Headlines headlines
View news itemRemote Assessment Guidance March 2021-Apr update
SASC has produced new guidance on remote diagnostic assessments and evaluations of need.
View news itemFAQs relating to remote assessment guidance
Frequently asked questions received on remote assessment posted April 2021.
View news itemWJIV Cognitive Abilities tests approved
Woodcock Johnson IV Tests of Cognitive Abilities approved for Pre and Post-16 assessments.
View news itemEvaluations of Need Extension Date
Evaluations of Need period of Acceptance Extended to 31 March 2021
View news itemSASC issues update re face-to-face assessments
As there is a gradual easing of lockdown restrictions some face-to-face assessments will become possible. ...

SASC news feed SASC news feed

  Course Details
SASC Guidance on Dyscalculia Webinar: SASC Authorised
Course Level: Intermediate
Course Type: Distance
CPD Long Term:
CPD Credit Hours: Hours: 5 Minutes: 0
  Event Address

  Contact Details
Provider: Patoss
Course Manager: Mrs Sheila Rostill
Telephone: 0330 135 7030
Email: srostill@patoss-dyslexia.org
Website: www.patoss-dyslexia.org
  Event Details
Dates: 13/05/2020 - 13/05/2021
Times: N/A - N/A
No. of Delegates: Unlimited
Delegate Price: GBP 150.00
SASC Ref.: PAT-15835-13520-OL
   Audience Restriction
Members £150, non-members £175
   Course Summary
The webinar will consider the background to how and why the new SASC Guidance on Assessment of Dyscalculia, Specific Learning Difficulties and Maths Difficulties was developed, then explore and explain the academic literature that underpins it. Then through a case study it will review how assessment tools can be used to identify maths difficulties.
   Course Detail

The theoretical approach for assessing maths difficulties and Dyscalculia is outlined in the new SASC Guidance and in the joint SASC/BDA definition of Dyscalculia. The SpLD Test Evaluation Committee is in the process of identifying assessment tools to identify dyscalculia under these new guidelines. During the training some assessment tools that have been evaluated will be discussed.

In the first part of the course the course will examine the SASC Guidance. In the second part of the course Peter Jarrett a leading expert on Dyscalculia, will explore, through an anonymised assessment, how a student with dyslexia and dyscalculia could be assessed. He will also review some of the available standardised assessment tests and screening tests for identifying difficulties with maths. An opportunity at the end of the training event will be available for assessors to ask questions around how to assess for Dyscalculia and other Maths Difficulties.

 What will be covered on the course is listed below:

  • What is meant by concept or sense of number (subitising, symbolic and non-symbolic magnitude comparison, and ordering - cardinality, ordinality)
  • Its effects on maths development
  • Potential effects of general domain deficits on maths performance
  • Recent research into causes of maths anxiety, and the impact it can have.
  • Tips from the literature about how to go about qualitative information gathering, including detailed history taking.
  • A case study on a learner with Dyscalculia
  • Review of the following standardised assessment tools as well as review of currently available screeners. Feifer Assessment of mathematics; Kaufman; AAB; More trouble with Maths. In addition, assessments that have recently been reviewed by STEC will be discussed as will the efficacy of mathematical/numeracy components of existing tests.
   CPD Themes
  • Reviewing principles of psychometrics, statistics, assessment and underlying theory
  • SpLD testing methods, interpretation, report writing, feedback and test materials
  • Assessors
  • Support
  • It will be assumed that delegates are qualified to conduct full diagnostic assessments and are familiar with key underlying principles and assessment procedures and common tests.
   Learning Outcomes
  • To understand the SASC Guidance on Assessment of Dyscalculia, Specific Learning Difficulties and Maths Difficulties, and its impact on practice.
  • To review standardised assessment tests and screening tests and qualitative assessment strategies.
  • An opportunity for assessors to think about how they might feel with regards to assessing for Dyscalculia and Specific Learning Difficulties and Maths Difficulties in the light of the new guidance.