Dyslexia and Dyscalculia

Dyslexia and Dyscalculia MESHGuides are available here:



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Areas for further research

Please see: Dyscalculia – An Overview of Research on Learning Disability

Teresa Guillemot Teacher Education Programme, Mathematics and Computing toc99001@student.mdh.se

Editor’s comments

Around 6% of the population are dyscalculic. This means that in every class of 30 pupils, there are likely to be 2 children who will experience difficulties associated with dyscalculia.


Dyscalculia is a specific learning difficulty that occurs worldwide and is not more prevalent in one country than another. The research and strategies referred to will be applicable whatever your country of origin. However, the references to assessment and further professional development are UK based.

Strength of Evidence

Although there is not as much research into dyscalculia as there is for dyslexia, there is still a substantial body of research in this area and some strategies will work for some children and some for others. Teachers are advised to consider the advice here in the light of the context in which they are teaching and then to make their own professional judgements about how to work with the individual students they have – always seeking advice from specialists if possible.

Links to case studies

Exam provisions

Children and young people in the UK who are identified as having SEN or SpLD are entitled to access arrangements and reasonable adjustments during exams. These adjustments range from additional time in exams to the provision of a scribe/reader or computer based assistance.


Professional training courses

Teachers who are interested in becoming a specialist dyscalculia teacher or dyscalculia assessor can find information about training courses and professional accreditation on the BDA, Dyslexia Action, Edge Hill University and Learning Works websites.


The BDA also offer a Level 2 accredited 3 day Dyscalculia Course.

Seeking further advice

When a pupil fails to thrive or make progress in spite of receiving a well-founded intervention programme, or when a screening test indicates a high probability of dyscalculia, a full diagnostic assessment should be considered.


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