Including Maths in a Dyslexia Assessment - 01 Jun 2026 to 01 Jun 2027: Praxis CPD Ltd
Overview
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Date(s)01 Jun 2026 - 01 Jun 2027
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Cost£49.00
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ProviderPraxis CPD Ltd
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Delivery typeDistance
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Course levelIntermediate
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Course summary
This training will clarify the purpose, scope and limits of including maths as a literacy specialist undertaking diagnostic assessment. It will support assessors to understand expectations when considering maths, and how to approach this area in a professionally robust, proportionate and genuinely useful way.
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CPD credit hours2 hours
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Course themesReviewing principles of psychometrics, statistics, assessment and underlying theory, SpLD testing methods, interpretation, report writing, feedback and test materials
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AudienceAssessors
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Website
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SASC CodeSASC-20260507-1686
Description
This session is designed for specialist dyslexia assessors who wish to develop greater confidence in addressing mathematics within the context of a dyslexia assessment. While many dyslexia assessors come from a literacy specialist background, SASC guidance requires assessors to undertake a brief investigation of mathematics, where indicated in background information, to gain further insight and to inform decisions around onward referral.
This training will clarify the purpose, scope and limits of including maths as a literacy specialist. It will support assessors to understand expectations when considering maths within a dyslexia assessment, and how to approach this area in a professionally robust, proportionate and genuinely useful way.
The session will be led by Janet Goring, a member of STEC and Chair of the Working Group on Maths difficulties and Dyscalculia.
Janet will guide literacy focused assessors through the key considerations involved in exploring maths difficulties, recognising potential indicators of dyscalculia or other maths-related learning difficulties, and making appropriate recommendations, including for onward referral where needed.
The session will be particularly relevant for assessors who feel less confident in mathematics than in literacy, and who want a clearer, SASC-aligned approach to including maths within their assessment process and report writing.
Learning outcomes
By the end of the session, participants will be able to:
- Understand the rationale for including mathematics within a dyslexia assessment, including the expectations set out in current SASC guidance.
- Clarify the scope and limitations of the dyslexia assessor’s role when undertaking a brief investigation of mathematics.
- Recognise key indicators that may suggest possible maths-related specific learning difficulties, including dyscalculia and other difficulties affecting mathematical learning.
- Identify appropriate sources of evidence that can inform a brief investigation of mathematics, including background information, discussion, observation and relevant assessment tasks.
- Consider how maths difficulties may interact with literacy, language, memory, processing speed, attention and other aspects of the learner’s profile.
- Develop greater confidence in interpreting and reporting maths-related observations within the limits of professional competence.
- Understand when onward referral may be appropriate, and how to phrase this clearly, ethically and helpfully within assessment reports.
- Apply a proportionate, evidence-informed approach to commenting on mathematics within a dyslexia assessment.
Course prerequisites
Level 7/APC in Dyslexia
Frequently asked questions
No. This course is designed for dyslexia focused assessors who are aware of the need to include maths where indicated by background information. it is not intended for specialist maths assessors.
No. This course is recorded and can be accessed at any time for 90 days after your intitial enrolment.