Last I heard, Chapter 7a is also out of date on this one and will be
amended again soon. The revised guidance went through the LEA Consultative
Group (LEACG) a couple of weeks ago and has since been sent out for wider
consultation. I would imagine they'd be keen to get the revised guidance
out sooner rather than later, so it's worth keeping an eye on the DfES
website for changes.
Kath
---------------------------------------------------------------------------------------------------------
Kath Henderson
Team Leader - Student Support
Education Department
Overseas House
PO Box 191
Quay Street
Manchester Tel. No: 0161 234 7076
M3 3ST Fax No: 0161 234 7004
Geoff Coates
<[log in to unmask] To: [log in to unmask]
C.UK> cc:
Sent by: Subject: Re: Dislexia 'diagnosis'
"Discussion list
for disabled
students and
their support
staff."
<DIS-FORUM@JISCMA
IL.AC.UK>
23/04/2003 16:37
Please respond to
"Discussion list
for disabled
students and
their support
staff."
Hi Andy
Bridging the Gap is out of date on this one. The DFES has been changing
the rules again..... Latest guidance on suitable diagnosis of Dyslexia is
contained in their guidance to LEA Awards Officers released on 13th March.
The full DSA guidance is part of Chapter 7a (the url is
http://www.dfes.gov.uk/studentsupport/administrators/dsp_section_53_10.9.shtml
The relevant bit on diagnosis starts on page 36 and is as follows:
DIAGNOSTIC EVIDENCE OF DYSLEXIA
C31 Diagnostic evidence of dyslexia in higher education requires the
use of sophisticated psychometric techniques which are only available to
psychologists with appropriate training. Therefore, for DSA purposes,
evidence of dyslexia should only be accepted when provided by a chartered
psychologist with a current practising certificate (this is the actual name
of the certificate) which is available to all chartered psychologists who
pay a small fee. A copy of the Register of Chartered Psychologists is
available from the British Psychological Society (The British Psychological
Society, St. Andrews House, 48 Princess Road East, Leicester LE1 7DR, tel.
0116 254 9568).
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.
C33 The assessment of a higher education student for dyslexia should
contain the following evidence:
· evidence of any significant difficulties in reading, writing,
spelling and numeracy relevant to the standards in these skills required in
higher education;
· evidence of a significant discrepancy between the abilities in
reading, writing, spelling and numeracy and the level of those abilities
expected of the student in terms of their general intellectual ability;
· evidence of cognitive disabilities or neurological anomalies (memory,
visual perception, phonological processing or motor coordination) which are
likely to have adverse effects on learning; and
· evidence that the learning difficulties identified are likely to
affect learning in higher education.
C34 The diagnostic report will usually contain a brief summary of
recommended support for the dyslexic student based on the professional
opinion of the psychologist. It should be remembered that psychologists
are not familiar with the student's institution or with the latest
developments in technology. Therefore, it is still necessary for a
separate assessment of needs to be carried out to identify the appropriate
course related support and the psychologists summary of recommended support
should not be accepted in lieu of a full assessment of course-related
needs.
C35 The diagnostic report should state that, in the professional
opinion of the chartered psychologist, because the student has dyslexia he
should receive extra support to compensate for these difficulties. The
diagnostic report will often classify the dyslexia into 3 bands, severe,
moderate and mild. Mild dyslexia does not always mean that the student
will encounter mild problems as mild dyslexia can cause severe problems and
still need support to compensate. Therefore, the written report of a
relevant specialist or expert whose qualifications have been checked should
be sufficient to enable the student to proceed to the next stage of the
process, the assessment of course related needs. There is no requirement
for LEAs to consider the level or severity of dyslexia. The judgement on
eligibility of chartered psychologists should be accepted unless it can be
shown that the supporting evidence is inadequate to have reasonably formed
a view; for example, the evidence is out of date, irrelevant to the
applicant or very cursory. In such circumstances, further information
should be sought and the views of university Disability Officers should
also be taken into account.
C36 It should be noted that only chartered psychologists are qualified
to administer the WAIS test. Therefore, there should be no need for the
LEA's educational psychologist to provide a second opinion where the
diagnosis has already been provided by a chartered psychologist. However,
if an LEA is dissatisfied with the written evidence provided on dyslexia it
can seek further evidence or request a new full diagnostic report.
Geoff Coates
Assistive Technology Adviser
University of Central Lancashire
Student Services
Marsh Building
Preston PR1 2HE
Tel: 01772 892601
Fax: 01772 892939
email: [log in to unmask]
>>> [log in to unmask] 04/23/03 03:14pm >>>
Dear Colleagues. I would be grateful for your advice on this matter which I
hope is of much wider interest. I am puzzled about the wording of the new
bridging the gap booklet about who is the suitable qualified person to
conduct 'diagnosis' of dyslexia. In last year's booklet the DES made it
relativelly more specific : "someone with a qualification from a
professional training course involving assessing adults with dyslexia, such
as an OCR Diploma in Specific Learning Difficulties". There is no such
paragraph in this year's booklet. Your thoughts and advice would be very
much appreacited. Best regards, Andy Velarde Disability Coordinator _UKC
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