How do selective secondary schools 'take account' of any learning difficulties?

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Was looking at the form for entrance exam for a Top 100 Independent Secondary school. It has a section to fill in any 'learning difficulties e.g. dyslexia' and asks for the relevant ed psych report.

I just wondered how this works in practice? Do schools set a 'lower bar' if there are specific issues?
I guess my feeling is that selective schools are often fast-paced, academically driven environments, and I just wondered how a child with learning difficulties fares in such an environment, if they are awarded a place?

I'm not being controversial - I'm genuinely interested, as DS (8) looks as if he has 'slow processing' issues. He is bright, intelligent etc, but struggles to complete high pressure timed activities (like entrance exams )

So far I've assumed that an academically selective school would be out of the question for him, but now I'm wondering what exactly they measure and look for?

Some selective schools do cater in a limited way for eg. dyslexic students. But in most this goes little beyond some extra time in exams. Some are better and offer real support for such pupils to cope with day to day learning, others basically don't offer support but if the child can cope then they are happy to have them.

I think you need to speak to someone at that particular school about it, and see what they say, how they say it, what they don't say, etc. They are all likely on paper to make the right kinds of comments, as they are careful of their reputations and certainly won't come out and say "don't even bother". But what they actually do to help may be great or hopeless or anywhere in between.

Interestingly, I think dyslexia is one where they often do try to help - the cynic in me thinks that it allows them to say they have X amount of children with special needs, while still being able to be academically selective and avoid taking on a range of different issues, possibly more complex or difficult to handle.

If you can convince them that he'll be fine in ordinary class activities and just needs extra time in exams and marked assessments, that will probably be "easier" for them to handle than if he also needs extra time for the day-to-day work.

Thanks for this. His teacher says his problems are 'mild' and he should be able to develop 'coping strategies' but I'm still not sure what that will mean for him going forward..
Being 'slow' is a difficult thing to cope with when there are lots of quick-witted, 'buzzy' bright young things around .

Yes, even if the school would take him and say all the right things about support, you still need to think about whether it is the right environment for him. Maybe a non-selective school where he can be a more "middling" performer would be a better choice? Is there any particular reason you are looking at independent schools? State schools can often be much broader and more willing/able to provide support.

I work with assistive technologies for those with disabilities and legally schools do have to take into account "special needs" as do employers with adults.

However, the law says "reasonable" adjustment. Thus he intepretation of "reasonable" by the SCHOOL is the important thing.

If the needs can be met by the child having a laptop or needing a bit more time in exams, then thses things generally can be provided without much expense or inconvienience.

But, the kind of disability that requires more input, such as those disabilites which require extra lessons, social problems that mean the child cannot function for long in groups or speech issues where a child cannot keep up with a class discussion are likley to depend on the will of the particular school as to whether they will take a child with these needs. Many schools would take a child with special needs if they know they can get a good exam pass with minimum adjustments to the school routine, but if the school felt the child could not pass the exams without a massive injection of effort they may choose not to take the child.

If the school decided the child needed a lot of one to one lessons and the parent was willing to pay, then the school may well take the child as they will get plenty of income and the child will contribute to their stats.

I have visited many schools and found one where I, as a disabled adult, was treated with borderline contempt, and others where everyone was so helpful, it was almost embarassing. Likewise the will within the school to take on and teach disabled children varied massively. Certainly, the school that administered written tests, an interview and social skills test to 7 year olds, would not be taking many children with speech delay issues, and indeed this was obvious when talking to the children.

Your best bet is to be open when you ring round schools. Some selective schools would take your son, but others wouldn't touch him, the driving force for this is always the head teacher and you would need to discuss it with them in detail.

AMum... we're not anti-state schools by any means, but he is currently in an independent school and the smaller class size really works well for him.
At secondary level the local state school we would be allocated is dire, and just recently out of special measures.
It would simply be completely and utterly the wrong school for DS .

Our most 'local' school is the Top 100 Independant school I mentioned, and it's likely our older child will be there by the time DS needs to go - it would be the best/ most logical choice if a) he could get in and b) we felt he would be able to cope academically.

It depends on the school. DD did a few independent school exams at 11+ and has a diagnosis of dyslexia.

Some schools were excellent, they had a separate open evening for SEN parents and offered use of a laptop, quiet room and extra time. Others accepted her Ed Psych report but didn't make any adjustments.

It's the same with support when they go into the school as well. Some selective schools have surprisingly good provision for mild SEN, others have barely any.

Surely it is to do with cognitive ability (the grammar school status) and so if a child can pass the exam/ test on that front with some assistance to do so (extra time/ a scribe/ whatever) then they should be allowed to access that school.

ds has a statement and is at an academically selective independent

he had extra time in the exams because of concentration issues but needed to get the same kind of results as the others

he's exceptionally bright so has had no problems with the academic side but has had plenty of help with organisation, social stuff etc