Dyscalculia assessment for adults
Dyscalculia assessment for adults
Dyscalculia assessment for adults
━ Why assessment?
Understand your experiences with maths and what may help
Many adults reach assessment after years of wondering why maths, numbers or everyday tasks involving calculation have always felt much harder than they seem to for other people.
You may have struggled throughout school without ever receiving a clear explanation. You may be returning to education, facing new demands at work or finding that difficulties with money, time, measurement or numerical information continue to affect everyday life.
A specialist dyscalculia assessment can help you understand your individual pattern of strengths and difficulties, explore whether dyscalculia or another Specific Learning Difficulty in maths is present, and identify practical ways forward.
If you are unsure whether assessment is appropriate, we can begin with a conversation. I will listen to your concerns, explain the process and help you decide whether it is likely to provide the information you need.
━ Why assessment?
Understand your experiences with maths and what may help
Many adults reach assessment after years of wondering why maths, numbers or everyday tasks involving calculation have always felt much harder than they seem to for other people.
You may have struggled throughout school without ever receiving a clear explanation. You may be returning to education, facing new demands at work or finding that difficulties with money, time, measurement or numerical information continue to affect everyday life.
A specialist dyscalculia assessment can help you understand your individual pattern of strengths and difficulties, explore whether dyscalculia or another Specific Learning Difficulty in maths is present, and identify practical ways forward.
If you are unsure whether assessment is appropriate, we can begin with a conversation. I will listen to your concerns, explain the process and help you decide whether it is likely to provide the information you need.
━ Why assessment?
Understand your experiences with maths and what may help
Many adults reach assessment after years of wondering why maths, numbers or everyday tasks involving calculation have always felt much harder than they seem to for other people.
You may have struggled throughout school without ever receiving a clear explanation. You may be returning to education, facing new demands at work or finding that difficulties with money, time, measurement or numerical information continue to affect everyday life.
A specialist dyscalculia assessment can help you understand your individual pattern of strengths and difficulties, explore whether dyscalculia or another Specific Learning Difficulty in maths is present, and identify practical ways forward.
If you are unsure whether assessment is appropriate, we can begin with a conversation. I will listen to your concerns, explain the process and help you decide whether it is likely to provide the information you need.
━ Your experience
Is a dyscalculia assessment right for you?
Adults seek assessment for many different reasons.
A dyscalculia assessment may be helpful if:
you have experienced persistent difficulties with maths since childhood;
numbers and quantities have never seemed to make intuitive sense;
you rely heavily on counting, written methods or a calculator for relatively simple calculations;
you find it difficult to remember number facts or calculation procedures;
you struggle with aspects of everyday life involving money, time, measurement, estimation or numerical information;
maths difficulties are affecting your education, training or employment;
you would like to understand whether dyscalculia or another Specific Learning Difficulty in maths may explain your experiences;
you want practical recommendations that reflect your current circumstances.
Not everyone who finds maths difficult has dyscalculia. Difficulties may arise for different reasons, and an assessment cannot guarantee a particular diagnosis.
Its purpose is to investigate your experiences carefully, build an individual picture and provide a clear professional conclusion based on the available evidence.
━ Your experience
Is a dyscalculia assessment right for you?
Adults seek assessment for many different reasons.
A dyscalculia assessment may be helpful if:
you have experienced persistent difficulties with maths since childhood;
numbers and quantities have never seemed to make intuitive sense;
you rely heavily on counting, written methods or a calculator for relatively simple calculations;
you find it difficult to remember number facts or calculation procedures;
you struggle with aspects of everyday life involving money, time, measurement, estimation or numerical information;
maths difficulties are affecting your education, training or employment;
you would like to understand whether dyscalculia or another Specific Learning Difficulty in maths may explain your experiences;
you want practical recommendations that reflect your current circumstances.
Not everyone who finds maths difficult has dyscalculia. Difficulties may arise for different reasons, and an assessment cannot guarantee a particular diagnosis.
Its purpose is to investigate your experiences carefully, build an individual picture and provide a clear professional conclusion based on the available evidence.
━ Your experience
Is a dyscalculia assessment right for you?
Adults seek assessment for many different reasons.
