Confused about dyslexia and dyslexia assessments after talking to SENCO

[TwoMountains]

We’ve had some concerns about the possibility of DS1 having dyslexia for a while, as he has been having ongoing difficulties with his English work and his handwriting. DS1 is in Year 5 and has ASD.

We’ve raised our concerns with this year’s class teacher a few times, but it’s taken till now to get a response, and I’ve now had a conversation with the SENCO about this.

One thing she said, is that the council doesn’t use the term dyslexia - because they don’t like to label children - and instead they talk about difficulties with English.

She’ll look at putting DS1 on a list to have his difficulties with English assessed by the council’s educational psychologist (with disclaimers about long waiting lists etc), says the school will support DS1 with his difficulties, but not to expect any kind of formal diagnosis. Because the council doesn’t like labelling children.
And apparently the primary school will pass over all SEN support plans to whatever secondary school DS1 goes to, so she says we don’t need to worry about this not labelling children causing any problems with DS1’s difficulties with English being overlooked at his next school.

I’m a bit confused. And a bit suspicious that there might be some cost cutting motives on the part of the council.

Is dyslexia really an outmoded label that’s no longer used?
And also, if a child is assessed and does turn out to have specific difficulties with English, is it really such a bad thing for them to have a diagnosis (or label, if you like) that confirms they’ve got a problem in that area? This is a different scenario, I know, but DS1 was diagnosed with ASD towards the end of Reception (while attending a different primary school) and there was a definite increase in the level of support he received once he had a formal diagnosis.

I am now wondering if it would be worthwhile trying to get DS1 assessed privately for dyslexia / difficulties with English, and also whether the schools in our area would have to take any notice of any diagnosis that might be made.

Any advice would be appreciated.

This might be an interesting article for you on the council's viewpoint.

My child is waiting for a dyslexia assessment.

www.theguardian.com/news/2020/sep/17/battle-over-dyslexia-warwickshire-staffordshire?CMP=Share_iOSApp_Other&fbclid=IwAR3uGkD0bJPgEXF5iBLi4KALM0rX8ihzgHe6rJA5-KiKKSyXmBL-Vd7exXY

@AntiSocialDistancer

Gosh what a heart breaking and quite vicious read. It seems dyslexia has turned into a political football and that because of budgets and poorer parents v sharp elbowed wicked middle class parents we are not allowed to use the term dyslexia.

Wow.

@Lemonmelonsun thanks for the info, that looks like a useful website.

@AntiSocialDistancer yes that’s an interesting and somewhat disturbing article. Political football sounds about right.

One thing that article doesn’t mention is that even Joe Elliott concedes that for those children who are resistant to intervention, the dyslexia identification may be appropriate. In which case the next step to support them is assistive technology (on the basis that evidence based interventions such as precision teaching have been used but haven’t worked).

@Lemonmelonsun behavioural optometry will not help dyslexia unless there is a co-existing visual problem (which there sometimes is).

there is a movement towards statementing of the specific problems faced by individual children who have reading difficulties, but at the moment there is no consensus how to label them. It's actually more helpful if you can just address the areas that where the child struggles.

Underneath, thanks, we are just exploring other issues that may be the problem, we dont yet so its part of the process.

DS (10) was diagnosed with dyslexia (and dyspraxia) at 8. School recommended a private specialist which cost £300. (It is do very wrong that dyslexia and similar difficulties are basically being pushed to a diagnodis system only accessible to people with a disposable income)
We also went to the opticians and he benefits from tinted glasses. While DS2 did not pick up on the phonological traits, he is benefiting from tinted glasses too and seems to have overlapping organisation/ concentration issues.

DS and I do benefit from "labels". Labelling his traits (stengths and challenges) helps him understand himself. It helps us to understand why he is as he is and depersonalise some of the difficulties. He's not taking 10 minutes to put on his socks because he's lazy and careless, he's doing it because his mind is distracted by the excitement of military policy and the order of how to put socks on efficiently has got jumbled up again because it's not on autopilot like it is for NT children.

Taking vocabulary away reduces understanding and takes away protection and coping methods. Very convenient to cash-strapped local authorities and schools.

Bog I've spoken to many people who have dyslexia or their dc do and not a single one has moaned about the diagnosis and infact the adults have said it's enormous relief.

I'm dyslexic and if a SENCO said this to me prior to assessing my child I'd be really angry. Dyslexia is a cognitive difference and if a child meets the standards for diagnosis, they should be diagnosed as such. It's often not just exhibited as difficulty with english, but in differences in things like thought process and executive function which may also need support (or celebration!).

Diagnosis is definitely worthwhile. I was continually flagged for dyslexic characteristics at school but had very good grades so was never prioritised for assessment. I had good grades because I'm intelligent and very hard working, but I was getting by using laborious coping mechanisms I developed myself. Those coping mechanisms lead to severe anxiety and huge self-confidence issues. I was diagnosed at 21 and the support sessions I received totally changed my life.

@MouseholeCat

Would you mind saying what they are please..or pm ing me thanks!

Schools tend to not like testing for anything because if your child gets a “label” it means they have to do something

Ds couldn’t read or write. He was kept in to do homework at breaks which meant he stared at a blank piece of paper all playtimes for a week.

The teacher called him defiant.

This school didn’t believe in SENs

Schools don’t like testing as i would imagine it costs them money they would far rather push the problem on to the next school college and deal with the disruptions in class.
I think it is false economy to not test. Testing would help children understand their problems and reach their full potential
Testing in primary school would solve so many problems and save so much money in the long run.

@Lemonmelonsun the poor coping mechanisms?

I would re-teach entire syllabus to myself because some of my teachers were very rote in their style. And I had no understanding of the most effective ways for my brain, so this wasn't a quick process.

At secondary school, we had to hand in written essays/coursework. I'd write them out on a computer first so I could edit, check spellings and proofread and then transcribe them onto paper so I didn't lose marks for being "careless". With a diagnosis, I'd have been allowed to hand in typed work.

I'd also write about 3-4 times the amount I needed to as I struggled to sequence thoughts and then I'd edit it down. I could have cut all that out by just being taught mind-mapping.

This all took an insanely long time and I had constant anxiety and stress which caused outbursts and panic attacks when I got home. I'd need to take time off school because I was so burnt out. It didn't make sense to anyone as in school hours I was a confident, popular A* student but at home I was a total wreck.

Mouse sorry, I meant the life changing help you received

@TwoMountains

It is certainly a false economy and can be a staggering number of ways including low self esteem leading to MH issues, self harming, drugs, social disorder, playing up in class, disengaged bored out their brains in class, called all kinds of unfair "labels" like stupid, lazy etc..