Dyscalculia is a word of Greek/Latin origin:

dys:  difficulty 

‘calculare’: to count

ia:  a condition, a state of

Dyscalculia is a specific and persistent difficulty in understanding numbers which can lead to great challenges with Mathematics.  It typically is unexpected in relation to age, education, experience.  Not all learners who struggle with Mathematics are Dyscalculic.  Dyscalculia tends to fall at one end of a mathematical spectrum of difficulties and is different to other maths problems due to the severity of the difficulties with number sense, ordering, subitising and symbolic comparison amongst others. It can occur on its own but often overlaps with other specific learning difficulties. 

Many people with Dyscalculia may also show strengths in creative and problem solving skills as well as strategic thinking.

Dyscalculia is believed to have neurobiological roots and it may be hereditary.

When assessing for Dyscalculia a range of tests will be used alongside observations and interviews with parents and teachers.

If you have observed your child struggling with counting backwards, having an insecure sense of number and estimation, having difficulty remembering basic facts, despite many hours of practice, having challenges understanding place value, having weak arithmetic skills, lacking in confidence or showing mathematical anxiety, then it is important to understand if this is a specific difficulty in Mathematics.

When you contact ChiLD, we will send you an Intake Form asking you some general questions about your child.  We will then contact you for a consultation and at this time we will send you some screening questionnaires. During this consultation you will have the opportunity to tell us about you, your family and your child.   As we advocate the ‘Team Around the Child’ approach, we will ask your child’s teachers to complete the questionnaires in addition to you.

Depending on the outcome of the screening questionnaires and the information gathered in the Intake Form, we will carry out further assessments exploring underlying ability, attainment and/or other specific areas of concern.   Following the assessment,  ChiLD will write a comprehensive report and ask you to meet to review the findings before arranging  a ‘Team Around Your Child’ meeting (online or face to face) which might include the class teacher, or other specialists working with your child.