Dyscalculia and the everyday physical world

If you have any engagement with dyscalculia – for example because you are dyscalculic yourself, or because you know someone who is (or might be) dyscalculic, it is important to remember that dyscalculia affects everyday life. 

Imagine being at a children’s party with your child, and the host hands you a knife and says, “Could you cut that cake into ten pieces for me?” that might seem the easiest thing in the world.  You’d probably cut the cake in half, and then mark out each half section into five roughly equal bits.  No problem.

All so easy – but for the dyscalculic person, you might as well ask them to carry the cake across a newly laid minefield.  For such a person the issue is impossible to resolve, and worse, the dyscalculic person will know from painful experience, it will seem to everyone looking on to be a very simple task.  They won’t understand the dyscalculic person’s problem.

Our world is in fact based on numbers all day every day, and if numbers are meaningless to you, then anything that involves number, measurement, time, fractions, etc etc, also becomes meaningless.

But what makes it worse is that everyone else doesn’t understand how this can be.  The response to the question of “cut it into ten” of, “I don’t know how,” is liable to bring the answer, “Just cut it into ten,” which by and large is not very helpful.

Indeed, it is this lack of understanding of the fact that what seems obvious and everyday to most people can seem completely incomprehensible to a small number of people, that can make life so awful for many dyscalculic people.  It is a disability that is incredibly hard for most people to imagine because a) it is invisible and b) most people take numbers for granted.

This is why sometimes in the reports that the Dyscalculia Centre issues after a diagnostic test for dyscalculia has been undertaken, we offer some thoughts and help in relation to maths and the physical world.

For example, if a person (be it a child, teenager or adult) takes our online test and reveals that she or he doesn’t have an understanding of fractions, we sometimes suggest that this individual works with a person who does not have dyscalculia on the simple task of dividing things up.

One starting activity can be taking a piece of paper that is circular in shape with the instruction that it has to be cut in half.

That might seem simple and obvious to the non-dyscalculic person – you simply fold the circular piece of paper over on itself, and then cut along the fold, and you have two equal sections.  But that is not always at all the obvious way to proceed for the dyscalculic person.

But when that dyscalculic person has seen the solution and done it, the idea becomes a reality – especially if one then asks, “how many pieces of paper did we have at the start?” (the answer is one).  Then “how many do we have now?” (the answer is two).  “How can we check that they are the same size?” (fit one on top of the other).

Even that last moment of placing one piece of paper on top of the other might seem problematic to some, but once the process has been seen through several times, it slowly becomes understood.

Then the numbers are engaged.  Place the two semi-circular pieces of paper on the table next to each other.   “How many pieces of paper do we have?”

The answer of course is two.  The number “2” is written on each.

“But this is only one of those two pieces isn’t it?” asks the instructor, and once that is agreed, the number one can be written above the number 2, and everyone says, “one out of two”.

From there it is but a step to write ½ and introduce the word “half.”

The point about this is once it is introduced physically and has been repeated a couple of times, it is possible to move on to quarters, and then start adding quarters and a half together, introducing ¾ as one progresses, along with the new terminology and the written maths.

This is classic multi-sensory learning.  The physical objects (the paper) are handled, the words are said and the symbols written down.

It is slow, but over time, and with many dyscalculics, for the first time, fractions have a real life meaning.   Suddenly, instead of the sum

½ + ¼ =

being given the answer 1/6 (which is the most common answer for a dyscalculic person to give), the realisation strikes that the answer indeed ¾ - and that has a real physical meaning.

If you know anyone who could benefit from undertaking our on-line test for dyscalculia you will find details under Testing for Dyscalculia on our website. 

If you have any questions, please do email This email address is being protected from spambots. You need JavaScript enabled to view it.

Tony Attwood C.Ed., B.A., M.Phil (Lond) F.Inst.A.M.

 

Testing for dyscalculia: why and how

 

This article concerns how adults may be tested for dyscalculia, the reasons that students and adults might want to be tested, and issues relating to admission to sixth form, university and employment for people with dyscalculia.

 

Please note there are two other articles on testing on this site

 

Testing for Dyscalculia notes for teachers

Testing for Dyscalculia notes for parents

 

 

1: Why should an adult or a student taking GCSE exams and above be tested for dyscalculia?

 

First, the negative: testing does not make the dyscalculia go away.  It simply confirms (if that is the result) that the individual is dyscalculic, and normally where the problems are.  Nor does it automatically exclude the need to have a pass in GCSE maths or any other exam.  More on this below.