A dyscalculia assessment may be helpful if:
you have experienced persistent difficulties with maths since childhood;
numbers and quantities have never seemed to make intuitive sense;
you rely heavily on counting, written methods or a calculator for relatively simple calculations;
you find it difficult to remember number facts or calculation procedures;
you struggle with aspects of everyday life involving money, time, measurement, estimation or numerical information;
maths difficulties are affecting your education, training or employment;
you would like to understand whether dyscalculia or another Specific Learning Difficulty in maths may explain your experiences;
you want practical recommendations that reflect your current circumstances.
Not everyone who finds maths difficult has dyscalculia. Difficulties may arise for different reasons, and an assessment cannot guarantee a particular diagnosis.
Its purpose is to investigate your experiences carefully, build an individual picture and provide a clear professional conclusion based on the available evidence.
━ The assessment
What does a diagnostic assessment involve?
A diagnostic assessment provides a comprehensive understanding of your mathematical learning profile.
It considers your current strengths and difficulties alongside your experiences of maths throughout education, employment and everyday life. The assessment explores not only which tasks you find difficult, but how you understand quantities, approach mathematical problems and process different kinds of information.
The process begins before the assessment appointment. I gather detailed background information so that I understand:
the difficulties you have experienced;
when they first became apparent;
how they have affected education, work or daily life;
any support you have previously received;
what you hope to understand through assessment.
The assessment itself involves a carefully selected series of activities. It usually takes approximately four to five hours and is normally completed over two face-to-face appointments, around one week apart.
Regular breaks are included, and the pace can be adjusted where needed.
Following the assessment, you will receive:
a detailed feedback meeting;
a comprehensive written report;
an explanation of any diagnostic outcome;
personalised recommendations relevant to everyday life, education or work.
━ The assessment
What does a diagnostic assessment involve?
A diagnostic assessment provides a comprehensive understanding of your mathematical learning profile.
It considers your current strengths and difficulties alongside your experiences of maths throughout education, employment and everyday life. The assessment explores not only which tasks you find difficult, but how you understand quantities, approach mathematical problems and process different kinds of information.
The process begins before the assessment appointment. I gather detailed background information so that I understand:
the difficulties you have experienced;
when they first became apparent;
how they have affected education, work or daily life;
any support you have previously received;
what you hope to understand through assessment.
The assessment itself involves a carefully selected series of activities. It usually takes approximately four to five hours and is normally completed over two face-to-face appointments, around one week apart.
Regular breaks are included, and the pace can be adjusted where needed.
Following the assessment, you will receive:
a detailed feedback meeting;
a comprehensive written report;
an explanation of any diagnostic outcome;
personalised recommendations relevant to everyday life, education or work.
━ The assessment
What does a diagnostic assessment involve?
A diagnostic assessment provides a comprehensive understanding of your mathematical learning profile.
It considers your current strengths and difficulties alongside your experiences of maths throughout education, employment and everyday life. The assessment explores not only which tasks you find difficult, but how you understand quantities, approach mathematical problems and process different kinds of information.
The process begins before the assessment appointment. I gather detailed background information so that I understand:
the difficulties you have experienced;
when they first became apparent;
how they have affected education, work or daily life;
any support you have previously received;
what you hope to understand through assessment.
The assessment itself involves a carefully selected series of activities. It usually takes approximately four to five hours and is normally completed over two face-to-face appointments, around one week apart.
Regular breaks are included, and the pace can be adjusted where needed.
Following the assessment, you will receive:
a detailed feedback meeting;
a comprehensive written report;
an explanation of any diagnostic outcome;
personalised recommendations relevant to everyday life, education or work.
━ The process
What happens during the assessment process?
Every assessment is tailored to the individual, but the process usually follows these stages.
1. Before we meet
Before the appointment, I begin to build a picture of your experiences, strengths and needs.
This usually includes:
an initial conversation;
a detailed background questionnaire;
information about your educational history;
consideration of your current circumstances and concerns;
review of any relevant previous reports or supporting information.
You may not have school records or detailed information about your early education. This is common for adults and does not automatically prevent an assessment from taking place. We will discuss what information is available and whether there is sufficient evidence to proceed.
