Dyslexia - 11+ extra time criteria?

[Doublerainbow23]

Hello. Hoping someone with admissions knowledge might be able to help..

My DS is sitting the 11+ exam this autumn for a grammar (not super selective). He was diagnosed a few months ago with dyslexia. Long story short he is very academically able in general (ie we think he'd suit the school in spite of his extra challenges), but scored low on certain things.

My question is about extra time....we assumed he wouldn't qualify as he didn't score terribly across the board, but at an open afternoon a lady I spoke to said a diagnosis of dyslexia would mean extra time, almost as if it's automatic, and basically said if you don't ask you don't get?

He scored "very high" and "high" in all of he cognitive categories....but 78 in recall of digits forward, 89 for digits backwards, 87 for spelling, 85 for elision and also phonological awareness composit, 84 for phonemic decoding efficiency.

I guess my question is....do we just give make a special access arrangements request with a copy of the report and say he'd benefit from extra time....and leave it to them to just say yes or no? It can't prejudice him either way right??

Many thanks for any help

It is based on processing speeds, not ability. Did the assessment not make any recommendation?

My child wasn't allowed extra time on the basis it is not usual practice ie hadn't had it in SATs. He's autistic and has since had extra time during secondary, including GCSEs.

Thank you for the reply. Yes, I understand it's processing not ability. The report didn't talk about examinations....at that stage we just want a diagnosis. She said in person for sats the school would be able to just decide what's appropriate as it's not formal, and when it comes to gcses and extra time etc we'd have to get an up to date assessment done as it's years off.

I guess I just want to know if it's acceptable to fill out a special access form and says he's dyselxic and would benefit from extra time, and attach the report. Then they'd apply their criteria and just say yes or no? Or will we cause any problems by applying if he's not eligible.

Sorry, this is all new to us. No dyslexia or 11+ experience in the family.

Clymene the 11+ is at the start of year 6 though so well before sats. I don't mind being told no if that's the rules, it's just hard to second guess if we should bother asking when they don't make it known what their rules are!

Apologies for the typos, trying to multi task and failing 😄

I think you’ve probably missed the cut off for applying for the extra time anyway. In the 2 counties I’m familiar with you have to submit evidence by June. We had a girl diagnosed with ADHD in august last year and couldn’t get any extra time.

the school/county you are applying to should have info on what to do and what evidence you need online.

It's likely different from authority to authority. Do apply for special access arrangements, the worst they can do is say no. Our experience is not dyslexia but we needed to apply for reasonable adjustment for other criteria. We sent a number of pieces of evidence from school, diagnosis letter etc, this all went to an independent panel who then told the exam consortium what adjustments needed to be made. Have a look in SEN section of 11+ forum for info too, and also your local area section.

modgepodge thanks for the reply. Deadline isn't until the end of the month for our area. The school doesn't give information further than basically "if your child has sen and you want to ask for special access requirements please fill out this form" which basically just has a blank space to write details.

ElvenDreamer thank you for the reply. I will check out the 11+ forum. That's what I'm hoping is OK, that we ask and if they say no that's fine.

I meant the year 2 ones (am not joking!)

It is worth asking and showing them the test scores. The ones you mention are the ones used specifically to diagnose, especially digit recall and decoding. The person who did the test, Ed psych, would be the person to ask and provide a letter explaining what they mean to an initiated decision maker. Usually it’s 25% extra and/or spelling discounted from the marking. If they say no - is the exam for a specific school? - then it is worth considering whether that is the right school for your DC ie if they ‘get’ dyslexia and understand that any adjustment is to level the playing field against non-dyslexic applicants.

Clymene crikey, that was harsh! Surely lots of things aren't even diagnosed by year 2?!

lanadelgrey thank you for the reply. Yes, it's for a specific school. Good idea, I will email the Ed Psych and ask about exams at this age. And also a very good point about it being the right school.

Your report will need to be a dyslexic report done by the dyslexic society rather than a school screening - it sounds like your daughters is , if not get booked in sooner rather than later, I think it cost me about £250 to have done . The break down was really helpful. She’s now 17 and doing her A levels . The 15 % extra time she gets for processing has been critical to her confidence .
However when she did her entrance exam the school accepted her screening for that , examination boards won’t.

Hi, so I’m trying to figure whether to trust the application system or not. My DD has always been a top performer is school and no academic issues. Her CAT scores are off the charts (140+) and the school recommended applying for SPGS. Recently they did a dyslexia screening test including several 1-1 sessions and she is dyslexic (slower processing speed but no issue with ability). the school is clear that she can qualify for 25% extra time for 11+. My concern is whether schools like SPGS and other top schools will quietly discriminate against those applying for extra time even though on websites they say that they are not.

@JustInvolved they have to apply a specific policy if there is one. In our county the schools themselves don't even get a say, you apply for reasonable adjustment and it goes to an external panel who look at evidence from school, diagnosis reports etc and make the decision. This is then fed back to the school and they have to act on it.