A specialist training session for dyslexia assessors seeking greater confidence in addressing mathematics as part of a SASC-aligned assessment

This session will enable recognition of possible indicators of maths-related specific learning difficulties and appropriate onward referral




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.


Attend Live on 1st June at 9.30am and/or access the recording

This is 2 hours SASC authorised CPD.

All course members will receive an invitation to join the Praxis CPD Community group for free!  

What this session will help you do... You will leave better able to:

  • 1. Understand the rationale for including mathematics within a dyslexia assessment, including the expectations set out in current SASC guidance.
  • 2. Clarify the scope and limitations of the dyslexia assessor’s role when undertaking a brief investigation of mathematics.
  • 3. Recognise key indicators that may suggest possible maths-related specific learning difficulties, including dyscalculia and other difficulties affecting mathematical learning.
  • 4. Identify appropriate sources of evidence that can inform a brief investigation of mathematics, including background information, discussion, observation and relevant assessment tasks.
  • 5. Consider how maths difficulties may interact with literacy, language, memory, processing speed, attention and other aspects of the learner’s profile.
  • 6. Develop greater confidence in interpreting and reporting maths-related observations within the limits of professional competence.
  • 7. Understand when onward referral may be appropriate, and how to phrase this clearly, ethically and helpfully within assessment reports.
  • 8. Apply a proportionate, evidence-informed approach to commenting on mathematics within a dyslexia assessment.

Session Leader

Senior Trainer

Janet Goring

Janet taught for twenty-five years, following a PGCE specialising in maths. She developed an interest in maths difficulties in order to help her own son. She set up a local authority service identifying and supporting pupils with maths difficulties in 2010 and went on to manage the wider support service for pupils with literacy and maths difficulties for six years. Following her level 7 assessment qualification, she completed a masters in SpLD, with a project on developing number sense through using a board game. Janet has also led work groups for the Maths Hubs focussing on supporting students with SEND through a graduated approach for seven years. She is a member of STEC (SASC test evaluation committee) and is currently chairing the national working group re-examining the definition and guidance for Dyscalculia and Maths Difficulties for SASC (Specific Learning Difficulties Assessment Committee).