Question to the Department for Education:

To ask His Majesty's Government what steps they are taking to close the research funding gap between dyscalculia and dyslexia, where the funding for dyscalculia research is significantly lower than that of dyslexia, despite research suggesting that the two conditions have comparable prevalence rates and life consequences.

The department does not fund specific standalone research into either dyscalculia or dyslexia

Recently published evidence reviews from University College London ‘Identifying and supporting children and young people with cognition and learning needs: a rapid evidence review’ will help to drive inclusive practices as they highlight what the best available evidence suggests are the most effective tools, strategies and approaches for teachers and other relevant staff in mainstream settings to identify and support children and young people (0-25) with different types of needs. This report is attached.

In addition, the What Works in SEND research programme, led by a research team from University of Warwick and supported by special educational needs and disabilities academics from the University of Birmingham, is researching tools settings can use to identify the needs of neurodivergent children and young people.

Both of these programmes will support the teaching of children with special educational needs, including dyscalculia.