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Helping Assessors with Dyscalculia Evidence for Needs Assessment

Functional and Cognitive Screening for Dyscalculia

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Integrate Dynamo Post16 Dyscalculia Screening into your Needs Assessment to Establish Evidence for Dyscalculia

Attend an exclusive demo and gain invaluable insights into screening and supporting your needs assessment process with the Specific Learning Difficulty (SpLD), dyscalculia. Discover how to administer the dyscalculia screeners and use the comprehensive reports to support evidence for Disabled Students’ Allowance (DSA), Access to Work (AtW), Reasonable Adjustments and Exam Arrangements.

Supporting Assessors Screen with Confidence!

Transform Dyscalculia Screening Today!

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Dyscalculia Self-Perception

1. Dynamo Post16 Dyscalculia Self-perception Questionnaire (DSPQ):

The DSPQ examines eight researched dyscalculia indicators to help gain insights into the individuals’ risk of dyscalculia. Using a voice-driven questionnaire, it takes an introspective approach to gather personal experiences, opinions and beliefs about maths and produces a Self-Perception visual report with a Maths Anxiety Scale and recommends areas for support.

Dyscalculia Number Sense

2. Dynamo Post16 Dyscalculia Number Sense Profiler (DNSP):

The DNSP provides a comprehensive and detailed dyscalculia profile with a recommendations report outlining strengths and signpost areas for intervention. This online, easy-to-administer, quantitative screener uses the research and evidence-based NumberSenseMMRTM developmental framework, validated by the University of Oxford.

Dyscalculia Cognition

3. Dynamo Post16 Dyscalculia Cognitive Sub-tests (DCST):

The DCST assesses key cognitive areas related to dyscalculia, such as memory, attention, processing speed, and reasoning. These sub-tests offer insights into cognitive strengths and challenges, informing personalised intervention strategies for improved support. These sub-tests will provide a cognitive profile of the individual, supporting evidence for dyscalculia.

Explore Dynamo Post16 Dyscalculia Screeners

Attend an exclusive demo and gain invaluable insights into supporting individuals with dyscalculia. Discover how to screen for dyscalculia confidently and produce reports and evidence to make necessary accommodations and adjustments.

Screen for Dyscalculia with Confidence!

Reserve your seat today!

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Blogs and Recourses for Assessors: Exam Arrangements, DSA, and AtW

Explore Dynamo Post16 Dyscalculia Screeners

Attend an exclusive demo and gain invaluable insights into supporting individuals with dyscalculia. Discover how to screen for dyscalculia confidently and produce reports and evidence to make necessary accommodations and adjustments.

Screen for Dyscalculia with Confidence!

Reserve your seat today!

BOOK A FREE DEMO

Case Studies

Scenario: Janet is a 30-year-old employee working as an administrative assistant at a medium-sized company. She has always struggled with tasks involving numbers, such as managing budgets, handling invoices, and even simple calculations. Janet often feels anxious and overwhelmed when required to work with numbers, which has affected her confidence and efficiency at work. After doing some research and talking to others, Janet suspects she might have dyscalculia, a specific learning difficulty that affects her ability to understand numbers and mathematical concepts.

Steps Janet Takes:

  1. Research and Self-Evaluation: Janet begins by gathering information about dyscalculia and self-assessing her difficulties. She uses online resources and screeners, such as the Dynamo Post16 Dyscalculia Self-perception Questionnaire (DSPQ), to gain a better understanding of her challenges.
  2. Initial Screening and Diagnostic Assessment: Janet decides to undergo an initial screening to gather evidence for her suspected dyscalculia. She talks to her employer about her concerns, explaining how her difficulties with numbers are impacting her job performance. Her employer agrees to assist with the cost of a formal assessment, recognising that it could lead to improved workplace performance.
    A qualified professional conducts the screening and confirms that Janet has dyscalculia. The assessment report includes specific recommendations for workplace adjustments that could help Janet manage her difficulties.
  3. Requesting Reasonable Adjustments: Armed with the assessment report, Janet arranges a meeting with her employer to discuss reasonable adjustments. She explains her condition, shares the findings of the assessment, and outlines the specific adjustments that would help her perform her job more effectively.

