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Bridging the Gap is out of date on this one.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