine tanked, those were more doors shut.

Of course, I didn’t end up like Fellow did and do horrible things. And I don’t expect people to think that Fellow is a good person either, because he’s really not, but his story is important. People who don’t have school as an option have every door slammed in their face and are shut out by society.

And that envy is definitely real too. Seeing others happily get what you lack and being able to act like it’s normal is one of the worst feelings.

Plus the expectations Fellow mentioned for about one line, those are also real. And while, at the start I was a ‘gifted kid’ and on the other side, when my health started acting up and my grades tanked, I saw the other side too. Where people expect things from you whether you can give it or not. And if you can’t give it, they drop you.

Now, do I think Playful Land is some masterpiece that should be studied for years to come? No, I don’t really even think the event is good beyond some fun moments. The plot feels unplanned and strung together haphazardly. And the message at the end feels shoved down your throat.

But it shouldn’t be ignored because the message has real consequences for real people.

Anyways, this isn’t meant to be a “poor me” thing or anything more than just a ramble I wanted to share because I had big feelings. And I know there are people who are probably closer to the specific scenario than me, but I still just wanted to mention my point of view.

But that’s enough of me on my soapbox. Thank you for reading my rambles and have a good day/night/whatever time zone you’re in.

[disgruntled-detectives]

I’m gonna gush for a moment. Bear with me.

So I have struggled with math my entire life. I was in remedial math and extra math lessons all throughout schooling. My highest grade was a c- in my Jr year of high school because I stayed after school EVERY SINGLE DAY for extra help. I had to put in triple the effort to barely pass. I would WEEP over my math homework because I understood it in school, two hours later, it’d be completely vanished from my head when I would sit down to do my homework.

I never made it past algebra 1.

I didn’t know this wasn’t normal.

I didn’t know it wasn’t normal to have to use my fingers to add, count and do basic arithmetic past a certain age.

I didn’t know it wasn’t normal to forget concepts in a matter of an hour after learning it.

I didn’t know it wasn’t normal to never be able to estimate time, or distance.

I didn’t know it wasn’t normal to not be able to read large numbers.

Etc etc etc

I was routinely made to feel stupid. Like I was just being lazy and not trying. Because I was excelling and in honors classes for my other subjects. So obviously, according to my parents and teachers, I just wasn’t trying hard enough.

I was an adult before I learned what dyscalculia is.

I didn’t know I had a legitimate learning disability til I was an adult and I was never stupid.

Yet I still, at the thought of doing math for any reason, I get anxiety and feel stupid.

Enter my husband.

My husband never once made me feel dumb. For anything.

I was in awe of him being able to calculate the 20% tip when going to dinner in his head, and instead of laughing at me, he taught me how. (Round up the total to the nearest five, double it and take off the final zero. So if the bill is 87 dollars, round up to 90, double it to 180 and knock off the final zero. So 18)

And doing this correctly took me MANY tries. I’d forget what to do again and again. And now whenever we go out, I calculate the tip and if I get it right, we gives me a warm smile. If I get it wrong, he patiently tells me to try again.

(This is because I want to learn to work with my math anxiety. And on the whole, I’m actually interested in math! I just need someone to gently explain it a lot. He’s not asking me to do it)

Over the years, usually in bed at night, I’ve asked him a ton of math questions.

How to multiply a fraction

How to figure out a percentage

Why that tip calculation works

How to convert a percentage into a fraction and vice versa

How to figure out the diameter of a circle

What a hypotenuse is

And he patiently answers me every single time.

He’s never made me feel dumb.

When he has to explain a concept multiple times, he’s always just as patient as he was the first time.

He’s never said “you should know this” or “why don’t you remember this?”

And when I cry because I feel dumb, because that frustrated and sad 16 yr old inside me feels inadequate, he holds me and reassures me that I was never ever dumb. That my brain is just different and that’s okay.

I love my husband so much. Little by little I am healing from that intense anxiety.

[patnaneuro]

How to Help a Child with Short-term Memory Problems?

A memory issue in your child can be an agonizing experience for parents. Does your kid frequently forget things? Is your child unable to remember important things? Don’t let your kid suffer through this. If you think it’s a severe issue, visit a child Top Neuropsychiatrist in Patna, Dr. Vivek Pratap Singh. 

