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HI Alan
There are some benefits to having a formal diagnosis of a SPLD such as dyslexia -e.g. extra time in exams, but the difficulty is in providing the necessary evidence. The Form 8 which we are required to complete for JCQ exams when requesting, for example, extra time, following a dyslexia assessment contains the statement:
"If the candidate’s first language is not English, you must show that he/she has underlying difficulties in their first language. The candidate’s difficulties must not be due to their limited acquisition of the English language." (JCQ's bold/ underline!)
This can be tricky, particularly if the student has had limited, or no education before coming to the UK. In practice, it is often difficult to untangle limited education, sporadic/ interrupted learning of English, trauma, medical issues and other background factors from any specific learning difficulty, such as dyslexia. Also the student must have sufficient English to enable the assessment to be carried out reliably.
Where the student has persistent and significant difficulties and is disabled within the meaning of the Equality Act 2010, it is possible for medical issues on their own to provide evidence for Access Arrangements. So, e.g., visual problems (more than just wearing glasses!) could form the basis for an application for extra time, and/or enlarged papers. In these situations, a Form 8 isn't necessary -there is additional other paperwork required though!
I would also recommend getting
in touch with Anne Margaret! She has some good training courses and resources on this issue. It is not a straightforward area -but it is one that is well worth investigating.
Anne Margaret Smith is very helpful so if you wanted to check appropriateness for your learners I am sure she would help.
She and colleagues regularly organise free online training too via Future Learn.
Best wishes
Di Leedham
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I'm looking for advice regarding getting statements for learning differences in adult education. I have one group with a couple of learners who are a bit below the group median, and struggle to progress. I'm particularly wondering what the signs are for e.g. dyslexia as opposed to being weak at spelling and writing. I'm also curious as to whether there are any tangible benefits for a learner being diagnosed as dyslexic (extra time in exams etc?). Is it worth putting an older learner through this?
I also have a couple of (again, older) learners who complain of memory loss, among other things. I'm unsure if this is a mental block due to low confidence or whether it might be something more substantial.
My final question would be regarding the Jobcentre and learners' ESOL progression: if the learners don't move up a level, or indeed, if it emerges that they've been incorrectly assessed and might be better off moving down, will this affect their benefit claims?
Interested to hear people's experiences and thoughts.
Thanks very much
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Kind regards
Alan JohnsonESOL tutor