Extra time diagnosis for slow processing

[Vinobianco]

DS is in Yr 11 just done his mocks - hit and miss on results but none above a 5, 3 failed. He's at an indie selective school - has been seeing learning support to try and help him organise his very disorganised self (wont accept my help easily) Has never seemed to have found his style of learning. often does well in end of topic tests but bombs at exams. LS teacher thinks he has slow processing and should definitely be given extra time. This fits what I see too as always extracting wrong info from a question but then choosing right method to solve the question but will never get the right answer as he's written down the starting figure incorrectly. With wordy questions he says he's forgotten what question was asking when he gets to the end of the question so invariably loses marks on 6 and 8 markers as never properly answers what the question asks just rambles. never has time too go back and edit Anyone else had similar ? Was assessed at School a couple of years ago and no need to go on list but given this support, they noted he asked for the questions to be repeated. SN teacher doesn't have the authority to go over the HOD but is convinced slow processing is his issue and that he should get extra time and that he'll be disadvantaged without it. Schoo, said they'll take another brief look - but get the impression the HOD does not like being proved wrong !

My DD was assessed at the start of Yr 11 after I got her a tutor for English as she was struggling. The tutor after a few session said she thought DD had slow processing as she wasn’t finishing the questions in the time although she knew the answers. I contacted the school and they did as dyslexic assessment which came back low but did follow up with a test called ‘comprehensive test of phonological processing’. This test showed she scored very poor in phonological memory and rapid naming. Due to this she qualified for 25% extra time. However to qualify this had to be her normal way of working at school. The SENCO contacted all her teachers and additional measures were put in place ASAP and the teachers gathered evidence. For her mocks in January she was given extra time and used a different colour pen after the allotted time so it was clear that she needed it.

I then decided to get a fuller assessment from an Educational Psychologist to understand how to help her with revision. This happened last week and hope to get the report soon.
All I would say is be ‘that’ parent and push hard with the school to help your DS as much as possible.
Hope this helps

Extra time for dyslexia / slow processing is only given following an official diagnosis via a dyslexia assessment. It sounds like if your DS was assessed a couple of years ago and there was 'no need to go on the list' then he wasn't diagnosed at that point? Do you have a copy of the assessment they did? Can you discuss it further with the SEN contact?
But regardless, I think even if a retest was done, the deadline for being accepted for extra time for GCSEs for this summer has passed - or perhaps very close, another poster may have more detail.
My DD was assessed in Yr 12 after a similar experience. So no extra time for GCSEs but has 25% extra time for A levels and can use a laptop. Made a world of difference, but I'm still cross it was never picked up earlier.

My DS is being assessed for possible learning difficulties but the SENCO has categorically told us that, regardless of the results of this, it's too late to apply for special exam considerations as they have to be part of their normal way of working.

We are still pursuing a diagnosis because

• DS's self esteem is at rock bottom as he's frustrated by his lack of achievement and I think having a "reason" will help him
• if he has a diagnosis we can get arrangements in place for November resits (if he needs them) and for Post 16
• it will help us understand more about how he learns. Revision has been hit and miss as so many methods just don't work for us!

I think you also need to think about what will actually help your DC (if he gets special exam considerations). Extra time would absolutely not help my DS as he gets exhausted in the time he already has.

I'd be surprised if they can get things through in time for the GCSEs. The deadline for access arrangements is this month, and they have to produce evidence of need. If the previous assessment had produced that evidence, they'd already have applied for extra time - his results are also their results, so it's in their own interests.

It's still worth pursuing it, if he is going on to anything else that involves exams after GCSE. If he's moving to a college in September, get them onto it straight away, so that things are organised in time for any future exams.

@RedskyAtnight
Sounds like my DD - her self esteem was badly affected and even now she doubts her ability. Once diagnosed, having a 'reason' as to why she struggled helped her enormously.

Worth noting that DD also got exhausted in the time she had when she hand wrote her GCSEs - but now she can use a laptop she still gets tired, but it's not as bad and so the 25% extra time is not a struggle energy-wise and she definitely needs it (& probably could do with more still!)

Slow speed of information processing is associated with several other conditions, not just dyslexia.

Has he been assessed for the ADD, the inattentive version of ADHD? That can lead to differential in performance between short and longer exams. If you can get to Liverpool, the ADHD Foundation does assessments. The school can put in for extra time late, with my DS they did so a month before the exams and it was accepted.

Being disorganised, struggling with longer exams, making mistakes and not finishing does fit with ADD. For dyslexia the most noticeable thing is very poor spelling, (some dyslexics have huge problems with reading, but others do not.)

@Comefromaway Slow speed of information processing is associated with several other conditions, not just dyslexia.
What like please?

This is a really tricky situation to be in because any access arrangements need to be decided on very soon. The final date for entries is 21/02/20, and I am pretty sure that new access arrangements cannot be requested after this date.

To get extra time, you would need an assessment to be done showing need, and evidence to be gathered. This is not impossible, although you would be cutting it very fine! Getting a diagnosis is not enough, you must show a specific impairment to get extra time- the rules are here: file:///C:/Users/laugl/AppData/Local/Temp/AA%20regs%202019-2020.pdf

If you want this to happen, realistically I think you need to try to arrange a meeting with the school ASAP (basically tomorrow) and to be pushing really hard for all of this. Getting an external report in this time won't be enough as you will need the school to accept and support the access arrangements you are applying for.

I think it's definitely worth investigating wider SEN needs after the 21st, and this will be really useful for sixth form. However, getting access arrangements sorted needs to be your first priority and you will have to move fast for that!

You need a report done ASAP. My DS went through the same issues, I now understand why he is so frustrating to teach and we can help him loads. He is extremely able (top performing) in other areas, it is the slow processing that is making life very difficult. Luckily the extra time has helped as he doesn’t panic due to fear of lack of time! He should use a computer but is too slow at typing right now.
I would thoroughly recommend sorting an assessment out.