 

A diagnostic test for dyscalculia may be helpful for several reasons:

 

  • For the school – it enables the special needs department to see exactly what the problem is, and how the teaching of maths may be varied in order to help the individual pupil or student.  In general terms this is the same as dyslexia – once one know the individual is dyslexic or dyscalculic, the teaching can be adjusted to account for this.
  • For sixth form, college or university applications.  Some institutions require a GCSE pass at a particular level before students can enter the establishment or take a certain course.  Where the requirement is for laid down because the course being applied for contains maths at a certain level, then it is hard to argue with such a requirement.  However, if (for example) a student wants to study for a degree in English, but the university requires GCSE maths at a certain level as an indication of a general all-round educational ability, it is almost certainly not reasonable to exclude a dyscalculic person, given the provisions of the Equalities Act.  There are more details concerning this Act (which applies to the whole UK) on our website.  The best approach is to make representation to the college or university before doing anything else, to see what their position is on this.  In our experience many individual departments in higher education will waive the requirement for maths at a certain level, providing the course does not require the ability to undertake maths. 

 

2: Compulsory retakes of maths at school.

 

Government regulations in England state that achieving a level 2 qualification, and in particular a GCSE grade 9 to 4 or A* to C, in both maths and English helps students to progress to further study, training and skilled employment. The maths and English condition of funding requires students to retake the exams until they achieve a pass at the required level. 

 

It is therefore essential that the student is given the right sort of tuition in accordance with their special needs to be able to reach this attainment.  Some schools, we know unofficially ignore the requirement but that of course is a matter for the school. 

 

But all schools in the UK are also bound by the Equalities Act which clearly states that

a) under the Equalities Act the education must be given in a way that recognises the special needs of the student and b) under the compulsory retake regulations the student has to resit the maths exam if it is not passed. 

 

Not to provide teaching that takes account of diagnosed dyscalculia would be a breach of the Equalities Act.  Not to forward a suspected dyscalculic student or pupil for testing would also be a breach of the Act.

 

Thus quite clearly (in our view) if a student fails GCSE maths and thus becomes part of the compulsory re-sit situation, and there is any suspicion that the student might be dyscalculic, they logically need to be tested and then if diagnosed, given tuition that is commensurate with their disability.

 

What are you wanting to achieve?

 

People get tested either because they wish to satisfy their curiosity as to whether dyscalculia is why they can't do maths, or because (by way of example) a university or employer might require GCSE maths at a certain level before entry or appointment, or because they are finding the regular re-taking of GCSE maths exams is emotionally very disturbing.

 

Because of the laws outlined above, it is important to be very clear why you want to be tested, as this will indicate what route needs to be taken.

 

The most common reasons for wanting to be tested are:

 

  • Simply to know if I am dyscalculic.   In this regard our on line test is probably the best way forward.  It is not as definitive as seeing a psychologist, but it is only about one sixth of the price.
  • To start the process of helping the individual learn maths.   While a psychologist specialising in the subject may well be able to indicate where the problems are, he/she normally don’t indicate how to overcome these difficulties.  Again, in these circumstances the on-line test might be best as if dyscalculia is found, we also supply some teaching materials that can help the individual start to progress in maths.
  • To gain admission to a college or university.  Before doing anything else, write to the institution, set out the details of the case, and then ask them if they can waive their admission requirements in the light of this special need.  They may provide their own test for dyscalculia and remedial materials, so this should be done before arranging for any other diagnostic test to be taken.
  • To avoid having to take the GCSE maths papers over and over again because of failure to reach the government’s required grade.  However there is nothing in the regulations that recognises dyscalculia.  Therefore the logical solution has to be that the school or college tests the students who have to re-sit the maths GCSE exam for possible dyscalculia, and then if dyscalculia is found, to teach these students in an appropriate way.  If this is not done, it is difficult to see how the school is obeying the requirements of the Equalities Act although we know of no case law which resolves this situation. 

 

But it is important to distinguish why maths is required, beyond the government’s regulation about resits.  In many situations a maths qualification such as GCSE is a pre-requisite for continuing in a course, no matter what, because maths is of the essence in the profession one wishes to follow (for example for an accountant) or the course being studied (for example a maths GCSE may be required before entry to a Chemistry A Level course).  

 

But where a university or employer asks for maths as an entry requirement in order to show a "rounded education" then showing one has dyscalculia can be used to set this aside, under the rules of the Equalities Act.  (See http://dyscalculia.me.uk/special-needs-and-the-law.html for more on the legal situation).