Reasonable Adjustments for Janet:

  • Use of Technology: Janet is provided with access to a calculator, budgeting software, and other tools that automate mathematical tasks. This helps reduce the mental load of dealing with numbers.
  • Task Allocation: Janet’s tasks are adjusted to minimise the need for complex calculations. Instead, she focuses on tasks that play to her strengths, such as document management and customer service.
  • Additional Training: Janet receives extra training on using the company’s financial software to improve her confidence in handling numeric data.
  • Written Instructions: For tasks involving numbers, Janet’s employer provides clear, written instructions and allows Janet to double-check her work without time pressure.
  • Ongoing Support: Janet’s employer checks in regularly to ensure the adjustments are working and offers further support if needed.

Outcome: With these adjustments, Janet feels more confident and less stressed at work. Her performance improves, and she is able to contribute effectively to her team. The adjustments not only benefit Janet but also lead to a more inclusive workplace.

This example illustrates how someone with dyscalculia can be supported in the workplace, ensuring they can perform their job effectively while managing their specific challenges.

Scenario: James, a 20-year-old chemistry student, had always been passionate about the subject. However, he struggled with a specific learning difficulty that affected his memory, particularly when it came to recalling complex formulas and equations during exams. Despite his solid understanding of the concepts, James often forgot key formulas under the pressure of exams, which negatively impacted his performance. Concerned about his upcoming exams, James decided to explore options for examination adjustments to help manage his memory difficulties.

Applying for Examination Adjustments:

  • Registered with University Disability Support Services:
    James began by registering with his university’s Disability Services. This step was crucial as it formally recognised his memory difficulties and allowed the university to provide tailored support and adjustments. By registering, James ensured that his needs were documented, paving the way for appropriate examination adjustments.
  • Scheduled a Consultation:
    After registering, James scheduled a consultation with a Disability Advisor at his university. During the meeting, he explained his struggle with remembering chemistry formulas during exams and how this difficulty affected his performance. He emphasised that, although he understood the material well, the pressure of recalling specific formulas under exam conditions posed a significant challenge.
  • Provided Suitable Evidence:
    To support his request for examination adjustments, James provided a report from an educational psychologist or specialist teacher. The report detailed his memory difficulties and how they specifically impacted his ability to recall information under pressure. This evidence was crucial in substantiating his need for specific adjustments during exams.
  • Recommended Examination Adjustments:
    Based on the consultation and the evidence provided, the Disability Adviser recommended the following examination adjustments for James:
  • Use of a Formula Sheet: James was allowed to bring a formula sheet into his chemistry exams. This sheet contained key formulas and equations that he typically struggled to recall. The formula sheet reduced the cognitive load during the exam, allowing him to focus on applying the formulas correctly rather than struggling to remember them.
  • Extra Exam Time: James was granted additional time during his exams to accommodate the time needed to refer to his formula sheet and reduce the anxiety associated with memory recall. The extra time ensured he could work through the problems at his own pace without feeling rushed.
  • Quiet Exam Environment: James was given the option to take his exams in a quieter, less distracting environment. This setting helped him concentrate better and manage the stress that exacerbated his memory difficulties.
  • Checked Deadlines:
    James ensured that he met all the registration deadlines for requesting examination adjustments. By submitting his application well in advance of his exams, he gave the university ample time to make the necessary arrangements.

Outcome: With these examination adjustments in place, James was able to sit his chemistry exams with greater confidence and reduced stress. The use of a formula sheet and additional exam time helped him manage his memory difficulties effectively, allowing him to demonstrate his true understanding of the material.

Explore Dynamo Post16 dyscalculia Screeners

Attend an exclusive demo and gain invaluable insights into supporting individuals with dyscalculia. Discover how to screen for dyscalculia confidently and produce reports and evidence to make necessary accommodations and adjustments.

Screen for Dyscalculia with Confidence!

Reserve your seat today!

BOOK A FREE DEMO