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The problem with Educational Psychologists (EP) diagnosing dyslexia, is that they are not qualified to assess or diagnose the cognitive subtypes or underlying causes of the dyslexic symptom. All an EP can do is observe performance while carrying out test, as psychologists are only qualified to comment on behavior issues, not the underlying cognitive issues that are causing the problems. So they can only make statistical comparisons comparisons with the wider population.
SENCos have only had to be trained teachers from the start of this academic year, and many have no qualification as to an understanding of the issues which may require SEN support, although many do have good intentions, and wish to provide the best form of support.
Which is why a dyslexia assessment should be carried out by a multi - discipline team consisting of an audiologist, an optometrist, and a psychiatrist, who are able to assess and eventually diagnose the three main underlying cause of the dyslexic symptom, and any EP input should be part of the follow up assessment of how to live and cope with the auditory processing disorder, visual processing disorder, attention disorder, or any combination of these issues that are the cause of the dyslexic symptom. So the real problem is a lack of a realistic assessment and diagnostic process for the dyslexic symptom in the UK.
Unfortunately there is a complete lack of understanding of how we learn to read in the UK education system, which is due to poor teacher training, and a lack of willingness to understand the research in this area of the last decade or so. Reading: Acquiring and Developing the Skills and Abilities - library 212 articles and because teachers do not understand how we learn to read they have no real idea of how to help when a child has problems which can cause the dyslexic symptom Developmental Dyslexia - library 470 articles or my PubMed Dyslexia and Related Issues research paper collections
AIT does not help much if at all with regard to auditory processing, and RRT can only help with any Retained Reflexes. Auditory Processing Disorders, and there are quite a few, or subtypes of APD, are about issues which affect our ability to process sound base stimuli, or what we hear. This includes speech, and any form of notation of speech.
Those who have APD have problems processing the gaps between sounds, which includes the gaps between the sounds that can make up a word, or even the gaps between words in rapid speech, so the signal appears to us as one continuous sound, which is really meaningless. So for those who have APD phonics is purely abstract concept we can understand but will never be able to use.
So the problems is about having teachers who understand how we learn to read, and further to understand the cognitive issues which can cause problems when learning to read, and how to work around these problems. Which means having to educate the educators, which can be a problem as they tend to have Professional APD (PAPD) or they DO NOT want to listen.
A referral to Great Ormond Street Hospital may be useful as all DS issues can be assessed and and how they may interact and affect his progress.