We in the UK are not the only ones moving forward with dyscalculia. The European Dyslexia Association, is not only going to change its name to include dyscalculia, but it has produced a European working definition for dyscalculia (without drawing a distinction between dyscalculia and other specific maths learning difficulties) (Karagiannakis, G., Noel, M, and Gilmore, C). It was noted during the conference that many countries do not have a definition, or even acknowledge dyscalculia! It will be interesting to see if a Europe-wide definition will help these countries to move forward with a recognition of dyscalculia.
The EDA definition is broadly in line with the SASC 2025 definition. Such convergence should give practitioners confidence that we are all heading in the right direction, in line with current research and thinking! Please read more here:
- Insights from the European Dyslexia Conference emphasised the importance of research in validating practices, including maths, and this is what has happened with our 2025 definitions. The updated SASC report format demonstrates our assessments areas to be grounded in current research.
- In our reports, wisely-used rationales, help explains the reasoning behind test choices, which in turn has guided the updated test lists. There’s a shift away from traditional tasks (like reasoning tests) unless they provide meaningful insights about the individual. I have to work hard to get my head around this! As was said at the conference, the goal is to understand the person, not just follow routine. Whilst there are core assessment areas, there is flexibility depending on the emerging profile: adaptive assessing is key—this shift requires ‘adapting’ in my head, but is the approach which is supported by current evidence-based research.
- Germany are using a “multiaxial-approach” (this was a new word for me!), a diagnostic approach using an holistic view, going beyond pure clinical symptoms—this aligns with the new report format being adopted in the UK.
The European definition takes into account developmental trajectories and the need to assess magnitude beyond whole numbers (e.g. fractions/ decimals/ negative numbers), as well as profile mathematical strengths and integration of cognitive, affective and mathematical dimensions, which is key to informing interventions.
In the European definition, there are five key areas to be assessed:
- Number symbol understanding: magnitude/ symbolic number system/ mathematical symbols;
- Mathematical fact storage and retrieval;
- Calculations: mental and written, and algebraic;
- Maths Reasoning;
- Geometry (optional in the SASC 2025 framework).
As with the UK’s definition:
- the symptoms need to be persistent,
- show a poor response to effective instruction,
- no strict cut off lines,
- influenced by genetics and environment,
- co-occurs with other SPLDs,
- involvement of maths anxiety,
- not caused by low IQ, although it is noted that fluid intelligence impacts mathematical performance.
We are making progress!
If you have any queries or questions about dyscalculia or dyslexia, please do get in touch- rebecca@educationaccess.co.uk
#Dyscalculia
