It is a diagnostic assessment - not funded through DSA. It is part of the
cost of establishing eligibility for DSA rather than an additional cost on
the course.
---------------------------------------------------------------------------------------------------------

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




                      Clare Davies
                      <Clare.Davies@NORTHAM        To:       [log in to unmask]
                      PTON.AC.UK>                  cc:
                      Sent by: "Discussion         Subject:  Re: New 'top-up'diagnosis 2 yr rule _
                      list for disabled             Progress on DSAs
                      students and their
                      support staff."
                      <[log in to unmask]
                      C.UK>


                      07/04/2003 09:17
                      Please respond to
                      "Discussion list for
                      disabled students and
                      their support staff."






It would be interesting to know whether this would count as a diagnostic
assesment, to be funded by the student, or part of the needs assessment to
be funbded through DSA?

Clare Davies
University College Northampton

-----Original Message-----
From: Discussion list for disabled students and their support staff.
[mailto:[log in to unmask]]On Behalf Of Michael Trott
Sent: 04 April 2003 20:29
To: [log in to unmask]
Subject: Re: New 'top-up'diagnosis 2 yr rule _ Progress on DSAs


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.sht

ml
 > 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.
 >
 >
 >


 --
 01527 500324
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 www.study-pro.com
   >>






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