ABSTRACT
The terms 'dyscalculia' and 'mathematics learning disability' (MLD) have both been used to refer to individuals who have severe and persistent problems with mathematics that seem to stem from an underlying neurological difference compared to typical learners. Mathematics learning problems may not simply stem from a specific learning difficulty/disability (SpLD). They can also derive from poor learning experiences and/or problems more associated with other SpLDs such as dyslexia. Neurological data also argue for subcomponents of mathematic skills that may relate to different types of learning problems. The identification of dyscalculia/MLD has followed the same general principles that guide the assessment of any SpLD. The use of an IQ-based assessment would require the involvement of a trained assessor, such as an educational psychologist. Reasonably comprehensive assessments may be required to determine if the problems stem from poor learning of a specific area of a curriculum or an underlying difficulty.
