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The usual reason for referral is underachievement. Not everyone who comes along is dyslexic. We consider an individual to have developmental dyslexia if they are of average or above ability and a particular pattern of difficulties is highlighted by testing.
During the assessment, we may find other areas of need that require further investigation. Should this be the case, we can often refer to appropriate specialists. |
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Our knowledge of the working of the eye, for example, is limited to the field of dyslexia. We can test to see whether a client would benefit from tinted overlays, but should the eyes need to be expertly checked, we would recommend further investigation.
Most clients, whatever their age, find that after an assessment, a weight is lifted from their shoulders. Once a difficulty is pinpointed, they are in a far better position to overcome it and move forward. |
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The Procedure...
On the day of the assessment, we observe 'freewriting'. We check to see if the eyes are converging and carry out simple balance tests. In addition, as well as results from a specific test for dyslexia, the following will be taken into account: |
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Case History
This is taken (usually by means of a questionnaire) prior to the assessment.
Ability Testing
We use both verbal and non-verbal test procedures. This not only provides an indicator of potential, but also helps towards a diagnosis. No reading skills are necessary and no writing is necessary. It is not our objective to produce an IQ profile. Though when necessary, we use 'closed tests' – such as the Wechsler, to establish particular strengths and weakness.
Reading & Spelling Tests
The Wide Range Achievement Test is usually administered to provide a percentile score, based on a subject's age (50% being average). Reading Ages in years / months are no longer accepted by Examining Boards.
Visual Perception Testing
Including testing to ascertain benefits of coloured overlays. |
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Problems with visual perception can often be found in individuals with dyslexic difficulties. The most frequently reported symptom is unstable co-ordination of the eyes. This may result in eyestrain and/or headaches. People presenting with visual anomalies often complain of words moving on the page. Sometimes, words appear blurred, despite normal eyesight. The ability to track words is often compromised and single words or complete lines may be missed/skipped as a result.
In order to mitigate some of these symptoms, we recommend that coloured overlays are used. Coloured
overlays are rectangles of thin coloured plastic. Coloured overlays are designed to be placed over a page of a book or any other written material. The right colour of overlay (which we find during our testing) will minimise symptoms for the user. This allows the user to read
more quickly and also for longer. |
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In trials, and our own experience of using overlays for 20+ years, it is the primary colours which make the difference. A child can have any (of a million plus) colour combinations prescribed, but in practice we have never found shades of a colour make the effect better. Keep it simple is our recommendation!
The other point is that the colour needed CAN change over time, and if you have invested in tinted lenses, it's an expensive exercise.
Ordering Overlays:
We stock Yellow, Blue, Green and Red overlays and they can be ordered from us at £3.50 each plus postage and packing.
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A Debrief and Report
At the end of the assessment, we explain exactly what we have found and make recommendations with regard to strategies for dealing with presenting difficulties. This is delivered in easy to understand, jargon-free language. The verbal debrief is followed up by a written report to your home address within 10 working days of the assessment.
Access Arrangements (for Examinations)
If a specific learning difficulty is diagnosed as a result of the assessment, we can request 'concessions' during examinations and course work. Please note that in the case of GCSE and 'A' level, you will need to submit your request by mid-February (prior to final examinations). Allowances for assessed work can be considered at the start of the course. |
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A student may apply for allowances for assessed work and Access Arrangements for final examinations at the same time. If clearly stated in the assessment report, only one report is necessary to cover the two year period.
Disabled Students Allowance (DSA)
Local Education Authorities (LEAs) can grant DSA to undergraduates and certain postgraduates who have dyslexia (check with your LEA to see if your course is included). Although payments do not cover the cost of diagnosis, DSA is well worth applying for. You could be eligible for thousands of pounds to help with equipment such as computers and tutorial help with your course or dyslexia support. Your LEA will need evidence of dyslexia, from a current diagnostic assessment. Applications can be made at any stage during the course. |
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Funding
There is no government funding available for any of our services, and in most cases, payment is down to the individual, or parents, (in the case of children).
Unfortunately, we do not know of any agencies that will fund assessments. Employers will sometimes refer and pay for their staff. In the case of children, it is rare for schools to provide funding. Universities and Colleges can sometimes help in the case of students in FE/HE. Occasionally you may get an assessment funded by your GP. Though rare, it is worth asking.
If you are an unemployed adult, it should be possible to access screening for yourself via a Job Centre. They will not however, fund an assessment elsewhere. |
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