Memory is defined as the mental capacity to remember things needed to function in life. Children can constantly forget unimportant things.

Although if your child can’t remember someone’s name they are always hanging out with, or if they persistently forget things back at school, or don’t remember to take their lunch then these symptoms might make your child’s life a bit difficult.

Memory helps one stay ahead academically too. Sometimes, some children having developmental disbaility can suffer through these problems too. 

Types of memory loss: 

The varied range of memory loss in a child can be 

General memory: if the child is having an issue remembering life experiences, events, or knowledge. 

Learning and memory: Your child might have issues with academic learning in some parts. For example, they might be good at arithmetics, but don’t remember any details about history subjects. 

Memory for names: forgetting names of familiar people. 

Memory for faces: not remembering familiar faces. 

Memory for places

Procedural memory: Children won’t remember how to do things like riding a bicycle, or how to play volleyball. 

Working memory: working memory problems in children wherein they forget what they had to do in minutes. For example, you had to do something in the room, but you forget when you come to the room. 

Developmental disabilities like tourette syndrome, ADHD, rett syndrome, Down syndrome can typically lead to memory problems. These disorders usually affect working memory in children.

The 6 year old's memory problems are affected by these disorders. Defects in working memory cause a child to forget doing their homework, planning and organizing their activities, and severely affect their academic abilities due to not retaining information long enough.

Short term memory: Traumatic brain injury or concussion causes grave damage to a child’s brain. In concussion, one side of the brain pushes against the skull and then goes in the opposite direction.

This kind of injury often causes memory loss and targets short term memory. This is defined as the child doesn’t remember what happened before the injury. Other causes of short term memory loss can be 

Lead poisoning 

Post traumatic stress disorder 

Mental disorders

Vitamin or nutrient deficiency

ADHD 

Dyslexia

Dyscalculia

This eventually leads to short-term memory loss symptoms in children like 

Difficulty with calculations 

Difficulty remembering events in an order 

Difficulty understanding language or words

Unable to remember dates, or names

Squirming or fidgety 

Sudden memory loss in children can be due to brain injury. At times, after a traumatic head injury, a child can develop anterograde (unable to make new memories, forgetting what they ate, or inability to retain any new information) or retrograde amnesia (can’t recall any information before the injury) leading to a sudden memory loss.

Hypoxia, i.e. brain cannot get enough oxygen, or severe brain infection can also cause sudden memory loss. 

Memory problem symptoms: 

The memory processing disorder symptoms can be 

Misplacing items 

Losing things 

Have to ask questions multiple times

Forgetting doing chores 

Difficult finding the appropriate word to say 

Trouble recognizing familiar faces or remembering familiar names

MEMORY PROBLEM CAUSES: 

Children with memory problem can have a wide range of causes like: 

Mental health disorders like PTSD, OCD or bipolar disorder

Insomnia 

Brain tumors

Infections affecting brain

Substance abuse 

Pediatric infections 

Childhood trauma 

Traumatic head injury 

Epilepsy 

Metabolic conditions 

Stroke 

Delirium/dementia 

Side effects of medications like opiates, nsaids, or benzodiazepines

How to treat memory problems? 

Treating memory problems depends on treating the underlying cause. The Best Neuropsychiatrist in Patna, by Dr. Vivek Pratap Singh. 

How to help a child with short term memory problems? 

There are a variety of ways to help a child like 

Physical activity is a vital component in your child’s growth. It improves cognitive function and helps with retaining memory. 

A balanced nutrient diet is important for a child's brain to receive vital minerals and this helps with memory function. 

How to improve working memory in child? 

To help your child’s working memory, 

Parents can make child play some board and card games, so they retain information. 

Try making your child teach you things. This way he will remember more efficiently.

Make your child read books constantly, that way he hs memory will be sharpened. 

Keep on practicing skills they already learnt. Doing the same thing again and again strengthens the memory. 

Pictures help children remember information effectively. Visuals have proven to be quite beneficial. 

Inform the child with instructions broken down in small parts so that they don’t have to rememeber everything at once.