2. The assessment appointments
The assessment is carefully structured, but it is not an examination and there is no expectation that you should prepare or revise beforehand.
I explain each activity clearly and provide regular opportunities for breaks.
Throughout the assessment, I consider both the results and the ways in which you approach different tasks. This may include the strategies you use, how you respond when something becomes difficult and where your strengths are most evident.
These observations provide important information that scores alone cannot show.
3. Sharing the findings
After the assessment, we will meet to discuss the findings in detail.
This gives you the opportunity to:
understand what the assessment has identified;
discuss any diagnostic conclusion;
explore how the findings relate to your experiences;
ask questions;
talk through the recommendations and possible next steps.
You may not have school records or detailed information about your early education. This is common for adults and does not automatically prevent an assessment from taking place. We will discuss what information is available and whether there is sufficient evidence to proceed.
4. Your written report
You will receive a comprehensive written report bringing together:
relevant background information;
assessment findings;
observations made during the appointments;
any diagnostic outcome;
an explanation of what the findings mean;
personalised recommendations.
Before the final report is issued, you will receive the background information section to check for factual accuracy.
5. Using the recommendations
Your reports may help you:
understand your experiences more fully;
identify strategies for managing numerical demands;
discuss your needs with a college, university, training provider or employer;
consider appropriate adjustments or support;
make informed decisions about further education or employment.
The recommendations will reflect the purpose of your assessment and your individual circumstances.
━ The process
What happens during the assessment process?
Every assessment is tailored to the individual, but the process usually follows these stages.
1. Before we meet
Before the appointment, I begin to build a picture of your experiences, strengths and needs.
This usually includes:
an initial conversation;
a detailed background questionnaire;
information about your educational history;
consideration of your current circumstances and concerns;
review of any relevant previous reports or supporting information.
You may not have school records or detailed information about your early education. This is common for adults and does not automatically prevent an assessment from taking place. We will discuss what information is available and whether there is sufficient evidence to proceed.
2. The assessment appointments
The assessment is carefully structured, but it is not an examination and there is no expectation that you should prepare or revise beforehand.
I explain each activity clearly and provide regular opportunities for breaks.
Throughout the assessment, I consider both the results and the ways in which you approach different tasks. This may include the strategies you use, how you respond when something becomes difficult and where your strengths are most evident.
These observations provide important information that scores alone cannot show.
3. Sharing the findings
After the assessment, we will meet to discuss the findings in detail.
This gives you the opportunity to:
understand what the assessment has identified;
discuss any diagnostic conclusion;
explore how the findings relate to your experiences;
ask questions;
talk through the recommendations and possible next steps.
You may not have school records or detailed information about your early education. This is common for adults and does not automatically prevent an assessment from taking place. We will discuss what information is available and whether there is sufficient evidence to proceed.
4. Your written report
You will receive a comprehensive written report bringing together:
relevant background information;
assessment findings;
observations made during the appointments;
any diagnostic outcome;
an explanation of what the findings mean;
personalised recommendations.
Before the final report is issued, you will receive the background information section to check for factual accuracy.
5. Using the recommendations
Your reports may help you:
understand your experiences more fully;
identify strategies for managing numerical demands;
discuss your needs with a college, university, training provider or employer;
consider appropriate adjustments or support;
make informed decisions about further education or employment.
The recommendations will reflect the purpose of your assessment and your individual circumstances.
━ The process
What happens during the assessment process?
Every assessment is tailored to the individual, but the process usually follows these stages.
1. Before we meet
Before the appointment, I begin to build a picture of your experiences, strengths and needs.
This usually includes:
an initial conversation;
a detailed background questionnaire;
information about your educational history;
consideration of your current circumstances and concerns;
review of any relevant previous reports or supporting information.
You may not have school records or detailed information about your early education. This is common for adults and does not automatically prevent an assessment from taking place. We will discuss what information is available and whether there is sufficient evidence to proceed.
2. The assessment appointments
The assessment is carefully structured, but it is not an examination and there is no expectation that you should prepare or revise beforehand.
I explain each activity clearly and provide regular opportunities for breaks.
Throughout the assessment, I consider both the results and the ways in which you approach different tasks. This may include the strategies you use, how you respond when something becomes difficult and where your strengths are most evident.
