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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