How sensitive are initial screening tests for dyslexia and other SEN?

[diplodocus]

DD has just started at secondary and is really struggling. She has always had issues with not writing enough, concentration and test technique as well as not being great at maintaining friendships, but has always managed just about OK - i.e. she comfortably passed her SAT. Teachers in the past have at times mentioned the possibility of ADD or even Aspergers, but because the problems came and went in severity and was never particularly severe (she was never a "failing child") no-one at primary seemed to want to take things further.

We are now pushing for something to be done - she is struggling to keep up and in particularly is hardly writing anything in class. She seems to find it increasingly difficult to put her thoughts on paper. She can explain stuff verbally and is better using a computer but just really seems to struggle getting started, even if it's just copyping. Her writing is neat but very slow, and her spelling is poor (although she can learn words for tests). She is also getting increasingly stressed and unhappy.
The possibility of dyslexia has been raised, and we've been offered an appointment with the SENCo. We've been advised that the first step is likely to be a screening test carried out by the school but I'm a bit worried that they may only pick up the more severe cases - she learnt to read easily (although her teacher mentions she's still not very fluent out loud) so I would imagine if she does have SEN it's reasonably mild. I don't want them to use this as an excuse to say there's no problem and not take the issues seriously. Has anyone experience of these screening tests and have any idea how sensitive they are?
Thanks

I have never known a screening test to not suggest some kind of difficulty. They are very blunt instruments.

Screening tests are designed to give an indication of possible difficulties. Some are done on a computer and others with a teacher. Some may offer a profile of strengths and challenges which help inform an appropriate learning and teaching strategy. Although, screening tests are not an identification, and are not 100% accurate, they should, coupled with information that you and your daughter’s teachers provide to the SENCo, provide a realistic picture of your daughter’s learning strengths and challenges. As you know your daughter well, screening may well reveal mostly what you already know but screening will be useful for the SENCo to begin a process of assessment, especially coupled with information gathered from you and the teachers. As she was never particularly identified as having difficulties at Primary School it must be difficult for you all now, given that your daughter has started secondary education. However, she may be experiencing difficulties now as the pace could be faster and she may be changing teachers more often and the general demands of social and emotional skills when starting secondary phase may well leave her tired which can contribute to her being unable to write at the required speed and hence she is showing some difficulties. I’m sorry to hear that your daughter is becoming increasingly unhappy and stressed. Again, it must be difficult for you all but keeping in contact with the SENCo is very important. It may be useful for you to make a note of your daughter’s challenges that you experience at home and with homework and take this list with you when you see the SENCo. She may herself be able to contribute to this list showing the things that challenge her and also, things she can do well. This should go some way to illuminating the situation clearly for the SENCo. After all this the information has been collected, the SENCo may suggest learning and teaching strategies that suit your daughter best. Your daughter can try them, a bit like wearing new shoes, and give you and the SENCo feedback about what works and what doesn’t suit her learning style. She can adapt the strategies to find what suits her- for example, recording instructions (with permission from the teacher) to avoid writing them down. She can also replay them if she needs to thus becoming a more independent learner. It’s a bit of a “trial and error” out period and remember that as the learning needs in school become more complex, your daughter may need support to review and adapt current learning strategies. Work with your SENCo and your daughter. I do hope her final term this year provides some solutions. Best wishes.

If dyslexia is identified or if signs of dyslexia are present, You may wish to have a look at the British Dyslexia Association's website: www.bdadyslexia.org.uk/

Thinking about what you mentioned in your post about your daughter finding it increasingly difficult to put her thoughts down in writing, she may be able to use speech to text software. Most phones have this facility as do some computer operating systems. For example, have a look at Dragon Naturally Speaking (this might be a bit too complex for your daughter's requirements at school). It enables users to accurately create documents by dictating. There are other types available. Be careful when purchasing as there are different levels and you may need a very basic one or even a child's one which will be cheaper. You need to be sure your computer is able to have the software installed and will support its use. I think it would be a good idea to chat this through with the SENCo before you buy any software. Check that your daughter could use it in lessons or whether it would be a useful tool for her when doing her homework. As I mentioned in my earlier post, keep in close contact with your daughter's SENCo. Best wishes.

The online tests for word recognition processing speed spelling working memeory etc and produces a graph showing 'average' scores v your daughters scores

Dylexia have a coping ceiling which when reached show signs of struggle - she has coped well uptil now

But it will highlight areas she needs help with

Thanks very much for these very helpful responses and suggestions. I've thought for some time now there is an underlying issue, but it has really come to a head. I think, as you say, the pace is now picking up and she is tired, overwhelmed and a bit disorientated much of the time.

The SENDCo is new so we don't know much about him, but hopefully this meeting will be the beginning of something being done, and some sort of screening would be a good first step as long as it's reasonably sensitive. We would be happy to go private if need be for a full diagnosis as long as we were pointed in the right direction, and we were assured that the school would take on board the findings - it's a large comprehensive and we are aware that out daughter may not be a priority compared to others and resources are scarce.

I think you're right about carefully considering paying for an independent psychological assessment as even with the findings, you'd need to ask the SENCO whether the school have the resources to fulfil the recommendations. Best wishes.