Autism and dyscalculia: What you need to know

Autism and dyscalculia are two distinct conditions that can sometimes occur together. Both can affect how a child learns and handles school tasks. This article explains what these conditions are, how they can influence each other, and what can be done to help a child who struggles with both.

Dyscalculia is a learning disorder that affects a child's mathematical skills. The term literally means 'inability to calculate'. Children with dyscalculia have significant difficulties with math, even if they have had enough education and are intelligent. They struggle to quickly and effortlessly apply basic skills such as addition, subtraction, multiplication, and division.

Autism is a developmental disorder that impacts how a person thinks, communicates, and behaves. Children with autism may have trouble with social interactions, communication, and often struggle with changes in their routines. They might have strong preferences for certain routines and may find it difficult to switch from one task to another.

Although dyscalculia and autism are different conditions, they can influence each other through their combined impact on understanding abstract concepts. Dyscalculia specifically targets math problems, making it difficult for children to grasp abstract mathematical patterns and principles. On the other hand, autism presents broader challenges such as difficulties with social rules, communication, and adapting to changes. Both conditions can complicate the processing of abstract information: dyscalculia makes it hard to understand mathematical abstractions, while autism can impede the flexibility of thinking needed to apply abstract concepts in various contexts. This overlap can make it particularly challenging for children with both conditions to understand and apply complex ideas and structures.

Children with autism often have a strong preference for fixed structures and routine approaches, which helps them make sense of and manage the world around them. However, dyscalculia can lead to problems with structure and sequence in math tasks, such as difficulties in following the correct steps in a mathematical procedure. When these two conditions are combined, it can be especially challenging for an autistic child to adapt to the changes and flexible approaches required for solving math problems. This can lead to increased difficulties in understanding and applying new math strategies, making the learning experience even more complex.

Children with autism often exhibit a mixed cognitive profile, displaying both strengths and weaknesses simultaneously. This means they excel in some areas while struggling in others. When an autistic child also has dyscalculia, it can make math instruction even more challenging. Dyscalculia exacerbates math difficulties with specific problems related to numbers and calculations, while the existing strengths and weaknesses in the child's cognitive profile due to autism contribute to a variable learning pattern. This combination can make it even harder for the child to develop math skills and understand abstract mathematical concepts, highlighting the need for tailored and thoughtful support.

Recognizing dyscalculia in children with autism can be difficult due to the overlapping symptoms and variable presentation of both conditions. One of the first signs to watch for is difficulty with basic math. Children with dyscalculia might have significant problems with simple calculations like 5 plus 4 or 15 minus 7. They may tend to count on their fingers for a long time or make many errors in basic calculations. This can be particularly noticeable if their peers have already mastered these basic skills effortlessly. This difficulty with basic math can be exacerbated by the additional challenges of autism, such as a preference for routine approaches that may not always align with the flexibility required for math.

Additionally, children with autism and dyscalculia might experience problems with the sequence and strategies involved in math tasks. The child may struggle to follow the correct order of steps in a math problem and may not be able to connect current tasks with previously learned knowledge. These issues with structure and adapting to new math strategies can become more complex for a child with autism, who often has difficulty with changes and a preference for predictability and routine. The inability to follow a systematic approach can further exacerbate difficulties with math.

Moreover, general learning problems in children with autism and dyscalculia can play a role in recognizing dyscalculia. Children with these learning disorders may work more slowly, have difficulty following instructions, and struggle with checking and improving their own work. They might also have trouble understanding the essence of a task and exhibit less flexibility in their approach. These general learning problems can contribute to a broader challenge in education, making it difficult to distinguish specific math issues from other learning and developmental problems. It is important to adopt a holistic approach when observing and evaluating a child with both autism and dyscalculia.

If you suspect a child has dyscalculia and/or autism, it is crucial to seek help. Here are some steps you can take:

1. Professional Evaluation: Have a specialist, such as an educational psychologist or psychologist, conduct a comprehensive evaluation. This can help determine whether dyscalculia, autism, or a combination of both is involved.

2. Targeted Support: Children with dyscalculia can benefit from additional exercises and tools such as adapted worksheets, visual aids, and extra time on tests. For children with autism, providing structure and predictability in math lessons can be useful.

3. Tools and Adjustments: Consider using tools such as calculators or visual aids to facilitate the math process. Clear and structured instructions can also help.

4. Collaboration with School: Work with teachers and the school’s support team to develop a support plan that addresses the child’s specific needs.

5. Emotional Support: Children with dyscalculia and autism may experience anxiety or other emotional issues. Ensure a supportive and positive learning environment where the child feels safe to make mistakes and learn.

   
   

Combining dyscalculia and autism can present additional challenges, but with the right support and approach, children can overcome these difficulties. By understanding what each condition entails and working with professionals, you can ensure the child receives the help needed to succeed both in school and beyond.