Saturday 8th September 2018
Today, I was one of 20 specialist assessors for specific learnig dfficulties lucky enough to participate in the first CPD on dyscalculia assessment and reporting run by Professor Steve Chinn and Judy Hornigold for the Dyscalculia Association.
It was a packed day, with lots of opportunities for sharing experience and best practice, looking at assessment materials and reports and hearing about the latest research into dyscalculia, as well as hearing more about the historical development of our understanding of this specific learning difficulty.
There is no current universally accepted definition of dyscalculia, so at present, assessors will typically work with one of these:
Dyscalculia is a condition that affects the ability to acquire arithmetical skills. Dyscalculic learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence.
DSM-5 defines Dyscalculia as a specific learning disorder, an impediment in mathematics, evidencing problems with:
- Number sense
- Memorisation of arithmetic facts
- Accurate and fluent calculation
- Accurate math reasoning.
The British Dyslexia Association is in the process of updating the dyscalculia information on its website.
For other assessors, don’t worry, there will be plenty of opportunites to participate in future sessions. If you do get the chance to attend, I would recommend it.