 

You can find the details of the nearest educational psychologist who specialises in dyscalculia from either the British Psychological Society or the Association of Educational Psychologists - both of whom have web sites containing details of their members.  We believe the cost is around £300 for a session including the writing of the report, but obviously you will need to check.

 

Our on-line diagnostic test is a lot less expensive because it is online, and thus because it cannot be as accurate as the diagnosis of a psychologist who meets and individual one to one, but many people do find it helpful.  The details are at http://dyscalculia.me.uk/dyscalculia-in-adults.html (see part 4 of the article on that page).

 

However in conclusion I would stress that although the tests can tell you if it is likely that you have dyscalculia or not they will not of themselves improve your maths.   Although with our test, if we do find dyscalculia is likely to be the cause of your problems with maths, we do provide, free of charge, some materials you can use with a friend who is not dyscalculic, which can help you improve your maths.

 

Tony Attwood C.Ed., B.A., M.Phil (Lond), F.Inst.A.M.

Head of the Dyscalculia Centre

 

This article concerns how adults may be tested for dyscalculia, the reasons that students and adults might want to be tested, and issues relating to admission to sixth form, university and employment for people with dyscalculia.

Please note there are two other articles on testing on this site

Testing for Dyscalculia notes for teachers

Testing for Dyscalculia notes for parents

 

1: Why should an adult or a student taking GCSE exams and above be tested for dyscalculia?

First, the negative: testing does not make the dyscalculia go away.  It simply confirms (if that is the result) that the individual is dyscalculic, and normally where the problems are.  Nor does it automatically exclude the need to have a pass in GCSE maths or any other exam.  More on this below.

A diagnostic test for dyscalculia may be helpful for several reasons:

  • For the school – it enables the special needs department to see exactly what the problem is, and how the teaching of maths may be varied in order to help the individual pupil or student.  In general terms this is the same as dyslexia – once one know the individual is dyslexic or dyscalculic, the teaching can be adjusted to account for this.
  • For sixth form, college or university applications.  Some institutions require a GCSE pass at a particular level before students can enter the establishment or take a certain course.  Where the requirement is for laid down because the course being applied for contains maths at a certain level, then it is hard to argue with such a requirement.  However, if (for example) a student wants to study for a degree in English, but the university requires GCSE maths at a certain level as an indication of a general all-round educational ability, it is almost certainly not reasonable to exclude a dyscalculic person, given the provisions of the Equalities Act.  There are more details concerning this Act (which applies to the whole UK) on our website.  The best approach is to make representation to the college or university before doing anything else, to see what their position is on this.  In our experience many individual departments in higher education will waive the requirement for maths at a certain level, providing the course does not require the ability to undertake maths. 

 

2: Compulsory retakes of maths at school.

Government regulations in England state that achieving a level 2 qualification, and in particular a GCSE grade 9 to 4 or A* to C, in both maths and English helps students to progress to further study, training and skilled employment. The maths and English condition of funding requires students to retake the exams until they achieve a pass at the required level. 

It is therefore essential that the student is given the right sort of tuition in accordance with their special needs to be able to reach this attainment.  Some schools, we know unofficially ignore the requirement but that of course is a matter for the school. 

But all schools in the UK are also bound by the Equalities Act which clearly states that

a) under the Equalities Act the education must be given in a way that recognises the special needs of the student and b) under the compulsory retake regulations the student has to resit the maths exam if it is not passed. 

Not to provide teaching that takes account of diagnosed dyscalculia would be a breach of the Equalities Act.  Not to forward a suspected dyscalculic student or pupil for testing would also be a breach of the Act.

Thus quite clearly (in our view) if a student fails GCSE maths and thus becomes part of the compulsory re-sit situation, and there is any suspicion that the student might be dyscalculic, they logically need to be tested and then if diagnosed, given tuition that is commensurate with their disability.

 

What are you wanting to achieve?

People get tested either because they wish to satisfy their curiosity as to whether dyscalculia is why they can't do maths, or because (by way of example) a university or employer might require GCSE maths at a certain level before entry or appointment, or because they are finding the regular re-taking of GCSE maths exams is emotionally very disturbing.

Because of the laws outlined above, it is important to be very clear why you want to be tested, as this will indicate what route needs to be taken.

