Specialist teacher and assessor of Dyscalculia and Dyslexia

Hello, I’m  Jan Thomson-Long

I’m a specialist teacher and assessor of dyscalculia and dyslexia. I hold an assessment practising certificate (APC) which enables me to conduct diagnostic assessments. My particular passion is dyscalculia which I’ve just been awarded a master’s in by Chester University, following postgraduate diploma (level 7) training at Edge Hill University.  

Booking Links

To arrange a screening please complete this form Request for Screening

To arrange an investigation with report please complete this form Request for Diagnostic Assessment

Or if you would like to have a chat first please call Jan on 0238 104 0120 who will be happy to discuss and explain the process.

Dyscalculia

is a specific maths learning difficulty

Many individuals who have dyscalculia have no other difficulties and are achieving at expected levels in all other subjects, some may of course have other difficulties such as dyslexia, ADHD, and dyspraxia which often co-occur.

Difficulties in an individual’s ‘sense of number’ can lead to problems in calculations, the ability to count either forwards or backwards, confusion with mathematical symbols and language, misunderstanding the role of place value, estimations can seem wild as they have no basis, the magnitude of amounts is not appreciated which subsequently impacts on the ability to manage money and time. 

Often people with dyscalculia have other cognitive issues with their working and/or visual memory, non-verbal reasoning, processing speed,  attention and concentration.  These contribute to their lack of confidence and increased anxiety when required to use maths in everyday tasks.

There is a great deal less known about dyscalculia than dyslexia.  I’ve even met class teachers who do not know what it is let alone how to teach students with this specific learning difficulty.  

Dyslexia

is a specific learning difficulty

Dyslexia is linked more to literacy, reading, comprehension, spelling and writing. However, speed of processing, sequencing, short-term and working memory, along with organisational abilities, are often adversely impacted.  

Diagnosis of dyslexia has improved significantly over recent years, along with teachers’ training so that many students are better able to be supported.  However, it is important to recognise that every person is an individual with their own cognitive profile.  This is where having a diagnostic assessment is important.  No two dyslexics are alike.  What works for one may not be as useful a strategy to another.  The process of assessment includes investigation of this so that personalised recommendations can be made.

Screening

There are some ‘online screeners’ however, many are checklists that although useful can be misleading.  Dyslexic and dyscalculic screening might be conducted by schools or colleges that may use computerised applications. These can measure some aspects of both conditions but are insufficient in terms of interpretation of the strategies that could be employed to support the individual.  They should also be used with caution as I have had students who clearly have maths difficulties not been identified by those applications.

So if you are concerned that your child may have dyscalculia or dyslexia, the first step would be to complete some questionnaires and I would do a face-to-face screening.  This might include some use of computerised applications (they are great for reaction speeds) but essentially, I will be observing discretely and manual screening conducted alongside.  

There is a charge for this of £100 for one condition, or £150 if you would like both dyscalculia and dyslexia screened for.  If a full assessment is recommended following the screening then a 50% deduction of the screening fee will be applied to the price of the full diagnostic so long as it is conducted within 3 months.

A full diagnostic assessment for dyscalculia or dyslexia can only be conducted by a qualified assessor (such as myself) or an educational psychologist who has done additional training in maths difficulties.

Do you need a full diagnostic assessment for dyscalculia?

Diagnosis may grant Disabled Students’ Allowance eligibility

Recommendations for teachers and other professionals

Legal recognition

Exam Access Arrangements

A Diagnostic Assessment is the only way that dyscalculia or dyslexia can be formally identified.
Disabled Students’ Allowance 

Additional funds to cover study-related costs 

Can be used to purchase specialist equipment, for example, a computer if you need one because of your disability  

There are many benefits to having a diagnosis of the specific learning difficulty that you or your child is coping with.

Full diagnostic dyscalculia investigation includes:-

  • Questionnaires detailing the medical and educational history.  
  • Observation in school or educational setting with input from teachers (if necessary / possible / allowed)
  • Diagnostic testing using standardised approved tests designed to identify specific learning difficulties.
  • A written report in line with guidelines set by the SpLD Assessment Standards Committee.

The current price for a Full Diagnostic Investigation into either Dyslexia or Dyscalculia is £600. If both conditions need to be investigated, then the price is £800. Payable in two equal instalments, initial on commencement of investigation and final before the report is released.

Please note: in order to conduct an assessment parents/carers will need to provide information which will be collected via completion of forms / questionnaires.  This information needs to be received no less than 3 teaching weeks prior to the first booked assessment date.

If a screening has been conducted by myself within 3 months of requesting the full diagnostic investigation then 50% of the screening fee will be discounted from the final bill.  

CONTACT US

Call: 0238 104 0120
18-19 Admiral House,
Mountbatten Business Centre,
Millbrook Road East,
Southampton
SO15 1HY

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