Hi
Thanks for this. I'm intrigued by apparent change in the DfES
guidelines before the working party reports. I wonder where the stuff
about the WISC and WAIS came from. Some sort of pre working party
working party?
Regards
Peter Hill
Michael Trott wrote:
> Top up assessments.
> I thought you might like an update on this. I raised it today with John
> Joseph and his boss at the DfES SKILL review meeting. We were told that in
> discussions they had been advised by an Educational Pyschologist that while
> the intellectual assessment usually remains static attainments in spelling,
> etc can change.
> They were advised that this should be retested. There was, as they say, much
> heated debate during which it was pointed out that the 3 year rule had only
> recently been changed to any assessment conducted after 1985 and post 16
> could be accepted and that 'going back to 2 years' would cause delays.
> These spelling and attainment tests could be administered by EP's,
> diplomatists, special needs teachers, in fact I was a bit alarmed that there
> seemed to be an assumption that teachers would be doing most of them - more
> work.
> Anyway, they seemed pretty adamant and they intend to produce guidelines
> later this year.
> John Joseph is forming a working party by the end of the month to look at
> issues surrounding dyslexic students and this will be one of their tasks. He
> said that it will represent all interests.
>
> Mick Trott
>
>
> In a message dated 03/04/03 18:36:53 GMT Daylight Time, [log in to unmask]
> writes:
>
> << Hi
>
> I would really like to know where this came from. i.e. who came up with
> the recommendations?
>
> Regards
>
> Peter Hill
>
> Rob Hayward wrote:
> > What do you all make of this?? 'Assessment of Performance Attainment', eh?
> > A new layer (for better or for worse) is creeping in...
> > see
> >
> http://www.dfes.gov.uk/studentsupport/administrators/dsp_section_53_10.9.shtml
> > Chapter 7a - page 35
> >
> > C32 The tests used in the diagnostic assessment should be either the
> > Wechsler Adult Intelligence Test (WAIS) or the Wechsler Intelligence Scale
> > for Children (WISC). If the diagnostic evidence is more than 2 years old
> > at the time of entry to HE, the student should be required to undergo an
> > 'Assessment of Performance Attainment' which would provide an update on
> > their current performance in reading, writing and spelling. A new
> > 'Assessment of Performance' should be requested when the diagnostic report
> > is more than two years old at the time of entry to higher education
> > regardless of the student's age when the diagnostic assessment was carried
> > out. Cognitive functioning is unlikely to change even if the student was
> > diagnosed as a child and there is no requirement for a reassessment of
> > cognitive functioning to be carried out. However, reading, writing and
> > spelling could change in adulthood. The 'Assessment of Performance
> > Attainment is a 'top up' diagnosis which provides up to date evidence of
> > the student's current degree of difficulty in reading, writing and
> > spelling. The top up diagnosis should be based on standardised tests
> > suitable for adults, such as the Wider Range Achievement Tests (WRAT) and
> > Woodcock Reading Mastery Test (WRMT). LEAs may also wish to consult
> > section 145 of the Report of the National Working Party on Dyslexia in
> > Higher Education (published in January 1999) for further advice on suitable
> > 'top up' tests. The Assessment of Performance Attainment is part of the
> > diagnosis and the cost should be met by the student. The Assessment of
> > Performance Attainment could be accepted if carried out by a Special Needs
> > Teacher or other psychologists, such as clinical or occupational
> > psychologists, who are not chartered.
> >
> >
> >
>
>
> --
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> >>
>
>
>
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