Maths Difficulties and Dyscalculia Update

News regarding SASC ongoing discussions on the assessment of maths difficulties/ dyscalculia.

SASC recently invited specialist assessors, psychologists, course providers and accrediting bodies to explore a number of issues concerning standards in the assessment of maths difficulties / dyscalculia. Following discussions, the SASC Board has decided on the following actions:

1. To establish a working group to update the current SASC guidance on assessing for maths difficulties and dyscalculia in the light of:
   
   

• The potential for over-identification of dyscalculia as opposed to more general maths-related difficulties.
• The need to include relevant new research. While, developmentally, there remain individuals who present with core and persistent characteristics most closely aligned with particular categories e.g. the persistent reading and spelling difficulties associated with dyslexia or the core number sense difficulties associated with dyscalculia, there is growing emphasis on the multidimensional and overlapping nature of specific learning difficulties as products of complex and continual interactions between genetic and environmental factors.
• The need consider how literacy and numeracy attainment can/should be included in the report formats.
• A need to update the STEC Lists of Approved Tests, which will mean STEC revisiting some of the listed numeracy and maths tests and materials, with a view to identifying more overtly, the domain specific and domain general elements within them.
• The need to consider in more detail if the use of remote assessment via online platform is a valid and reliable tool for the identification of maths difficulties/dyscalculia, and, if so, to produce best practice guidance for this issue.

Time frame: Working Party to be convened as soon as possible and aim to report by the end of September 2023, with any relevant changes made public for assessors by the end of that month

2. To engage all relevant SpLD course providers and accrediting bodies, as a matter of some urgency, to discuss how best to resolve the following issues:
   
   

• In the SASC guidance on dyscalculia, written 5 years ago, p.24, it was made clear that diagnostic assessment of difficulties in mathematics should form part of a holistic assessment designed to explore the full range of SpLDs and consider cognitive, medical and environmental factors that may be contributing to learning. Assessors were urged to use their professional expertise and discretion to decide which areas of literacy and/or mathematical skills need to be explored, dependent on the range of difficulties reported / suspected by the individual and / or parents / teachers. However, most current Level 7 courses focus much more on literacy and dyslexia than on maths / dyscalculia, which means that currently, there may not be sufficient assessors with specialist knowledge to undertake assessments that identify maths difficulties and dyscalculia.  
• There is a growing demand for assessments which can examine maths difficulties / the possibility of dyscalculia.
• Level 7 post-graduate diploma courses in dyslexia or dyscalculia are available which can lead to AMBDA or AMBDA Dyscalculia and eligibility for an APC upon completion. Specialisation may restrict assessment practice. How viable would it be to create Universal Level 7 specialist teacher/assessor SpLD courses, with modules explicitly and equally covering attainment areas of maths and literacy?  In the meantime, what advice regarding CPD and additional qualification and training requirements would best serve the interests of assessors and their clients?

Time frame: Discussions to be convened as soon as possible and assessors will be notified of any relevant recommendations and changes on the SASC website.