What is a Specific Learning Difficulty in Maths and what exactly is Dyscalculia?
In March 2025, the SASC Maths Difficulties and Dyscalculia Working Group published long-awaited updated guidance on the assessment of dyscalculia and specific maths learning difficulties, largely in light of the findings of new research. It highlighted the importance of a range of factors which contribute to maths-related difficulties e.g. genetic, biological, cognitive and environmental, but it also acknowledged that due to the overlap of symptoms with other developmental conditions, how they each contribute is not yet fully understood. Despite the complexities relating to aetiology, the comprehensive SASC review does provide assessors with a clear definition of what constitutes a 'specific learning difficulty (SpLD) in maths' and explains that 'dyscalculia' is a distinct and identifiable subcategory:
"A SpLD 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 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.
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 specific learning difficulty (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.
The presentation and developmental trajectory of a 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."
So, in a nutshell, a person can be deemed to have a “specific learning difficulty in maths” when they experience significant, persistent difficulties with the acquisition and/or application of mathematical skills in daily life. However, “Dyscalculia” is a distinct subcategory of a SpLD in maths, identifiable by an enduring and extreme difficulty with domain-specific cognitive processing, namely numerical magnitude processing. Each is recognised as a diagnosis and the ultimate aim of any specialist assessment is to enable the individual to access appropriate understanding and support, regardless of the diagnostic label.
Initial screening assessment
Maths learning can be problematic for lots of children and young people, and, as described above, there can be many different reasons for this. Ahead of a diagnostic assessment for maths learning difficulties and dyscalculia it can sometimes be beneficial to carry out a briefer screening assessment, which can provide an initial insight into areas of strength and weakness, and shed some light on whether or not further investigation would be appropriate. Included in this report, should you choose this option, there will always be recommendations for further support and intervention.
Also, as maths-related anxiety is a factor which is always considered when assessing for dyscalculia, this would also be explored during the screening process. Steve Chinn, a leading expert on Dyscalculia in the UK, presents some interesting information on ‘maths anxiety’ on his website, which is worth a look if this might apply to you or your child!
A screening assessment takes approximately 1½-2 hours to complete and, if the results suggest that further, in-depth assessment is pertinent - in order to potentially pursue a diagnosis of a SpLD in maths or Dyscalculia - then this can be arranged at an additional cost.
Diagnostic assessment for a SpLD in maths, including Dyscalculia
In order to satisfy the professional body guidelines for a diagnostic assessment, it is necessary to carry out a wide range of skills and abilities tests. It is also a requirement that other factors which can impact upon maths-related learning difficulties are explored as part of the assessment e.g. medical history, environmental factors, educational opportunities, speech and language skills etc. Furthermore, during a comprehensive maths learning difficulties and dyscalculia assessment, it is often necessary to carry out additional assessments relating to literacy skills and phonological awareness, to try and ascertain if another specific learning difficulty (e.g. dyslexia) may be at play, which could then be linked to the individual’s difficulties acquiring maths and numeracy skills. When you take into account that the following also need to be completed, it is not surprising that the whole process can take between 3 and 4 hours and is sometimes completed in two separate sessions:
- Various cognitive ability assessments e.g. non-verbal and spatial reasoning
- Tests of working memory and processing speed
- Formal and informal tests of mathematical calculation
- Tests evaluating “number sense”
- Worded maths/reasoning problem tasks
- Language skills – including maths-specific terminology
As with any other diagnostic assessment, the conclusion of the assessment may be that the criteria for identification of a SpLD in maths or dyscalculia have not been satisfied. However, as with all SEND Pathways assessments, recommendations for further support and intervention will always be provided in the report.
Please note that I only assess children and young people from the ages of 9 to 18 for maths-learning difficulties/dyscalculia.
Costs: | |
Screening assessment only | £295 |
'Top up' to full dyscalculia assessment* | £230 |
Full dyscalculia assessment | £525 |
*Only available to those who have undergone a screening assessment. NB. The ‘Top up’ assessment must take place within 28 days of the screening assessment. NB. For those who have undergone dyslexia assessment by me, and for whom further assessment to explore a SpLD in maths and dyscalculia is recommended, this will be discussed with each client on an individual basis. Ordinarily, the cost for this particular 'top up' would be a further £215. NB. If, during an assessment for a SpLD in maths, it is felt that dyslexia may also be a part of the individual's learning profile, this will be discussed with the family, as to ensure this is fully explored alongside the maths difficulties would incur an additional charge of £135. For a discussion about any of the above situations, please don't hesitate to get in touch. Sometimes it is easier to talk through the potential assessment options. | |