Hi
David Grant wrote:
> Iain's response is so succinct it may help if I unpick it a little, and
> address some of the other points that have been raised.
>
snip...
>
> Given the psychological importance to an individual of a diagnosis, not to
> mention the assess - or denial of access - to additional support and
> financial funding [often in excess of £6,000 over three years], the key
> question should be one of how can we ensure that a diagnosis is one of
> integrity.
>
>
> The Educational Testing Service in the USA publish the criteria that an
> assessment must meet before they will accept a 'diagnosis'. An assessment
> by a SLD Diplomate would not suffice. Why should we accept lower standards?
The following is from the ETS website in the USA:
'For example, the following professionals would generally be considered
qualified to evaluate specific learning disabilities provided that they
have additional training and experience in evaluating adolescent and
adult learning disabilities: clinical or educational psychologists;
school psychologists; neuropsychologists; learning disabilities
specialists; medical doctors with training and experience in the
assessment of learning problems in adolescents and adults.'
Those criteria would invalidate assessments carried out by some school
psychologists (little or no experience of evaluating adolescents and
adults).
I believe, by the way, that some of the test instruments not available
to UK Diplomatists are available (albeit subject to training) to
non-psychologists in the USA.
I'd assume that 'learning disabilities specialists' would include
RSA/OCR Diplomatists (or the US equivalkent) and quite a few others too.
Also, David, any comment on the following?
It is worth pointing out that if the WAIS3 (sorry not WAIS-R) were a
compulsory component of a dyslexia assessment, then the whole
dyslexia/DSA process would fall apart - as there are simply far too few
psychologists available to pick up the caseload.
Regards
Peter Hill
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