Dyslexia can only be formally identified by carrying out a full diagnostic assessment, which can take place from age 7 onwards. This assessment will involve a holistic approach, gathering comprehensive background information and views of the parents, school or college and the voice of the child or young person themselves about their strengths, challenges and strategies already in place, perhaps even if these are subconsciously embedded in their behaviours. Following this, a range of tests and tasks in a one-to-one environment will be undertaken in an informal and relaxed manner in either their own home or their school/college (a familiar environment). Many children and young people report that they find these 'quiz' type assessments quite fun and feel relaxed and do not feel like it is 'extra work' or too demanding.
Within 4 weeks, a full diagnostic report will be shared with the parent only; whilst sharing this with schools/colleges is encouraged and considered good practice, the report is private and confidential and all information held fully complies with UK GDPR legislation.
The diagnostic report will be a comprehensive document which will include a detailed cognitive profile, a diagnosis outcome and recommendations for support specific to their individual needs for home, school and their future options.
I am qualified to assess any learners over the age of 7, including adults, and the report can be used to support:
As Dyslexia is a lifelong specific learning disability, the report does not have an expiration date and can be used to support all stages of their life.
Exam Access Arrangements allow learners with Special Educational Needs and Disabilities (SEND) or temporary injuries to access the assessment without changing the demands of the assessment. This is in line with the Equality Act 2010.
An Access Arrangements Assessor must hold a level 7 qualification, with at least 100 hours of specialist assessment training, and have a thorough and up-to-date understanding of the current access arrangements and reasonable adjustments, as per the Joint Council for Qualifications (JCQ) regulations.
I am an accredited Exam Access Arrangements Assessor and can assess for the full range of Exam Access Arrangements and reasonable adjustments for formal exams, which include G.C.S.E.s and A Levels.
Individual tuition/small group intervention is tailored to target and support the key areas of difficulties, using a multi-sensory approach and researched methodology for students with Dyslexia. Their profile of strengths will be utilised to support cognitive processing development, whilst ensuring they have a secure understanding of their own needs and what Dyslexia means both to them and for them. This allows for development of self-esteem and confidence, an empowerment for self-advocacy and a toolbox of strategies they can use independently to successfully navigate all aspects of life, now and in the future.
These screeners utilise a range of important and informative tests which focus on the source of literacy-learning difficulties and can offer an indication of the likelihood of Dyslexia being a specific learning difficulty. They are shorter than a full diagnostic assessment and do not assess underlying verbal and visual abilities, however, they are useful for time-limited/cost-limited purposes and do produce a detailed and standardised report which can be used to inform parents and teachers how to support them as a learner.