These observations provide important information that scores alone cannot show.
3. Sharing the findings
After the assessment, we will meet to discuss the findings in detail.
This gives you the opportunity to:
understand what the assessment has identified;
discuss any diagnostic conclusion;
explore how the findings relate to your experiences;
ask questions;
talk through the recommendations and possible next steps.
You may not have school records or detailed information about your early education. This is common for adults and does not automatically prevent an assessment from taking place. We will discuss what information is available and whether there is sufficient evidence to proceed.
4. Your written report
You will receive a comprehensive written report bringing together:
relevant background information;
assessment findings;
observations made during the appointments;
any diagnostic outcome;
an explanation of what the findings mean;
personalised recommendations.
Before the final report is issued, you will receive the background information section to check for factual accuracy.
5. Using the recommendations
Your reports may help you:
understand your experiences more fully;
identify strategies for managing numerical demands;
discuss your needs with a college, university, training provider or employer;
consider appropriate adjustments or support;
make informed decisions about further education or employment.
The recommendations will reflect the purpose of your assessment and your individual circumstances.
━ Possible outcomes
What might the assessment conclude?
The outcome will depend on the full range of evidence gathered. Three possible outcomes are:
Dyscalculia
Where the findings meet the accepted criteria, a diagnosis of dyscalculia may be made.
The report will explain the evidence supporting the conclusion, how dyscalculia relates to your experiences and the recommendations that follow.
Specific learning difficulty in maths (SpLD in maths)
Some adults experience significant and persistent mathematical difficulties that do not meet the current criteria for dyscalculia.
In these circumstances, the assessment may identify a Specific Learning Difficulty in maths.
This does not mean that the difficulties are minor or less important. A Specific Learning Difficulty in maths can have a substantial effect on education, work, confidence and everyday life.
No evidence of dyscalculia or a Specific Learning Difficulty in maths
Sometimes the assessment findings do not support a diagnosis of dyscalculia or the identification of a specific learning difficulty in maths.
This does not mean that your experiences are unimportant or that the assessment has been unsuccessful.
The assessment can still provide insight into your individual strengths and difficulties and identify strategies or recommendations that may help.
Whatever the outcome
The purpose of assessment is not simply to provide a label.
It is to help you understand your experiences, identify what may be contributing to your difficulties and make informed decisions about the support or strategies you need.
━ Possible outcomes
What might the assessment conclude?
The outcome will depend on the full range of evidence gathered. Three possible outcomes are:
Dyscalculia
Where the findings meet the accepted criteria, a diagnosis of dyscalculia may be made.
The report will explain the evidence supporting the conclusion, how dyscalculia relates to your experiences and the recommendations that follow.
Specific learning difficulty in maths (SpLD in maths)
Some adults experience significant and persistent mathematical difficulties that do not meet the current criteria for dyscalculia.
In these circumstances, the assessment may identify a Specific Learning Difficulty in maths.
This does not mean that the difficulties are minor or less important. A Specific Learning Difficulty in maths can have a substantial effect on education, work, confidence and everyday life.
No evidence of dyscalculia or a Specific Learning Difficulty in maths
Sometimes the assessment findings do not support a diagnosis of dyscalculia or the identification of a specific learning difficulty in maths.
This does not mean that your experiences are unimportant or that the assessment has been unsuccessful.
The assessment can still provide insight into your individual strengths and difficulties and identify strategies or recommendations that may help.
Whatever the outcome
The purpose of assessment is not simply to provide a label.
It is to help you understand your experiences, identify what may be contributing to your difficulties and make informed decisions about the support or strategies you need.
━ Possible outcomes
What might the assessment conclude?
The outcome will depend on the full range of evidence gathered. Three possible outcomes are:
Dyscalculia
Where the findings meet the accepted criteria, a diagnosis of dyscalculia may be made.
The report will explain the evidence supporting the conclusion, how dyscalculia relates to your experiences and the recommendations that follow.
Specific learning difficulty in maths (SpLD in maths)
Some adults experience significant and persistent mathematical difficulties that do not meet the current criteria for dyscalculia.
