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Dear All, Can I ask if any of you have had experience of this kind of situation, and if so, how you have resolved it? A student who presented with an old, (pre-16) report which suggested the student was still affected by residual dyslexia, went to have an updated report in keeping with the need to have a post-16 report for DSA and for adjustments at our institution. Although there was a recommendation that extra time would be beneficial to the student, the report concluded that there was no longer any evidence of a specific learning disability. Some scores were lower than expected, (working memory), but in the average range of an overall superior profile - the student had compensated for any difficulties they might have experienced. Now, I am mindful of the fact that dyslexia does not 'go away', and that the reasoning behind adjustments is to allow a student to show their underlying ability. However, I am also mindful that the general population contains people who will achieve slightly lower scores on their working memory tests, and that this is not in itself indicative of dyslexia. This report suggests that there is insufficient evidence of a specific learning disability, and so to allow extra time in an exam would surely be setting a huge precedent? Any thoughts gratefully received. Regards, -- Michael Woodman Disabilities Coordinator Registry, Hunter Wing, St. George's, University of London, Cranmer Terrace, Tooting, SW17 0RE. www.sgul.ac.uk/disability Tel: 020 8725 0143 Fax: 020 8725 0841 [log in to unmask]