Assessments

A Full Diagnostic Assessment is the only way to diagnose dyslexia and to comment on any co-occurring difficulties. It ascertains precisely what an individual’s needs are and is used to help the individual, their parents and their school to understand their specific strengths and weaknesses and inform teaching. Where relevant it will also include reference to recommended examination concessions.

We provide:

• Dyslexia and Literacy related assessments
• Dyslexia and Literacy related assessments for learners who have English as an Additional Language
• Assessments and assistance for pupils who have difficulty with attention, concentration and working memory. The Assessment report can recommend any relevant exam access arrangements, and provide strategies to help with Executive Function deficits, and strategies about how to support the young person at school or college. These difficulties are often associated with ADHD, and if appropriate, recommendations can be made of specialists in the field who can diagnose ADHD.

The assessment consists of three areas:

1. Underlying Ability – this includes assessing for verbal, visual and overall abilities.
2. Attainment Testing – single word reading, reading speed, reading fluency, comprehension, spelling, writing and maths calculations.
3. Diagnostic Testing – phonological processing which includes,phonological recall, phonological awareness, phonological memory and phonological processing speed; Visual processing speed; Memory tests for short term, working and sequential memory.

Further tests maty be administered to obtain more information about executive functioning deficits or to further explore an EAL profile.

• A Family Questionnaire and School Questionnaire and Visual Screener will help to provide background information.
• The assessment will begin with an informal chat with the adult, young person or child to put them at ease, and to discover their own perceptions of their strengths and weaknesses. A series of tests will then be carried out. These are designed to measure performance across a range of activities.

• A review of educational and family history.
• A comprehensive assessment of cognitive abilities, literacy skills, mathematical skills and underlying ability.
• A detailed analysis of strengths and weaknesses.
• Recommendations for home and educational establishment.
• If necessary, general recommendations for further assessment, help and support.
• A comprehensive report which will be written in a clear, jargon-free style so that it can be easily understood (generally about 30 pages in length).
• Where relevant the report will also include recommended exam concessions (Access Arrangements)
• If the report is connected with assessing for Access Arrangements under the rules set down by the JCQ (Joint Council for Qualifications) before the assessment takes place, Zoe will seek information from the school in the form of a completed Form 8.

• You will receive a comprehensive report (approximately 30 pages) including recommendations on how to help the adult, young person or child.
• It is advisable that the report is shared with any educational setting, so that they can implement the recommendations contained in it. Any particular needs have to be recognised by them under the Equality Act 2010.
• Implementation of any recommendations made about Access Arrangements must be at the discretion of the individual’s school or college, as laid down by the JCQ
• If a young person is nearing university age, the assessment  will help them to access the services which are on offer to support them, and help them to apply for DSA
• Adults undergoing assessment are entitled to reasonable adjustments in the workplace.