What is Dyscalculia?

Dyscalculia is more than just not liking maths

Most of us are familiar with Dyslexia and many of us are also aware of Dyspraxia. Less well known, however, is Dyscalculia. Dyscalculia is a Specific Learning Difficulty (“SpLD”) and type of neurodivergence that affects a person’s ability to understand numbers and learn mathematical facts and operations. Children with Dyscalculia have persistent struggles with recognising and understanding numbers. It is sometimes called “Dyslexia for Maths” because it impacts numerical processing, but it is not the same as Dyslexia, and someone who is Dyslexic won’t necessarily be Dyscalculic and vice versa. That said, there is a high degree of overlap between the two and also other neurodivergencies such as Attention Deficit Hyper Activity Disorder (“ADHD”).

Although Dyscalculia is not new - the term was first used in the 1970s - it has only become more widely known relatively recently. Research remains significantly behind that of other SpLDs, notably Dyslexia, but is catching up and it is thought that up to 6% of people may be affected by Dyscalculia.

Dyscalculia is typically diagnosed by Educational Psychologists or specialist teachers trained in SpLD, through a process involving a series of assessments that evaluate numerical processing, mathematical reasoning, and cognitive abilities. As with all Special Educational Needs (“SEN”) early identification is crucial for effective support and intervention.

Children with Dyscalculia often face significant challenges with their learning. These can include:

• Difficulty understanding basic number concepts

• Problems with arithmetic operations and math facts

• Struggles with time management and sequencing

• Anxiety related to mathmetical tasks

Individually and cumulatively this can result in children feeling frustrated, having low self-esteem and lacking confidence in their academic ability. This in turn is more likely to lead to them disengaging with learning maths and, given how central maths is to the curriculum, potentially to learning as a whole.

There are various ways in which schools can provide support to help children with Dyscalculia, whether or not those children have an Education Health and Care Plan (“EHC Plan”). Examples might be:

• The use of multisensory teaching methods to help children understand mathematical concepts

• Assistive technology tools such as calculators, apps, and visual aids

• Adjustments and accommodations to teaching delivery and expectations, such as allowing additional time in tests, use of manipulatives, and permitting oral rather than written responses

It is also key that teachers and other staff working with children understand Dyscalculia and know how to identify when a child might be experiencing it and be able to take steps to put in place appropriate support.  

If your child is struggling with maths and you feel Dyscalculia might be the reason why, SEND Advocacy can provide information, advice and support to help ensure they receive the provision to which they are entilted. If you need someone in your corner to help you secure the education your child deserves, contact SEND Advocacy today.