In these circumstances, the assessment may identify a Specific Learning Difficulty in maths.
This does not mean that the difficulties are minor or less important. A Specific Learning Difficulty in maths can have a substantial effect on education, work, confidence and everyday life.
No evidence of dyscalculia or a Specific Learning Difficulty in maths
Sometimes the assessment findings do not support a diagnosis of dyscalculia or the identification of a specific learning difficulty in maths.
This does not mean that your experiences are unimportant or that the assessment has been unsuccessful.
The assessment can still provide insight into your individual strengths and difficulties and identify strategies or recommendations that may help.
Whatever the outcome
The purpose of assessment is not simply to provide a label.
It is to help you understand your experiences, identify what may be contributing to your difficulties and make informed decisions about the support or strategies you need.
━ Your report
Your assessment report
Your report is more than a record of assessment results.
It brings together your background information, standardised findings, observations made during the appointments and my professional interpretation of the evidence.
The report explains:
your individual areas of strength;
the nature of the difficulties identified;
how those difficulties may affect education, work and everyday life;
any diagnostic outcome;
practical, personalised recommendations.
Above all, the report is written to be understood.
Technical information is explained in accessible language, and the findings are connected to the experiences that brought you to assessment.
Depending on your circumstances, the recommendations may address areas such as:
studying and learning;
managing numerical information;
memory aids and supportive technology;
workplace tasks and communication;
reasonable adjustments;
everyday activities involving money, time, measurement or calculation.
For many adults, the report provides both a practical resource and an explanation for experiences that may have remained unclear for many years.
━ Your report
Your assessment report
Your report is more than a record of assessment results.
It brings together your background information, standardised findings, observations made during the appointments and my professional interpretation of the evidence.
The report explains:
your individual areas of strength;
the nature of the difficulties identified;
how those difficulties may affect education, work and everyday life;
any diagnostic outcome;
practical, personalised recommendations.
Above all, the report is written to be understood.
Technical information is explained in accessible language, and the findings are connected to the experiences that brought you to assessment.
Depending on your circumstances, the recommendations may address areas such as:
studying and learning;
managing numerical information;
memory aids and supportive technology;
workplace tasks and communication;
reasonable adjustments;
everyday activities involving money, time, measurement or calculation.
For many adults, the report provides both a practical resource and an explanation for experiences that may have remained unclear for many years.
━ Your report
Your assessment report
Your report is more than a record of assessment results.
It brings together your background information, standardised findings, observations made during the appointments and my professional interpretation of the evidence.
The report explains:
your individual areas of strength;
the nature of the difficulties identified;
how those difficulties may affect education, work and everyday life;
any diagnostic outcome;
practical, personalised recommendations.
Above all, the report is written to be understood.
Technical information is explained in accessible language, and the findings are connected to the experiences that brought you to assessment.
Depending on your circumstances, the recommendations may address areas such as:
studying and learning;
managing numerical information;
memory aids and supportive technology;
workplace tasks and communication;
reasonable adjustments;
everyday activities involving money, time, measurement or calculation.
For many adults, the report provides both a practical resource and an explanation for experiences that may have remained unclear for many years.
━ An alternative route
Assessment of Need
In some circumstances, an Assessment of Need may be more appropriate than a full diagnostic assessment.
An Assessment of Need does not seek to determine whether you meet the criteria for a formal diagnosis. Instead, it focuses on identifying your strengths, difficulties and the practical support or strategies most likely to help.
This may be suitable when:
your immediate priority is practical guidance rather than diagnosis;
you are unable to attend a full face-to-face diagnostic assessment;
you want a clearer understanding of your needs before deciding whether to pursue diagnosis;
a focused report would better suit your current circumstances.
An initial conversation will help establish whether a diagnostic assessment or an Assessment of Need is likely to be the more useful route.
━ An alternative route
Assessment of Need
In some circumstances, an Assessment of Need may be more appropriate than a full diagnostic assessment.
An Assessment of Need does not seek to determine whether you meet the criteria for a formal diagnosis. Instead, it focuses on identifying your strengths, difficulties and the practical support or strategies most likely to help.
