Current Definition of Dyscalculia
Dyscalculia is a specific and persistent difficulty in understanding numbers which can lead to a diverse range of difficulties with mathematics. It will be unexpected in relation to age, level of education and experience and occurs across all ages and abilities.
Mathematics difficulties are best thought of as a continuum, not a distinct category, and they have many causal factors. Dyscalculia falls at one end of the spectrum and will be distinguishable from other mathematics issues due to the severity of difficulties with number sense, including subitising, symbolic and non-symbolic magnitude comparison, and ordering. It can occur singly but can also co-occur with other specific learning difficulties, mathematics anxiety and medical conditions.
SASC: SpLD Assessment Standards Committee November 2019
For ages 7-8 years £275
We offer a 2 hour dyscalculia screening test for children age 7-8. This includes a reduced number of tests which will identify maths strengths and weaknesses and assess if these are likely to be caused by Dyscalculia. A short report is provided ( about 4-6 pages) and provides recommendations for parents and school.
Full maths and cognitive processing assessment £400
This assessment takes roughly three hours and includes a number of tests which will identify maths strengths and weaknesses with additional tests looking at areas of cognitive processing which may cause maths problems ( such as visual underlying ability, visual perceptual skills, verbal working memory and processing speed.) The results of these tests will be used to identify the likelihood of Dyscalculia. A short report is compiled ( about 4-6 pages) and provides recommendations for parents and school. This is not a formal diagnosis but will provide a clear picture of the individual's strengths and weaknesses and recommendations to support learning.
For ages 9-16
Price on request. Please contact us for details
A full Dyscalculia assessment takes approximately 5 hours.
Tests of verbal, visual and visual-spatial reasoning and cognitive processing (such as memory, phonological processing, processing speed and accuracy, visual spatial sequential skills) in order to identify domain general strengths and weaknesses within the cognitive profile.
Tests of literacy and mathematics skills in order to identify strengths and weaknesses within the attainment profile.
Informal, qualitative tests of understanding of number that use subitising, symbolic and non-symbolic magnitude comparison, ordering and concrete tools to explore concept of number. This could include screeners designed to explore number sense.
Standardised measures of Arithmetic (+, -, x, ÷). Timed and untimed to establish what difference time pressure makes upon performance.
Mathematics reasoning and problem solving, including word problems to explore whether the difficulties are related to number, or mathematical terminology, or language more generally.
Qualitative analysis of performance within these tests:
Approximately 60% of dyslexic individuals have difficulties with numeracy and this is part of their dyslexic profile. Dyscalculia is a specific difficulty with maths which is very severe and often means they have little concept of number. This assessment will identify whether the numerical difficulties are dyscalculia.
The assessment can be conducted at our office in Orpington only.