Memory loss is a severe issue affecting a lot of children. If your child is suffering from any disorder affecting your memory, get in touch with best neuropsychiatrist Illness Treatment in Patna, Dr. Vivek Pratap Singh. Taking treatment in time is quite vital for the prognosis of your child. 

[say-duhnelle]

@official-kircheis (and @ot3 if you agree) there is a MAJOR difference between using a calculator to do the arithmetic quickly on a problem where you still have to comprehend the question being asked, set up the solution correctly, and do some of the algebra and simplification yourself so the problem can be entered in a form the calculator can solve, and just dumping your essay prompt into ChatGPT and letting it make the decision about what your opinion even is, as well as what evidence you will use to defend it, what phrasing you will use, and so on. One of these is using the labor-saving device to do the slow tedious stuff so that the assignment can focus on your ability to actually understand the mathematics being taught, and the other is using the labor-saving device to skip out on doing the assignment entirely, do you understand that?

Not to mention - with very few exceptions, any highschool and higher level math exams set by competent instructors will also have a "non-calculator" portion that uses problems with conveniently easy arithmetic so the focus is entirely on the student's ability to do math and not their ability to work a calculator. This includes the SAT and AP exams, at least when I took them.

Anyway - I've never seen ANYTHING out of an LLM that sounded like it was written by someone more advanced than a moderately intelligent highschool sophomore. The sentence structure is always very simple, the vocabulary is pretty limited (as you would expect from a machine that basically functions by choosing the most popular word to come next), and it's more suited to the book-report type "here is what happened in this text" than any sort of actual analysis or synthesis of themes in literature or historical events or philosophical arguments or whatever. So even if having ChatGPT do all the work for you does somehow equate to actually learning the information (it doesn't), it won't get you past the 10th grade (or really past the 8th grade if you want to be a straight-A honors student).

Unfortunately for the mindset of many on Tumblr, sometimes doing something right and in a way that lasts DOES actually take effort from the person trying to do it, and the accompanying discomfort (whether that be physical or mental) just has to be borne. That's just life on Planet Earth, regardless of what you pursue in it. Yes, there are disabilities that make this harder. The proper way to accommodate folks with those disabilities is not letting them skip out on the learning process entirely by outsourcing it to a computer that they won't even take with them all their lives, but to give instruction and assignments that are appropriate for the level where they are and what they can handle (or, in some cases, to give resources that allow them to work on the same level as the abled e.g. assignments in Braille or a reader for a vision-impaired student). Then grade based on how well they learn that rather than in comparison to the abled.

every time i see a post about not using chatgpt or other LLMs for work/school that boils down to 'convenience is morally wrong and desiring it degrades the entire human race' rather than 'these things fabricate details and are not reliable tools for synthesizing information' i lose another year off of my life

[maths-screaming]

Arithmetic as a Spatial Problem

Doing some subtraction with my new friends the dopamine-fueled clicky unit cubes zeroed me in on one thing that makes math hard for dyscalculia brain:

Even basic subtraction demands spatial reasoning.

To-wit: We read/remember numbers left to right (324 = "three hundred twenty-four"), but when we add or subtract them, we do so right to left (286 + 38 = 4 ones, 2 tens, and 3 hundreds, aka "324").

The unit blocks get me around the "hold this abstract symbol for specific units in your working memory" problem by showing me in concrete terms what the numbers look like.

The unit blocks can be ordered either right to left or left to right, but only one at a time. So if I order them left to right (300, 20, 4), I cannot simultaneously order them right to left (4, 20, 300). Those lineups cannot exist side by side. Those are two different configurations of matter at two distinct moments in time.

Yet holding these numbers in my brain to add or subtract requires me both to remember "286" and "38" and to manipulate them as "6 80 200" and "8 30." And then to reorder the results, which I calculated as "4 20 300", back into "324."

People with dyscalculia frequently struggle with spatial reasoning as well - things like learning to tie their shoes, remembering left and right, and following travel directions. I can't peer-reviewed-study prove that "not knowing my right from my left" and "getting lost when I have to keep a three-digit number in my head in two directions at once" stem from the same source, but the cotton candy feeling in my brain sure seems similar.