This may be suitable when:
your immediate priority is practical guidance rather than diagnosis;
you are unable to attend a full face-to-face diagnostic assessment;
you want a clearer understanding of your needs before deciding whether to pursue diagnosis;
a focused report would better suit your current circumstances.
An initial conversation will help establish whether a diagnostic assessment or an Assessment of Need is likely to be the more useful route.
━ An alternative route
Assessment of Need
In some circumstances, an Assessment of Need may be more appropriate than a full diagnostic assessment.
An Assessment of Need does not seek to determine whether you meet the criteria for a formal diagnosis. Instead, it focuses on identifying your strengths, difficulties and the practical support or strategies most likely to help.
This may be suitable when:
your immediate priority is practical guidance rather than diagnosis;
you are unable to attend a full face-to-face diagnostic assessment;
you want a clearer understanding of your needs before deciding whether to pursue diagnosis;
a focused report would better suit your current circumstances.
An initial conversation will help establish whether a diagnostic assessment or an Assessment of Need is likely to be the more useful route.
━ Fees
Assessment fees
Assessments are carried out in person, in Morecambe, Lancashire.
Dyscalculia diagnostic assessment
£700
Dyscalculia Assessment of Need
£450
Top-up assessments
A top-up assessment may be appropriate if you have had a recent dyslexia assessment from another practitioner and would now like this extended to consider dyscalculia or a Specific Learning Difficulty in maths.
Whether a top-up assessment is suitable, and the cost involved, will depend on the existing evidence and the purpose of the additional assessment.
━ Fees
Assessment fees
Assessments are carried out in person, in Morecambe, Lancashire.
Dyscalculia diagnostic assessment
£700
Dyscalculia Assessment of Need
£450
Top-up assessments
A top-up assessment may be appropriate if you have had a recent dyslexia assessment from another practitioner and would now like this extended to consider dyscalculia or a Specific Learning Difficulty in maths.
Whether a top-up assessment is suitable, and the cost involved, will depend on the existing evidence and the purpose of the additional assessment.
━ Fees
Assessment fees
Assessments are carried out in person, in Morecambe, Lancashire.
Dyscalculia diagnostic assessment
£700
Dyscalculia Assessment of Need
£450
Top-up assessments
A top-up assessment may be appropriate if you have had a recent dyslexia assessment from another practitioner and would now like this extended to consider dyscalculia or a Specific Learning Difficulty in maths.
Whether a top-up assessment is suitable, and the cost involved, will depend on the existing evidence and the purpose of the additional assessment.
━ Next steps
Let's start with a conversation
Choosing to arrange an assessment is an important decision, and I do not expect you to make it immediately.
Our first conversation gives you the opportunity to explain the experiences that have brought you here, ask questions and understand what the assessment would involve.
We can discuss:
the difficulties you have experienced;
what you hope to understand or achieve;
whether a diagnostic assessment is likely to be appropriate;
whether an Assessment of Need may be more suitable;
the information that may be needed before proceeding;
what you can expect if you decide to book.
There is no obligation to book following this conversation.
My aim is to help you understand the options so that you can decide what is right for you.
━ Next steps
Let's start with a conversation
Choosing to arrange an assessment is an important decision, and I do not expect you to make it immediately.
Our first conversation gives you the opportunity to explain the experiences that have brought you here, ask questions and understand what the assessment would involve.
We can discuss:
the difficulties you have experienced;
what you hope to understand or achieve;
whether a diagnostic assessment is likely to be appropriate;
whether an Assessment of Need may be more suitable;
the information that may be needed before proceeding;
what you can expect if you decide to book.
There is no obligation to book following this conversation.
My aim is to help you understand the options so that you can decide what is right for you.
━ Next steps
Let's start with a conversation
Choosing to arrange an assessment is an important decision, and I do not expect you to make it immediately.
Our first conversation gives you the opportunity to explain the experiences that have brought you here, ask questions and understand what the assessment would involve.
We can discuss:
the difficulties you have experienced;
what you hope to understand or achieve;
whether a diagnostic assessment is likely to be appropriate;
whether an Assessment of Need may be more suitable;
the information that may be needed before proceeding;
what you can expect if you decide to book.
There is no obligation to book following this conversation.
My aim is to help you understand the options so that you can decide what is right for you.
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