The most common reasons for wanting to be tested are:

  • Simply to know if I am dyscalculic.   In this regard our on line test is probably the best way forward.  It is not as definitive as seeing a psychologist, but it is only about one sixth of the price.
  • To start the process of helping the individual learn maths.   While a psychologist specialising in the subject may well be able to indicate where the problems are, he/she normally don’t indicate how to overcome these difficulties.  Again, in these circumstances the on-line test might be best as if dyscalculia is found, we also supply some teaching materials that can help the individual start to progress in maths.
  • To gain admission to a college or university.  Before doing anything else, write to the institution, set out the details of the case, and then ask them if they can waive their admission requirements in the light of this special need.  They may provide their own test for dyscalculia and remedial materials, so this should be done before arranging for any other diagnostic test to be taken.
  • To avoid having to take the GCSE maths papers over and over again because of failure to reach the government’s required grade.  However there is nothing in the regulations that recognises dyscalculia.  Therefore the logical solution has to be that the school or college tests the students who have to re-sit the maths GCSE exam for possible dyscalculia, and then if dyscalculia is found, to teach these students in an appropriate way.  If this is not done, it is difficult to see how the school is obeying the requirements of the Equalities Act although we know of no case law which resolves this situation. 

But it is important to distinguish why maths is required, beyond the government’s regulation about resits.  In many situations a maths qualification such as GCSE is a pre-requisite for continuing in a course, no matter what, because maths is of the essence in the profession one wishes to follow (for example for an accountant) or the course being studied (for example a maths GCSE may be required before entry to a Chemistry A Level course).  

But where a university or employer asks for maths as an entry requirement in order to show a "rounded education" then showing one has dyscalculia can be used to set this aside, under the rules of the Equalities Act.  (See http://dyscalculia.me.uk/special-needs-and-the-law.html for more on the legal situation).

You can find the details of the nearest educational psychologist who specialises in dyscalculia from either the British Psychological Society or the Association of Educational Psychologists - both of whom have web sites containing details of their members.  We believe the cost is around £300 for a session including the writing of the report, but obviously you will need to check.

Our on-line diagnostic test is a lot less expensive because it is online, and thus because it cannot be as accurate as the diagnosis of a psychologist who meets and individual one to one, but many people do find it helpful.  The details are at http://dyscalculia.me.uk/dyscalculia-in-adults.html (see part 4 of the article on that page).

However in conclusion I would stress that although the tests can tell you if it is likely that you have dyscalculia or not they will not of themselves improve your maths.   Although with our test, if we do find dyscalculia is likely to be the cause of your problems with maths, we do provide, free of charge, some materials you can use with a friend who is not dyscalculic, which can help you improve your maths.

 

Tony Attwood C.Ed., B.A., M.Phil (Lond), F.Inst.A.M.

Head of the Dyscalculia Centre

Is dyscalculia real, and if so how can those with dyscalculia be helped?

Twenty years ago when my colleagues and I started the Dyscalculia Information Centre we did so because we realised many people were becoming aware of dyscalculia, either because they felt it could explain their own failings at maths, or those of their own children, or indeed the young people they were teaching, but at the same time didn’t have access to much non-technical information on the subject.

Many wanted more information about what dyscalculia is, and what can be done about.  Others wanted to know if it was just an excuse, having heard on social media that it didn’t really exist at all!  Yet others wanted to know about the legal issues: are schools, universities and employers legally obliged to provide exam exemptions or support for people with dyscalculia?

We quickly realised that at the time it was quite hard to find out very much about dyscalculia in order to answer questions such as these.  There were a few books published on the topic, but they tended for the most part to be academic in nature rather than of direct practical benefit to parents, teachers, or adults who felt they might have dyscalculia.

Thus our approach has been to work with everyone who comes across dyscalculia in one way or another, to help them understand what dyscalculia is, help those they teach overcome the problems dyscalculia bring, and also help establish if a person is likely to have dyscalculia, before spending substantial sums on a full-blown assessment undertaken by a psychologist.

Inevitably our work has taken us beyond maths.  For just as a difficulty in using the written language has implications for many aspects of life, so does a difficulty with using maths cause problems throughout daily existence.  Problems with dates, money (even in the days of credit card, the account still needs to be checked), time, distances, learning sequences, even geography…

Over time the Dyscalculia Centre has found its place in the order of things, providing classroom materials, low-cost testing, and information where required.  And where we find we have often been asked the same question, we’ve tried to write a free briefing paper to provide the answer.  The main areas of our work are listed at the top of each page on our website.  Briefing papers are listed under “Latest articles” on the home page.