[nursingwriter]

¶ … Students that are talented apart from also having learning disabilities are those that have an exceptional talent/gift and are capable of achieving high performances, but who also have some sort of learning disability, which makes a certain feature of academic success challenging. These students are frequently regarded as underachievers, and this underachievement factor might be as a result of lack of inspiration, poor self-concept, or less pleasing traits like laziness. As school gets more difficult, their academic challenges might increase to a level whereby they are sufficiently lagging behind peers that a disability is eventually suspected. Even though these particular students seem to be doing considerably good, they are, unluckily, not doing well enough compared to their potential. As assignments get more and more challenging in the following years, and without the assistance they require for the accommodation of their inadequacies, their academic challenges normally increase to the level where a learning disability might be suspected, but hardly ever is their full potential recognized. Students having learning disability have constant and serious discrepancies in the ability of developing long-term memory representations of essential arithmetic facts or retrieval after learning (Geary, Hoard, Nugent & Bailey, 2012). Varying kids' concrete materials are suitable for varying teaching reasons. Materials do not conduct teaching on their own; they collaborate with teacher guidance as well as student involvement, and also with repeated explanations and demonstrations by the teachers and students. Frequently, the confusion of students regarding the principles of written math notation are maintained through the practice of utilizing ditto pages and workbooks full of questions that need solving. Through these formats, students get to learn how to be problem answerers, instead of just demonstrators of mathematical concepts. Various students with learning disability are specifically hindered by mathematical language, leading to confusion regarding the terms, hard time following oral explanations, and/or poor oral skills for observing the steps of difficult calculations. Students having language discrepancies respond to mathematical problems on the page as signs to do something, instead of meaningful sentences, which require to be read in order to be understood. It is nearly like they specifically evade verbalizing (Ostergren, 2013). Weak mathematical skills are quite common amidst grownups and lead to challenges in employment as well as several common daily undertakings. Amidst students, around seven percent of children and teenagers have a mathematical learning disability (MLD). Another ten percent display constant low achievement (LA) in mathematics in spite of average capabilities in other regions. Students with MLD and their LA peers have discrepancies when it comes to comprehending and representing mathematical magnitude, hard time retrieving essential numerical principles from the long-term memory, and impediments in learning arithmetical procedures. The discrepancies and impediments are associated with the working memory discrepancies for kids with MLD, but not low achievement kids. Mathematical learning disabilities and learning challenges related with constant low achievement in mathematics are regular and cannot be attributed to intelligence. These particular people have exclusive numeral and memory impediments and deficits, which seem to be specific to the learning of mathematics. The interventions that aim at these particular deficits are actually the most promising interventions. Additionally, for kids with mathematical learning disability, interventions, which aim at their low working memory capacity are the most promising (Ostergren, 2013). Students found to be demonstrating learning disability in mathematics could also display deficits in mathematical reasoning, mathematical calculation, or even both. Generally, authorities do agree that six percent of the school population encounter challenges in mathematics, which cannot be associated with low intelligence, economic deficits, or sensory deficits. While at this moment the data is still meager, it seems like deficits in mathematical calculation abilities are more often identified than the deficits in arithmetic reasoning. Unluckily, a major challenge in the accurate identification of mathematical learning disabilities is that, just like learning how to read, learning of arithmetic concepts relies on the knowledge of the teacher regarding the concepts and his/her capability of presenting them. If not identified early and taught by proficient teachers applying detailed and thorough approaches stressing teaching both in phonics instruction and phonological awareness, students that are weak learners in the third grade can be anticipated to continue with the same trend all through middle and high-school years. Sad to say, most of the kids having learning disabilities are not identified until they get to the third or fourth grade and do not obtain timely and suitable reading instruction. Consequently, the students with learning disabilities that manage to graduate from high school are usually destined for quite less post school opportunities. The minority of the kids with learning disability that get suitable early intervention has actually not been identified for long-term follow-up, and thus their long-term results are just tentative (Geary, 2011). One steady finding is that children having learning disabilities tend to experience tremendous trouble with the retrieval of quite basic number combinations. These particular students appear to have tremendous difficulty in not just storing these facts in memory, but also retrieving them whenever they need to solve a problem. Generally, it seems that students with learning disabilities have quite a restricted memory. Another common trait is impended adoption of effective counting approaches. Children having learning disabilities tend to count using their fingers after their colleagues have actually moved past this strategy, and, when their teachers prohibit them, they count using the stripes on the radiator or ceiling. In addition, children having learning disabilities appear to have issues in several aspects of basic numerical sense, like comparing magnitude of numerals through the rapid visualization of a number line and changing simple word problems into simple equations. Also, the ratings of teachers on the attention duration as well as task persistence of the student are excellent indicators of the student's subsequent issues in the learning of mathematics (Gersten, Chard, Jayanthi, Baker, Morphy & Flojo, 2012). Students that are national syllabus level 1 at seven years of age and level 2 at eleven years of age could be thought to have mathematical difficulties, whereas students succeeding below these levels can be thought to possess 'quite marked mathematical difficulties.' Presently, there exists no agreed upon criterion for the diagnosis of dyscalculia. Mathematical 'capacity' refers to natural abilities, which support learning and may be resistant to teaching. Challenges with identification are further compounded by the finding that all components in mathematical functioning could be selectively impaired, for example, a student might be able to carry out a mathematical calculation, however, not capable of remembering facts, while another student might be capable of remembering the facts, but not able to carry out the calculations. Both students, with and without mathematical difficulties, could have strengths and weaknesses early in all areas of arithmetic, and the students frequently display random differences in performance from day-to-day. Students and grownups can be led by mathematical anxiety to evade situations that call for the application of mathematical skills. Therefore, they evade mathematical education, which results in minimized opportunity for the development of skills and minimized experience for the application of numerical knowledge. As for those having the most horrible symptoms, any sort of effort to engage in mathematical activities might lead to devastating panic and worry. This worry is most likely to be mostly intense in assessment situations (Ostergren, 2013). References Geary, D. C. (2011). Consequences, characteristics, and causes of mathematical learning disabilities and persistent low achievement in mathematics. Journal of developmental and behavioral pediatrics: JDBP, 32(3), 250.  https://www.paperdue.com/customer/paper/analyzing-math-learning-disability-2160279#:~:text=Logout-,AnalyzingMathlearningdisability,-Length4pages Geary, D. C., Hoard, M. K., Nugent, L., & Bailey, DH (2012). Mathematical cognition deficits in children with learning disabilities and persistent low achievement: A five-year prospective study. Journal of Educational Psychology, 104(1), 206. Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P., & Flojo, J. (2012). Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components. Review of Educational Research, 79(3), 1202-1242. Ostergren, R. (2013). Mathematical Learning Disability: Cognitive Conditions, Development and Predictions. Read the full article

