Dyslexia assessment

[poppincandy]

My ds is having a dyslexia assessment next week, has anyone else had one of these? What happens?

[mrz]

No PeterPanandWendy the assessments I've seen are from a range of sources including DA both as a professional and as a parent.
and I'm afraid I don't get your insistence that a label changes anything.

[PeterPanandWendy]

I can only conclude that you have not taught anyone 1:1 in circumstances where an assessment or "label" was a real Eureka moment for them.

It's also rather worrying that you work as a Senco, and have this attitude to identification.

Dyslexia is classed as a disability as you will know. Once identified people are eligible for help- such as the DSA- if they go to uni, and the law protects them from discrimination in the workplace.

An assessment is necessary for all of the above. But it's also worthwhile for all the other reasons I've stated. I wonder how many years your experience covers and the depth of your training because you seem to be missing the point here.

[mrz]

You can conclude what you wish but your conclusion is incorrect

[mrz]

We make a point of teaching all children to read and write (including those you would give a label) which I regard as more important

[PeterPanandWendy]

So what is your and your school's approach to :

1. A parent who thinks their child could be dyslexic and/or is considering a private assessment?
   

1. What is your school's and LEA's approach to children with an assessment? Do you/they involve outside agencies? my LEA is proactive in terms of dyslexia- we have several SpLD bases from where teachers come into schools to advise class teachers on what should be taught and how it should be taught. They oversee IEPs and offer advice. Does your LEA offer this?
   

1. How would you advise a parent of an older child (I assume you teach primary age) who could be eligible for exam concessions for GCSE/A level, who would need an assessment for this?
   

1. Would yo teach a child according to their stengths - or do you teach them all the same way>?eg if a child has poor auditory discrimination, good visual skills, and slow processing, how would this influence your methods of teaching them- I'm talking 1:1,not whole class teaching.
   

1. How can you determine whether a child has MLD or dyslexia - which will affect their capacity to learn?

[mrz]

I missed your point -
PeterPanandWendy Tue 31-Jul-12 09:24:07

"I missed one of your points- dyslexia is not a problem with reading:"

"Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling."

definition from .............DA

[PeterPanandWendy]

I can only conclude that you have not taught anyone 1:1 in circumstances where an assessment or "label" was a real Eureka moment for them.

You can conclude what you wish but your conclusion is incorrect

So you have experienced a Eureka moment with your students- yet you still say an assesment is worthless? Their self esteem which relates to an understanding of what is "wrong with them" is, IYO, worthless then?

[PeterPanandWendy]

Quite. But the most important word in that quote is primarily. And you talked only about reading.

I'm not going to get into an argument over the definition of dyslexia from the DA- there are many definitions of dyslexia around. I prefer the one by the BDA.

I'm not engaging any more here with you on this- I've decades of experience in teaching dyslexics and I believe in the value of an assessment.

You don't and that's a disservice to the children you are responsible for in your work.

[mrz]

Perhaps the difference between us is that I have taught hundreds of children to read (without them requiring a label to learn) and you only teach the ones who have paid for an assessment ...

[PeterPanandWendy]

Err- I don't recall saying that anywhere! You are incorrect.

Another point is that teaching a dyslexic child - or adult- to read is quite subjective. How well can they read?

The point is- how functional is their literacy? If your input stops at primary school, you are not able to see what happens to that child in year 7 and above.

You still have not answered any of the 5 points I made in my previous posts about the provision within your LEA and the value that SpLD experts can add to the class teacher's knowledge and resources. I simply do not know how, as a professional, you can say that it is irrelevant whether a child has slow processing, poor auditory skills etc etc- and that this knowledge does not influence how someone teaches them. This is the info an assessment gives.

[mrz]

" I simply do not know how, as a professional, you can say that it is irrelevant whether a child has slow processing, poor auditory skills etc etc- and that this knowledge does not influence how someone teaches them."

I haven't said that ... what I said was paying DA or an EP isn't necessary.

"The point is- how functional is their literacy? If your input stops at primary school, you are not able to see what happens to that child in year 7 and above."

As it happens I do see what happens to children in Y7 and above as we have a close working relationship with the school most of our pupils transfer to (including staff moving between schools to share good primary practice). I also receive feedback from the school and work closely with the SENCO.

[mrz]

"So what is your and your school's approach to :"

1. A parent who thinks their child could be dyslexic and/or is considering a private assessment?

We would discuss their child's difficulties and provide information that might prove useful if they decide they wish to pay for a private assessment

2. What is your school's and LEA's approach to children with an assessment? Do you/they involve outside agencies? my LEA is proactive in terms of dyslexia- we have several SpLD bases from where teachers come into schools to advise class teachers on what should be taught and how it should be taught. They oversee IEPs and offer advice. Does your LEA offer this?

Outside agencies can be involved at any point with or without an assessment. We have a SpLD teacher working in school one day a week working with pupils that the school pays for and advice is available when requested.

3. How would you advise a parent of an older child (I assume you teach primary age) who could be eligible for exam concessions for GCSE/A level, who would need an assessment for this?

Extra time can be made available for a pupil with a recommendation from a suitably qualified teacher (or psychologist) as long as it is supported by evidence. I would expect the school to explain this to parents.

4. Would yo teach a child according to their stengths - or do you teach them all the same way>?eg if a child has poor auditory discrimination, good visual skills, and slow processing, how would this influence your methods of teaching them- I'm talking 1:1,not whole class teaching.
Carrying out our own assessments combined with a thorough knowledge of the child enables me and other experienced staff to choose appropriate effective methods which obviously work given our success rate.

