What is a Specific Learning Difficulty in maths, including dyscalculia?
Features
A specific learning difficulty in mathematics is a set of processing difficulties that affects the acquisition of arithmetic and other areas of mathematics.
In dyscalculia, the most commonly observed cognitive impairment is a pronounced and persistent difficulty with numerical magnitude processing and understanding that presents in age related difficulties with naming, ordering and comparing physical quantities and numbers, estimating and place value.
Some individuals may not present with a specific cognitive impairment in numerical magnitude processing but have an equally debilitating specific learning difficulty (SpLD in mathematics) due to other processing difficulties. Difficulties in language, executive function (verbal and visuo-spatial working memory, inhibitory control) and visual-spatial processing may also contribute.
Impact
Mathematics is a very varied discipline. Difficulties with learning mathematics may present in specific areas (for example, basic calculation) or across of the mathematics studied by the individual in relation to age, standard teaching and instruction, and level of other attainments. Across education systems and age groups, difficulties in arithmetic fluency and flexibility and mathematical problem solving are key markers of a SpLD in mathematics. Persistent difficulties in mathematics can have a significant impact on life, learning and work. This may also have a detrimental impact upon an individual’s resilience to apply mathematical skills effectively.
Presentation
The presentation and developmental trajectory of a specific learning difficulty (SpLD) in mathematics depends on the interactions of multiple genetic and environmental influences. It will persist through life but may change in manifestation and severity at different stages.
A SpLD in mathematics frequently co-occurs with one or more of the following: attention deficit hyperactivity disorder (ADHD), dyslexia, developmental language disorder (DLD) and developmental coordination disorder (DCD).
Maths anxiety commonly co-occurs with a SpLD in mathematics but is not an indicator in itself.
Who can assess for a Specific Learning Difficulty in Maths?
The British Dyslexia Association advise that a formal diagnostic assessment should only be carried out by an assessor who is qualified to level 7 in the assessment of dyscalculia or dyslexia and with AMBDA dyscalculia. A level 7 qualification in the assessment of dyslexia alone is not considered by the BDA to be sufficient. Please see the following for guidance for who can assess for dyscalculia:
https://www.sasc.org.uk/sasc-downloads/or download it here:
https://www.sasc.org.uk/media/kj5hyoxl/sasc-maths-difficulties-guidance-march-2025-final.docx
I am fully qualified to assess for both dyslexia and specific learning difficulties in maths, including dyscalculia.
You are welcome to contact me to set up a free informal phone consultation about anything to do with the process.
Screening assessment for dyscalculia
This is a shorter assessment for ages 7-14 years old that may incorporate a dyscalculia screener and tests to assess attainment in numerical cognition.
It is important to note that Dyscalculia Screeners are not a full diagnostic assessment. Their purpose is to identify students who are experiencing difficulties known to be associated with dyscalculia that may require further investigation. The results from screeners are not intended to give firm evidence that dyscalculia is identified.
Total time with a pupil is about 1 ½ -2 hours, depending on the student, with rest breaks as needed; there is no rush 🙂
Steve Chinn’s ‘More Trouble with Maths’ can be used as part of the screening process and I have written an article on this assessment.
As maths anxiety can play a very big part in the learning of maths, this is also an area that needs investigating, as also noted by Steve Chinn.
What is involved in a full diagnostic assessment for a specific learning difficulties in maths, including dyscalculia?
Diagnostic assessment of difficulties in mathematics forms part of an holistic assessment designed to explore the full range of Specific Learning Difficulties and cognitive, medical and environmental factors that may be contributing to difficulties with learning.
Through questionnaires and discussions with the school, child and family, a thorough health and developmental history is taken, including vision, hearing, speech and language, motor skills, an educational history, current situation for literacy and numeracy, maths anxiety, memory and concentration, social skills, self-esteem and organisation.
Then there are measures of cognition: language and reasoning skills, speed of processing and retrieval, memory and attention, and visual spatial processing skills.
Aspects of literacy are also assessed, if these are thought to be a difficulty as a result of the background information, or as part of the findings during the assessment, in order to gain a holistic profile of the student. This may need then an onward referral for further investigation.
The main focus is then on mathematics, to identify strengths and weaknesses within the attainment profile, and numerical cognition (the ability to represent and process approximate quantity information).
- Basic calculations.
- Graded computation tasks.
- General mathematics attainment.
- Mathematics reasoning.
- Problem solving.
- Magnitude comparison (determining which of two quantities or objects is larger, smaller, or greater in size, intensity, or value).
- Magnitude estimation (assigning numbers to stimuli to reflect their perceived magnitude, that is size of numbers.
- Counting/ Sequencing/ ordering numbers.
- Mastery of mathematics language.
The total time with a pupil is about 3-4 hours, depending on the pupil, with rest breaks as needed – there is no rush 🙂
Bear in mind a specific difficulty may not be found. However, a full report is always provided, with valuable recommendations and strategies.
Costs
Screening assessment: £300.00
Full diagnostic assessment (with screening already taken place within 1 month): £250.00
Full diagnostic assessment (no prior screening): £550.00, which increases to £850 if there also needs to be more of a focus on literacy, so a joint dyslexia and Specific Learning Difficulties in maths, including dyscalculia, assessment. This will be dependent on background information provided.
Please do get in touch:
- rebecca@educationaccess.co.uk
- 07999 016437
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