Understanding Neurodiversity: Strengths, Differences, and Overlap

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neurodiversity is a way of understanding that human brains are all wired differently, we are all neurodiverse and have neurodiversity. This is just a natural and valuable part of being human.

However, someone who is neurodivergent will have what is often known as a spikey profile (e.g. real strengths in some areas, and perhaps challenges in others). The term is used to encompass all the conditions that you’ve probably heard of, dyslexia, ADHD, autism and dyspraxia.

For such a long time these individuals have been thought of through a deficit lens or at a disadvantage, and put into a box that stereotypes to their label. However, what is becoming more and more clear is that we should recognise the neurodiversity framework for both the challenges people may face and the unique strengths they bring, and recognise where these conditions over lap leading to each individuals needs.

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Many children are suffering from an undiagnosed developmental condition which affects their ability to learn math

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A team of experts from the School of Psychology at Queen’s University Belfast, led by Dr Kinga Morsanyi, carried out research on the prevalence of specific learning disorder in mathematics (SLDM), which is also known as dyscalculia.

The researchers studied the mathematics performance of 2,421 primary school children over a number of school years. Although the researchers expect that the number of pupils with dyscalculia is similar to those with dyslexia, of the 2,421 children studied, 108 children had received an official diagnosis of dyslexia, but just one child had officially been diagnosed with dyscalculia prior to the study. Based on the results of the study, the researchers actually identified 112 children who are likely to have the condition.

Diagnosis of dyscalculia

Dr Morsanyi explains: “In society, there is sadly a widespread notion that you need a special talent to be good at maths, and that struggling with maths is normal for some people, but this is not the case and it’s not something we would accept if a pupil was unable to read.

“Our study shows that in almost all cases, children who appear to have dyscalculia are not being diagnosed. Within the sample of children with dyscalculia, 80 per cent of the children have other developmental conditions, such as dyslexia or speech and language difficulties, and as the current practice is to assign one diagnostic label to each child, this could partially explain why mathematics difficulties are so often ignored.”

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Dyscalculia: Scientific evidence and policy implications

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Evidence shows that early identification, mathematics-specific interventions, and improved teacher training can help people with dyscalculia. 

However, researchers have highlighted that dyscalculia remains underdiagnosed and under-recognised in the UK, with limited training available for teachers and low research funding compared with other conditions like dyslexia. Strengthening early identification and improving professional training could improve life outcomes for people with dyscalculia (PDF) and contribute to national economic productivity. 

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Neurekalab creates the NeurekaNUM application to help children with dyscalculia with their learning

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The prevalence of dyscalculia among schoolchildren ranges between 3% and 6%, with a similar distribution among girls and boys, and the most effective treatment is early detection. To help children and young people with this disorder with their learning, Neurekalab, in which the University of Vic – Central University of Catalonia (UVic-UCC) and the University of Barcelona (UB) are shareholders, has launched the NeurekaNUM application, which is aimed at professionals and families who want to help their sons and daughters with their mathematics for a specific period of time.

The NeurekaNUM application “has arisen from the need to create a tool for children with dyscalculia that enables them to do activities to improve their learning process, to try and offset a problem they have to live with”, explains Sergi Grau, dean researcher at the UVic Faculty of Science and Technology, and co-founder of Neurekalab with Josep Maria Serra-Grabulosa, a researcher in the Department of Clinical Psychology and Psychobiology at the UB. “Learning difficulties are closely related to academic failure, low self-esteem and lower levels of employability,” adds Josep M. Serra. One of the researchers’ aims for this tool is “for it not to remain simply a pilot test in a research project, but to scale up its impact through a company with social goals, like Neurekalab.”

See the app HERE

Prevalence of Dyscalculia and Math AnxietyAmong College Students

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Mathematics-related learning difficulties and emotional barriers such as math anxiety are increasingly
recognized as significant challenges among college students. The present study aimed to assess the
prevalence of dyscalculia and math anxiety among college students. A cross-sectional descriptive research
design was adopted, and the study was conducted among 60 undergraduate and postgraduate students aged
18–25 years from arts, science, and commerce streams, selected using a stratified random sampling
technique. Data were collected using a self-structured questionnaire designed to assess math anxiety levels
and related learning difficulties. Descriptive statistical methods, including frequency, percentage, mean,
and standard deviation, were used for data analysis. The results revealed that a substantial proportion of
students experienced moderate to high levels of math anxiety, indicating that math anxiety is prevalent
among college students. The findings highlight the need for early identification, academic support, and
targeted interventions to reduce math anxiety and address learning difficulties related to mathematics. The
study emphasizes the importance of creating supportive learning environments in higher education
institutions to enhance students’ confidence and performance in mathematics.

Read more HERE