5. How can you determine whether a child has MLD or dyslexia - which will affect their capacity to learn?

By thorough assessments and if necessary the involvement of other professionals including EPs.

[PeterPanandWendy]

Your answers to 3, 4 and 5 include the idea of assessment.

I fail to see why you are so against assessment yet say that the assessments you carry out yourself in school are of equal or higher value and tell teachers what they need to know.

The only kind of teacher who can assess for exams is one with the practising certificate and the SpLD Diploma or equivalent. They carry out almost the same sub tests as an ed psych except a few, which only psychs are allowed to use.

I'd use a broken leg analogy with regard to your feelings on this. If someone suspects a broken leg, the dr may decide to treat it as such. However, if that dr carries out an X ray to determine the exact nature of the break, what treatment is best, and what will give the best recovery rate for that person, then the recovery may be quicker and more successful.

An assessment merely provides information. Knowledge is power- so it can never be wrong to dig that bit deeper.

[smee]

mrz, am curious. Sounds like you have a hugely joined up system, but as am sure you know it's not like that everywhere and what about (for example) the child who because they are deemed dyslexic is allowed a scribe for their GCSE's/ A-levels, as has just been the case for a friend's son. Without it he'd have failed, with it, he's had 5 offers of places at top universities. This is a child who had his problems recognised at an early age (8) and has had appropriate help, but he still wouldn't have had the opportunity of a scribe/ computer/ voice recognition without being assessed / labelled, so surely the 'label' there's not only handy but essential.

[Feenie]

I fail to see why you are so against assessment yet say that the assessments you carry out yourself in school are of equal or higher value and tell teachers what they need to know.

Often they are - teachers have the benefit of knowing children better. Often an EP will suggest very superficial strategies tried and discarded long ago.

In decent schools, ideally teachers will have supported children with difficulties well, long before they come under the scrutiny of an outside agency.

[mrz]

smee I'm not against assessment as a teacher I'm continually assessing the children I teach ... I just don't see how paying DA £400+ for a label helps the child (of course it helps DA and tutors)

[smee]

Ah, okay, mrz, bloody annoying to have to pay, but as a parent you sometimes have little choice. And you didn't say what you thought about my example above. The need for a 'label' to get concessions for exams/ etc is surely valid?

Feenie your point about a good teacher is true too, but in our case DS's teacher has been great and really helped him, yet she's the one who's pushed for him to be assessed. She's dyslexic herself and she thinks it's vital.

With us, the school referred DS for assessment by an Ed Psych, but had no idea when that might happen, so we felt we had no choice but to do a private assessment, and the school SENCO agreed. Her view was that though the school/ class teacher will do their best, they can't get him any specialised help until he's diagnosed and even then it's like pulling teeth. This is from what I count as a hugely supportive, v.good school, which we're very happy with.

Have to say, I still disagree with you mrz in terms of a label helping the child though. Knowing you're dyslexic means you have a reason why you're struggling. I still say that's worth its weight in gold.

[mrz]

No because you don't need a label to get concessions for exams

[mrz]

I should add that having a label doesn't automatically mean a child will be entitled to exam concessions

[happychappy]

Hi, I had my offical assessment in February but i've known I am dyslexic for a long time. My son is dyslexic and dyspraxic too. We finally got our assessments done to get the help that is available with the label. I have to admit I was really scared to get assessed simply because I thought they might tell me there is nothing wrong with me other than I'm a bit thick. Turns out I'm quite bright. Before starting my University course there was no advantage to getting the assessment but I have had so much invaluable support since getting the assement. With my DS it was worth doing to get the one to one he needs right now. He was assessed before but we were abroad so it had to be done again. For him it was quite helpful because it helped to understand why he was having his difficulties and that there was no problem with his intelligence. In my opinion the assessment and subsequent label has been useful to get the support we have needed. It has also helped with my DH who had no understanding of what being dyslexic means and how it affect us. Reading and writing is not our major problem, its stupids things like getting lost because you haven't paid attention to where you were going, having no sense of direction. Focusing and concentrating, remembering things other people find easy to. However, DS and I have had some positives come from our condition which enhance our lives.

[smee]

mrz, clearly I'm no expert it's nigh on impossible to get any concessions without the label. I know it's anecdotal, but my friend's son would simply not have passed any exams or even been entered for any if he hadn't been labelled dyslexic.

[mrz]

www.ofqual.gov.uk/help-and-support/94-articles/442-understanding-access-arrangments-and-special-consideration

Will I need proof that I have a disability or special circumstance to get help?

Not really, in the case of a candidate with a disability, the school or learning centre will have a file supporting the need for any access arrangements. This would have been created at the start of the course and will be used as supporting evidence for access arrangements. For a special consideration, the centre will make a decision based on the need identified and apply to the awarding body using their headed paper for verification of its authenticity.

[Badvoc]

IME a label has done nothing, other than affect the relationship between me and the HT!
My son is 9 and severely dyslexic. I paid for a private ed psych report as the school wanted to wait til middle school (1.5 years away)
He got the dx.
No surprise to me.
It has done nothing and none of the recommendations in the report have been put in place...no 1-1 etc
Waste of time for us.
I am helping him myself.
I am not "waiting and seeing" anymore.
Fuck that.

[Badvoc]

Please bear in mind that only the very worst affected children i.e. those in the

[happychappy]

Badvoc, I'm not in that percentage and I got all that plus one to one support on a weekly basis, and extra time in exams. Perhaps its different with adults