[xkittzkornerx]

જ⁀➴ random facts page 🍜📝

I’m a visual artist! I’ll be making a page for all that in the future once I’m set up, but right now I’m still in the middle of regrouping after taking about two and a half years off due to health issues and personal tragedy. I do both traditional and digital art, I’d love to do commissions and sell a few products in the future. I mostly draw animals like cats, horses, dogs, and wolves, but every now and then I like to branch out to other species, sometimes humans (I’m not very confident in drawing people tho). My biggest inspirations have been Warriors, Watership Down, Plague Dogs, and old Disney and Dreamworks animation. I do not do anthropomorphic (bipedal) characters or NSFW, but you can expect themes from me with some more sensitive topics relating to social issues/sociopolitical subjects. I will work on a page relating to my views some time, but it’s generally easy to tell if you scroll through my account.

Some of my hobbies include blogging, journaling, listening to music, researching dog breeds and wildlife biology, and watching ice hockey; I’m a lifelong St. Louis Blues fan but I’ve been trying to open myself up to other teams this year, like the Hershey Bears and Toronto Sceptres. ^^ My past live-posts I made while watching games are under tags #stl blues #st louis blues but for now on I will be using my own tag: #bluesblr. Anything unrelated to the Blues will be under #ice hockey, #pwhl and/or #nhl.

I also enjoy taking walks in the park, photography, researching autoimmune diseases, mental illness, neurodiversity, sociopolitical topics, and ethical humanism.

My favorite foods are rice, pretzels, chicken, shrimp, calamari fritti, Buldak, oranges, apples, watermelon, savory soups, and most veggie greens. I love Italian, Mexican, Chinese, Japanese, and Korean food, although I’ve likely only had Americanized versions. I do not eat red meat. I’m a pesce-pollotarian, which means I follow a semi-vegetarian diet that occasionally includes some seafoods and some white meats.

