SASC recently invited specialist assessors, psychologists,
course providers and accrediting bodies to explore a number of issues
concerning standards in the assessment of maths difficulties / dyscalculia.
Following discussions, the SASC Board has decided on the following actions: 1. To establish a working group to update the current SASC guidance on assessing for
maths difficulties and dyscalculia in the light of:
- The potential for over-identification of
dyscalculia as opposed to more general maths-related difficulties.
- The need to include relevant new research.
While, developmentally, there remain individuals who present with core and
persistent characteristics most closely aligned with particular categories e.g.
the persistent reading and spelling difficulties associated with dyslexia or
the core number sense difficulties associated with dyscalculia, there is
growing emphasis on the multidimensional and overlapping nature of specific
learning difficulties as products of complex and continual interactions between
genetic and environmental factors.
- The need consider how literacy and numeracy
attainment can/should be included in the report formats.
- A need to update the STEC Lists of Approved
Tests, which will mean STEC revisiting some of the listed numeracy and maths
tests and materials, with a view to identifying more overtly, the domain
specific and domain general elements within them.
- The need to consider in more detail if the use
of remote assessment via online platform is a valid and reliable tool for the
identification of maths difficulties/dyscalculia, and, if so, to produce best
practice guidance for this issue.
Time frame:
Working Party to be convened as soon as possible and aim to report by the end
of September 2023, with any relevant changes made public for assessors by the
end of that month 2. To engage all relevant SpLD course
providers and accrediting bodies, as a matter of some urgency, to discuss how
best to resolve the following issues:
- In the SASC guidance on dyscalculia, written 5
years ago, p.24, it was made clear that diagnostic assessment of difficulties
in mathematics should form part of a holistic assessment designed to explore
the full range of SpLDs and consider cognitive, medical and environmental
factors that may be contributing to learning.
Assessors were urged to use their professional expertise and discretion
to decide which areas of literacy and/or mathematical skills need to be
explored, dependent on the range of difficulties reported / suspected by the
individual and / or parents / teachers. However, most current Level 7 courses
focus much more on literacy and dyslexia than on maths / dyscalculia, which
means that currently, there may not be sufficient assessors with specialist knowledge to
undertake assessments that identify maths difficulties and dyscalculia.
- There is a growing demand for assessments which
can examine maths difficulties / the possibility of dyscalculia.
- Level 7 post-graduate diploma courses in
dyslexia or dyscalculia are available
which can lead to AMBDA or AMBDA Dyscalculia and eligibility for an APC upon
completion. Specialisation may restrict assessment practice. How viable would
it be to create Universal Level 7 specialist teacher/assessor SpLD courses,
with modules explicitly and equally covering attainment areas of maths and literacy? In the meantime, what advice regarding CPD and
additional qualification and training requirements would best serve the
interests of assessors and their clients?
Time
frame: Discussions to be convened as soon as possible and assessors will be
notified of any relevant recommendations and changes on the SASC website. |