Dyscalculia and Maths Difficulties – where are we now?: SASC Authorised

How does the definition and guidance need to change in light of recent research alongside existing conversations on the multidimensional and overlapping nature of specific learning difficulties and the recent Delphi study of Dyslexia?
How can we ensure that the definition and guidance best meet the needs of all stakeholders within the process, particularly individuals experiencing maths difficulties?
How is number sense defined and can this still be considered the key component of dyscalculia?
When should a full diagnostic assessment for dyscalculia/maths difficulties be undertaken? Would an assessment of general strengths and needs in maths be more appropriate to support some students?
Where does Maths Anxiety fit into the definition