My favorite drinks are probably really boring to the majority of people because I don’t drink coffee, energy drinks, or alcohol, and I dislike most sodas. Usually I drink sweet tea, water, milk, and occasionally, bubble tea, or fruit-flavored sodas like orange and grape. I like Coconut and Melon Ramune drinks, too. I’m unusually particular with apple juice—the only acceptable choice is Simply.

I live with four cats! Only one is mine, though. His name is Joon, he’s an American Shorthair. I got him in 2019 from a shelter in the-middle-of-nowhere Missouri while it was like 110° and our van’s AC was broken. In the future I really wanna have a pack of large dogs, preferably herding/guardian breeds.

My favorite dog breeds are the Beauceron, East-European Shepherd (VEO), Belgian Malinois, German Shepherd Dog, Nova Scotia Duck Tolling Retriever, the European Dobermann, and Anatolian Shepherd.

Although I don’t entirely believe in these things, my MBTI type is INFJ-T, my astrological sign is Virgo, and my Chinese zodiac is the Rooster. Some people might find that interesting. ¯\_(ツ)_/¯

I have dyscalculia, which is a learning disability in arithmetic. Basically, in school I’d do good or excel at all of my classes while failing horribly in math no matter how hard I tried. Turns out I’m built different and the curriculum can’t keep up. I am currently researching ways to get an Autism eval, too.

I have multiple autoimmune diseases (confirmed in June 2024, what a shitty Pride Month) and most of my life is now controlled by that. I have the fortune and privilege of receiving care from some of the best people, though, so I am on the right path. Here is to one day gaining independence! 🧃

[lonely-journal-keeper]

Trying to explain my learning disability that no one has heard of by comparing it to similar conditions people have heard of. The best way I can explain it is that my learning disability is like if autism and dyscalculia had a very dysfunctional child.

Similarities to autism: social difficulties, emotional dysregulation issues, difficulties with transitions and changes

Similarities to dyscalculia: visual spatial processing difficulties, inability to perform basic arithmetic

Extremely comorbid with my learning disability are anxiety disorders and ADHD.

[tomatisaustralia]

Learning Disabilities Most Commonly Found

A child of school age will have many firsts. Most first-time parents are optimistic and frightened even at this early stage in a child's life. There are several initiatives and concerns that they will fail. This is often unfounded.

However, you will only persuade them if they try their bundle of joy. They have a barometer that can sometimes be impossible to meet. And if the youngster does not respond, parents immediately assume the worst.

Knowing and comprehending the most common learning disabilities firsthand might be helpful—Search Tomatis® Australia for learning disability therapy.

A learning disability can have a significant impact on various aspects of life, including academic performance, work, and relationships.

These disabilities, which can impair processing abilities necessary for reading, writing, and/or math, are often identified during the academic year when schools closely monitor students and can detect early warning signs and symptoms.

However, some individuals may go unnoticed, leading to academic struggles. It's important to remember that these disabilities are not limited to the classroom, as they can also impact work and relationships.  

Auditory and Visual Processing Disorder is a condition in which sensory information is processed slowly or incorrectly. This can manifest in various ways, such as the inability to distinguish between identical sounds, poor comprehension of verbal instructions, and significant trouble concentrating. Recognizing these symptoms can be the first step in understanding and managing this condition. 

Dyslexia is a learning disability that makes reading and distinguishing letters and sounds challenging. It affects how the brain interprets words. Since it was recently revealed that some genes may contribute to dyslexia, some research has focused on genetic concerns.

Dysgraphia is a disability that limits the ability to write correctly and employ fine motor skills. Although a permanent constraint, it can be managed with practice and therapy. Adults may have dysgraphia following trauma.

Attention deficits manifest as a lack of focus, poor impulse control, and occasional hyperactivity. Some argue that it is simply a learning impediment, not a problem. It is hereditary, according to scientists. Medication and behavioural treatment for ADHD are both beneficial.

Dyscalculia refers to a specific mathematical difficulty. Dealing with arithmetic causes a great deal of anxiety, as do difficulties with place values and counting backwards.