What to Expect from a Dyscalculia Assessment

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A diagnostic assessment provides a detailed understanding of an individual's mathematical learning profile. It identifies both strengths and areas of difficulty, helping to explain why someone may be experiencing persistent challenges with number, arithmetic, mathematical reasoning, and other aspects of mathematics. The assessment also provides practical, evidence-based recommendations to support learning at school, university, in the workplace, and at home.

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A full diagnostic assessment typically takes 3–4 hours, including breaks where needed. The assessment is tailored to the individual and usually includes activities to assess:

• Number sense and understanding of numerical concepts

• Arithmetic skills and mathematical fluency

• Mathematical reasoning and problem-solving

• Mathematical language and understanding

• Working memory and processing speed

• Underlying cognitive abilities relevant to mathematical learning

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The assessment uses standardised tests that have been developed and normed on large populations. These assessments must be administered and scored according to strict standardised procedures to ensure that the results are reliable, valid, and comparable with those of others of the same age. Alongside the standardised testing, I gather background information and consider educational history to develop a comprehensive understanding of the individual's mathematical profile. Throughout the assessment, I aim to create a calm, friendly, and supportive environment so that each individual feels comfortable and able to perform at their best.

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Assessment Report

 

Following the assessment, you will receive a comprehensive written report explaining the findings in clear, accessible language. The report will indicate whether the individual's profile is consistent with dyscalculia, a Specific Learning Difficulty (SpLD) in Mathematics, or another underlying factor. It also includes personalised, evidence-based recommendations to support learning and development, together with guidance for parents, teachers, employers, or other professionals where appropriate.

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Where appropriate, a diagnostic report may provide supporting evidence for exam access arrangements (subject to the relevant awarding body criteria) and Disabled Students' Allowance (DSA) for higher education. Decisions regarding eligibility for these provisions are made by the relevant educational institution or awarding body, rather than by the assessor.

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