Of course many people want to know if they themselves, those they teach, or their own children are dyscalculic, and we offer help with this.

For others the prime question relates to colleges and universities which require maths at a certain grade for a student can be admitted on a course, and how students who are dyscalculic can be helped in this regard. 

We also get many questions relating to what the law says about dyscalculia and education and employment – hence our article “Special Needs and the Law”.

We like to think that over the past 20 years we’ve provided a fair range of information on dyscalculia on the website but if you can’t find what you are looking for we’ll most certainly try and help.  Just email This email address is being protected from spambots. You need JavaScript enabled to view it. with your enquiry and we’ll get back to you.

Tony Attwood C.Ed., B.A,. M.Phil (Lond) F.Inst.A.M

The Dyscalculia Centre

 

 

Part one: What is dyscalculia?

Dyscalculia is the name given to difficulty in learning about, comprehending or using numbers, which is out of line with the individual’s general educational level.

In a typical case we might find a person who is clearly of average or above average intelligence, and yet when it comes to maths is unable to undertake the most basic calculations. 

Such people will have difficulty in undertaking mathematical calculations such as adding, subtracting, multiplying and dividing, and can often find they also have difficulty understanding money, time, distances, directions and so on.

Dyscalculia is sometimes called “Number Blindness” and it was first noted in 1919 by Salomon Henschen, a Swedish neurologist, who specifically noted that the people he was considering had lower than expected mathematical abilities but average or above average intelligence in general.

The cause of dyscalculia is now known to be genetic – which means that dyscalculia cannot be cured.  However it is possible, with the right kind of specialist teaching, for dyscalculic people to come to understand and use maths.  It is obviously most helpful if this specialist teaching is undertaken at school, but because this does not happen in many cases, the dyscalculic person can reach adulthood having had no help in overcoming this disability and not having found the support and help he or she quite reasonably feels is needed.

A typical comment from a dyscalculic person who has never had any specialist help can be along the lines of, “I know I’m not stupid, but I just can’t do maths!”

Unfortunately, although dyscalculia is a recognised medical condition, it does not readily come under the ambit of GPs or the NHS, not least because it is genetic in origin and therefore (as already noted) there is no cure that can be offered.  However this does not mean that dyscalculic people cannot be helped.

The Dyscalculia Centre is a private organisation which primarily provides materials to help pupils and students in school, college and university attain a basic level of maths ability.  However, since we were founded in 2010 we have had a growing number of enquiries from adults who feel they may be suffering from dyscalculia – hence this page, and the fact that our tests for dyscalculia can be used by adults as well as pupils and students.

Thus we work in two major fields: one is the testing of individuals to see if it is likely that they have dyscalculia, and the other is the provision of materials to help people who are dyscalculic understand basic maths.  Both of these fields of work can be used by adults as well as children.  

The diagnostic test and the materials are not age dependent.  The materials do on occasion make reference to “pupil” and “student” as the majority of people taking our diagnostic test or being taught using our materials are under 18, but this should not be taken to mean that the materials are not suitable for older people.

Part two: Exams and employment

There is a tradition in British exams that where a person taking an exam suffers from a condition that has nothing to do with the issues being studied, but which may affect the taking of the exam, then the examining body should arrange for special provision to be made for the individual.

Thus a person who is dyslexic may be given extra time in a geography exam to write essays, and may also have a person sitting with him/her who will read the questions to the student and perhaps read back the student’s written answers.  These arrangements are there because the aim of the exam is to test the student’s understanding of geography, not the student’s ability to read and write.

However the exact details of how exemptions are arranged is down to each exam board or organisation running the exam, and these not only differ between exam boards, but can differ over time. 

But exemptions are special arrangements and are not always applicable.  To give an extreme example, an accountant clearly has to be able to cope with maths at fairly advanced level, and thus the fact that a person is dyscalculic would not be considered an acceptable reason for that person not having the expected ability in maths at the start of the course.

Likewise, when a nurse wishes to become a prescribing nurse she/he has to take a maths test, and no allowance for dyscalculia is made, because being able to prescribe and administer the correct dose of a drug is considered to be the essence of the work.   However it seems that some exam boards do now extend this notion, and are refusing to make any allowance for dyscalculia in any exam.

Part three: Entry requirements and discrimination against dyscalculic people

It is common for universities and colleges to stipulate that students applying for a specific course must first have certain qualifications. And indeed sometimes this is perfectly logical and understandable, as noted above with the case of a course in accountancy.  But the institution is on less solid ground if teaching A level art, or a degree course in art, and requiring that the student has to have a good pass in maths at GCSE.  However that claim is still made in some cases.

