Dyscalculia and Pre-Employment Testing: Ensuring Fairness for Neurodiverse Candidates

Dyscalculia is a lesser-known form of neurodiversity that primarily affects an individual's ability to work with numbers. While conditions like dyslexia, which impacts verbal reasoning, are more widely recognised, dyscalculia presents unique challenges, particularly in tasks that require numerical reasoning and mathematical operations. In the context of recruitment, it is vital that organisations understand how dyscalculia can influence performance in pre-employment tests and make appropriate adjustments to ensure fairness and accessibility for neurodiverse candidates.

By adopting inclusive practices, such as allowing extra time or using alternative assessment methods like gamified assessments, employers can create a more equitable recruitment process that recognises the talents of dyscalculic candidates without unfairly penalising them for their difficulties with numbers.

Dyscalculia is a specific learning difficulty that affects an individual’s ability to perform mathematical tasks. People with dyscalculia often struggle with understanding and manipulating numbers, performing calculations, and recognising numerical patterns. Despite these challenges, it’s important to understand that dyscalculia is unrelated to overall intelligence or cognitive ability. Many individuals with dyscalculia have strengths in other areas but find numerical reasoning uniquely difficult.

In recruitment settings, numerical reasoning tests are commonly used to assess candidates. These tests typically require interpreting charts, graphs, and tables, as well as performing calculations such as percentages, ratios, and basic arithmetic operations (addition, subtraction, multiplication, and division). For individuals with dyscalculia, these tasks can be particularly challenging.

Dyscalculia specifically affects numerical reasoning and is typically identified when a candidate’s performance on numerical tasks is significantly below what would be expected, given their overall cognitive abilities. This mirrors the way dyslexia is identified: by observing a specific difficulty with verbal reasoning despite strengths in other areas. For individuals with dyscalculia, the challenge lies not in general cognitive functioning but in specific mathematical processes.

Traditional numerical reasoning assessments often require candidates to perform various mathematical tasks, such as interpreting data from charts, calculating percentages, or solving word problems involving numbers. These tests are designed to assess a candidate’s ability to work with numerical information—an essential skill in many roles, especially in fields like finance, engineering, and data analysis.

For candidates with dyscalculia, however, traditional numerical reasoning tests can present significant challenges. These tests typically involve multiple layers of mathematical complexity and require candidates to quickly process numerical data and perform calculations under time constraints. For individuals with dyscalculia, this can lead to frequent errors, confusion, and frustration, as these tasks demand an intense focus on numerical processing.

These challenges often mean that dyscalculic candidates may underperform on traditional numerical reasoning tests—not due to a lack of relevant skills, but because the test format does not align with their unique cognitive profile. Consequently, employers risk overlooking highly capable candidates simply because they struggle with the test’s numerical demands.

To ensure that candidates with dyscalculia are not unfairly disadvantaged during the recruitment process, organisations should make reasonable adjustments to their pre-employment testing methods. These adjustments help level the playing field and allow dyscalculic candidates to demonstrate their abilities in a way that does not overly tax their numerical reasoning skills.

One of the most straightforward adjustments is providing extra time during numerical reasoning assessments. Dyscalculic individuals may need more time to process numerical information and perform calculations, and offering extra time can reduce the pressure they feel during the test. This adjustment mirrors the reality of most workplace tasks, where employees are not typically required to perform numerical calculations under strict time constraints.

In addition to extra time, it is important to ensure that calculators are allowed during numerical assessments. For many dyscalculic candidates, the challenge lies in performing mental calculations, not in interpreting numerical data. By allowing the use of a calculator, employers can reduce the cognitive load associated with manual calculations, enabling candidates to focus on the task at hand without being hindered by their difficulties with arithmetic.

One of the most effective ways to accommodate dyscalculic candidates during the recruitment process is by using gamified assessments. Unlike traditional numerical reasoning tests, which often require candidates to perform complex calculations and interpret detailed data sets, gamified assessments present numerical tasks in a more intuitive and engaging format.

Gamified assessments often rely on pattern recognition and basic arithmetic, rather than complex mathematical operations. For example, a gamified assessment might ask candidates to identify patterns in a sequence of numbers or to perform simple addition and subtraction tasks. These types of tasks are typically less taxing for individuals with dyscalculia, as they do not require the same level of mathematical knowledge or numerical manipulation as traditional tests.

By presenting numerical reasoning tasks in a game-like format, these assessments reduce the pressure and anxiety that many dyscalculic individuals experience when faced with traditional mathematical problems. This not only makes the assessment process more enjoyable but also allows candidates to perform at their best, without being hindered by their difficulties with numbers.

Moreover, gamified assessments are generally less time-intensive than traditional tests. They often require candidates to complete short, engaging tasks that can be completed in a matter of minutes, rather than long, drawn-out assessments that place significant demands on attention and concentration. This shorter format is particularly beneficial for dyscalculic candidates, as it reduces the likelihood of cognitive fatigue and allows them to remain focused for the duration of the assessment.

To create a fair and inclusive recruitment process for candidates with dyscalculia, organisations should follow a few key best practices when designing and administering numerical reasoning assessments:

• Provide extra time: Offer dyscalculic candidates extra time to complete numerical reasoning assessments. This ensures that they are not unfairly penalised for their difficulties with numbers and allows them to process numerical information at their own pace.
• Allow calculators: Where appropriate, allow the use of calculators during numerical reasoning assessments. This reduces the cognitive load associated with manual calculations and enables candidates to focus on the problem-solving aspects of the task.
• Consider gamified assessments: Consider using gamified assessments as an alternative to traditional numerical reasoning tests. Gamified assessments are typically less mathematically complex, but still evluating problem-solving. They are more engaging, making them a better fit for dyscalculic candidates.
• Simplify the format: Avoid overly complex numerical reasoning tasks that require candidates to interpret multiple layers of data or perform advanced calculations. Instead, focus on tasks that assess problem-solving and logical reasoning without placing excessive demands on mathematical knowledge.
• Seek feedback from neurodiverse candidates: Regularly seek feedback from dyscalculic candidates and other neurodiverse individuals about their experience with the recruitment process. This can help identify areas for improvement and ensure that the process remains fair and inclusive.

Dyscalculia presents unique challenges for candidates during the recruitment process, particularly when it comes to numerical reasoning tests. However, by making reasonable adjustments—such as providing extra time, allowing calculators, and using gamified assessments—employers can create a more inclusive and equitable testing environment for neurodiverse candidates.

By recognising the difficulties that dyscalculic individuals face with numbers, and by adopting more accessible assessment methods, organisations can ensure that they are not missing out on talented candidates who may struggle with traditional numerical tasks but excel in other areas. This commitment to fairness and inclusivity benefits both candidates and employers, fostering a more diverse and innovative workforce.