Dyslexia, private schools, sharp elbows... Is this true?

[ZeroSomeGameThingy]

Radio 4's Today programme has been talking about whether private school pupils with dyslexia are more likely to get extra time in exams.

This is entirely counter to everything I've read here - where its generally argued that only state schools do this properly.

I have never known a parent go for a private dyslexia screening test to be told that their child is not dyslexic.

I'm not sure what point you are trying to make here. It cost us several hundred pounds to get a private assessment - we weren't going to incur that sort of cost unless we were fairly sure of the outcome. So it's not that assessors hand out statements like confetti, it's that parents only pay if they really believe that there is an (undiagnosed) problem.

I have never known a parent go for a private dyslexia screening test to be told that their child is not dyslexic

That is fascinating.

I have no idea if that experience is representative. And I have no idea if it really indicates this or that. I don't think I've ever read a MN post where a dyslexia assessment has proved negative - though I've never taken much notice of the route to assessment.

But - if someone says their child is "undiagnosed borderline dyslexic" what does/might that mean?

It cost us several hundred pounds to get a private assessment - we weren't going to incur that sort of cost unless we were fairly sure of the outcome.

I agree with this.

I also think most children with dyslexia aren't randomly going to private schools - the parents have chosen a school that they think has a good track record of dealing with dyslexia.

A N other private prep school may be rubbish at dealing with an as yet undiagnosed 7 year old with dyslexia, but by secondary stage - certainly GCSE stage - parents who have the freedom to choose their child's school will have made a more focused choice.

Coolas "I have never known a parent go for a private dyslexia screening test to be told that their child is not dyslexic."

Can I ask how your school dealt with children after they'd been given a private diagnosis for dyslexia? Genuinely interested. Did the school then engage an EP/offer support or just arrange for extra time in exams and leave them to it?

When the school did engage an EP and the test for dyslexia was negative did the EP often diagnose a different problem?

I agree with IDK, the assessment are very expensive and not something I would do on a whim. Both of mine had had additional phonics teaching on a one to one basis for at least a year before the assessments. We already knew there was a problem before we went to the EP.

I think most parents would make a call that on the balance of probabilities assessment is going to illustrate something and make things clearer, therefore the cost is worthwhile . Even if the diagnosis isn't dyslexia, it may highlight other potential issues or SpLDs and offer strategies for moving forwards.

Part of the problem is there isn't a universally agreed definition of dyslexia. Many LEAs (including mine) don't use the term dyslexia at all, preferring SpLDs and more focused recognition of the exact nature of the difficulties.

If you don't trust the assessment from the external consultant and the point of assessment is to establish each child's complex needs why would you not get them both assessed?

My DC had an assessment from a qualified EP who is also an NHS consultant clinical neuropsychologist specialising in paediatric neuropsychology. Would you really question a report from her just because it was obtained privately?

Interesting idea Merrymouse but as a SENCO I've ever seen a dyslexa assessment (including my own child's assessment) that comes anywhere near establishing a child's complex needs or indeed offers any useful suggestions.

What I mean is why wouldn't you also send the child with the dyslexia asssessment to the ed psych if you thought the dyslexia assessment was a bit dodgy and their needs were more complicated?

I don't understand why on the one hand coolas seems to be saying dyslexia diagnoses are 10 a penny but on the other hand there wouldn't be further investigation - maybe I have got the wrong end of the stick somewhere.

But then coolas you are either saying that the dyslexia assessment has correctly identified a child's additional needs or you are saying that it isn't worth testing a child if your only concern is dyslexia as additional help will be given anyway.

What doesn't make sense is to suggest that private assessments are worthless, but you won't seek additional state funded help for children whose parents can pay for them.

How would you know if a private diagnosis was negative? If I decided to have one of my dc tested privately and the result was negative I might feel somewhat embarrassed showing the report to the school.
Have the parents who go down the private route been refused an EP assessment by the school or do they just turn up with it out of the blue? You haven't really answered my question about negative reports from the school's EP - are you saying that some reports come back negative ,ie, the EP says ''there's nothing wrong with this child''?

merrymouse perhaps you need to ask why a school would use extremely limited EP time to assess a child who has already been assessed when they can use that time to identify areas of difficulty in an undiagnosed child?

Yes I've had EP reports that say "there's nothing wrong with this child" I've also been told we have done too good a job supporting the child's needs.

merrymouse perhaps you need to ask why a school would use extremely limited EP time to assess a child who has already been assessed when they can use that time to identify areas of difficulty in an undiagnosed child?

A school should do this if they don't think the private assessment has been of use to the child. Additional support or EP time should be given on the basis of need, not whether or not the parents have sought outside help.

It only makes sense not to seek more help if all the child's needs have been met by the private diagnosis.

If you are saying that private diagnoses tend to exaggerate and give labels to minor problems that are addressed as a matter of course in school, fine. However would these children really be given additional time/support in public exams? Aren't they beside the point?

I have indeed known parents to seek a private Ed Psych assessment and for their child to be assessed as not having Dyslexia or any other learning difficulty. As one parent said the study was useful anyway because it enabled them to understand their child's ability and strengths and weaknesses even if there wasn't a specific problem. We have had a follow up test from a teacher assessor but the initial diagnosis came from an Ed Psych.

The study coolas refers to was widely misreported as undermining the existence of Dyslexia. It did no such thing as the Professor defended himself by highlighting in this thread www.mumsnet.com/Talk/guest_posts/a2044925-Guest-debate-Is-the-term-dyslexia-actually-useful what the study did was to query how Learning Difficulties are defined, it did not deny the existence of difficulties which require specific intervention and support. It's argument was that the focus should be on that intervention and support and parents should not have to seek a label, be it "dyslexia" or any other, to access that support.

coolas it always shocks me when I encounter attitudes like yours in teachers, as I have throughout my families (brother, nieces, nephews, daughters) school careers. Surely a teacher wants their pupils to achieve their potential? A diagnosis is only given when it is clear that a child is not achieving their potential because there is an issue, be it processing, working memory, attainment in literacy, numeracy, motor control, or all the other Specific Learning Difficulties that are tested for, some of which are widely perceived as coming under the labels of Dyslexia, Dyspraxis, dyscalculia etc. are you really saying that in your opinion unless these are severe enough to warrant a statement that there is no intervention or support that can be given? Really? That one teaching style fits all? That look / see works as a way of teaching all children to read? That rote learning of tables, spellings etc works for all? Really? That sticking with those teaching styles will enable every pupil regardless of their difficulties with working memory and processing will enable them to achieve their potential? That all the time I spent with my DD aged 6 with targeted intervention using Tried and proven techniques that gave my DD the phonic tools and added reinforcement to help with motor control skills was a complete waste of time? I may be expressing this at the extreme but surely it is about meeting every pupils needs in order to achieve their potential. Isn't it?