Unfortunately an appeal against this which goes to the university will normally be rejected on the grounds that “these are the regulations”.  Taking the appeal further will be very time-consuming and normally the student wants to enter a course now – not in two years’ time after various appeals procedures have been completed.

Part four: The tests for dyscalculia

Testing for dyscalculia comes in various forms, and it is important consider why you want the test done, as well as what the results of the test will tell you.  Tests range from being free, up to costing £350 or more, so it is important to think this issue through before you begin making arrangements.

The simplest type of test is the indicative test, and an example of this is available on this website.  It is available for free.  The results don’t say you have or don’t have dyscalculia, but they do indicate if you are likely to be dyscalculic or not.

You can read about this introductory test here, and from that article you will find a link to the test.

The second level of test is the online diagnostic test , and again such a test is available from the Dyscalculia Centre.  This test costs £49.95 and is much more comprehensive than the introductory test and the results are much more detailed, giving insights into where the specific problems with maths are identified as being.  If you take the test and we find that you are likely to be dyscalculic then we will also provide you with materials that can help you overcome your dyscalculia.

However please note that these materials do need you to work with another person who is not dyscalculic.  That person does not have to be a teacher or a mathematician; it just has to be a person who does not have dyscalculia – a person who has passed GCSE maths at any time in the past will be able to help you with these materials.

You can pause the test at any time to give you a break, especially if you feel worried about facing mathematical questions.  You can start again later.

Calculators and other devices that can work out mathematical answers are not permitted at all in the test.  You can, however, work out answers on paper or using fingers, but must not look answers up or get help.  You may well find this short article on the test helpful.

The test costs £49.95 and this price includes the delivery to you of the resources that we feel will help you work with a friend or colleague to overcome your dyscalculia. 

To proceed with the test please either send a cheque payable to Websites and Blogs for £49.95 to 1 Oathill Close, Brixworth, Northants NN6 9BE, or call 01604 880 927 where you can pay by credit card. 

If writing to us please include your email address and we will reply, directing you to the website which will provide instructions for the test, and this will then allow you to move onto the test itself.

However if you would like a definitive pronouncement on whether you, a friend, or another member of your family is dyscalculic, you will need to see an educational psychologist who works with dyscalculia.  To find an appropriate person you might wish to contact the Association of Educational Psychologists or the British Psychological Society  As a very general guide we are informed that the cost of a test for dyscalculia is often in order of £350, but you will obviously need to check with these organisations to find if they have anyone in your area, what the current cost is.

But it should be noted that any diagnosis of dyscalculia, or possible dyscalculia, by a psychologist does not of itself do anything to help you overcome the problems dyscalculia brings; it is simply a diagnosis of a cause.  Likewise you should not assume that having had a psychologist give such a diagnosis that a school, college, university or employer will automatically take note of this.  We have come across situations in which individual school headteachers will refuse to give extra support to children who have been diagnosed by a psychologist, giving as their reason the fact that the school management do not believe dyscalculia is real or do not accept this psychologist’s diagnosis.  You may wish to be particularly wary of schools that say, “We’ll have a look at what the psychologist says, and see what we think.”

The unfortunate decline in the number of inspectors visiting schools has meant that such an approach can be overlooked by the inspectorate or merely responded to with a warning from the inspectorate to the school and nothing more.

If you have any enquiries about dyscalculia please phone: 01604 880 927 or email This email address is being protected from spambots. You need JavaScript enabled to view it.

If you find you are dealing with a school or educational authority in any part of the UK which is being less than helpful you may well find that our article “Special Needs and the Law” will help you.

Here is what one headteacher said in response to materials received from the Dyscalculia Centre in 2020.

"I just wanted to write to thank you for the report and attached programme for this child.  As a teacher/SENCo have struggled to find anyone to support an in depth assessment with regard to possible dyscalculia in this area of the country, so I looked online and found yourselves.  I was completely unprepared for the thoroughness of the report and for any programme to support this child.  I feel that your service has not only confirmed what my thoughts were but has given me the way forward but not just for this child, for others who I can see would benefit from the number exercises and the way that you recommend we use counters to support calculations.  For Amy, we can't wait to get going!

"I will definitely be using you again as my first 'port of call' if I have concerns about another pupil and their mathematics at our school."

Lynn Paylor Sutton, Langdon Primary School