This study assessed knowledge and awareness of developmental dyscalculia among education professionals in the UK, Italy, Vietnam and South Africa, using the newly developed Dyscalculia Knowledge and Awareness Scale (DKAS). In total, 1323 educators responded to the DKAS as well as questions relating to their job roles, level of experience, and training received in supporting pupils with dyscalculia and dyslexia. Overall, most educators were familiar with the concept of dyscalculia, but only 33% reported that they had a clear idea about it. Responses to the DKAS also revealed several knowledge gaps and misconceptions. Our study also documented the low availability of training in dyscalculia, with most educators not receiving any relevant training. Higher levels of education, working in specialist inclusion and support roles, and access to relevant training were positively related to knowledge and awareness of dyscalculia. These findings have important implications for research, teacher education and education policy.
Roulstone et al. (Sun,) studied this question.