Assessing individuals for dyslexia and other specific learning differences

Overview

Framework:
RQF
Level:
Level 7
Unit No:
T/617/4662
Credits:
20
Guided learning hours:
30 hours

Aim

Unit 3. This unit will equip the candidate to plan and carry out assessment sessions with an individual experiencing difficulties in learning. The candidate will also learn how to interpret the outcomes of assessment and feed back any necessary information to relevant parties.

Unit Learning Outcomes

1

Be able to judge appropriate courses of action following referrals for individuals experiencing difficulties in learning.

  • Presenting difficulties
  • Current personal, educational, developmental history and/or employment needs
  • At risk factors
  • Previous and current referrals
  • Family, medical and educational/employment history
  • Presenting strengths and weaknesses
  • Relevant personnel e.g. teacher, educational psychologist, speech and language therapist, human resources
  • Data protection issues
  • Range of purpose,e.g.

       o exam/access arrangements

       o career

       o school choice

       o access to higher education

       o disabled student allowances

       o workplace

Assessment Criteria

  • 1.1

    Analyse factors underpinning referrals.

  • 1.2

    Identify courses of action.

  • 1.3

    Justify courses of action.

2

Be able to design assessment sessions based on background information for individuals experiencing difficulties in learning.

  • Educational stage, age and current attainments of learner
  • Standardised and criterion-based tests for reading, writing and numeracy skills, underlying verbal and non- verbal ability and cognitive processing tests covering phonological processing, auditory sequential and working memory; visual processing speed and visual motor integration
  • Timings
  • Environment
  • Assessmentresources
  • Materials.

Assessment Criteria

  • 2.1

    Justify design of assessment sessions to suit the needs of individuals,including:

    • assessment procedures
    • resources.

3

Be able to apply regulations and guidance regarding access arrangements for examinations for individuals with specific learning differences.

  • Current and up to date regulations and guidance of awarding body or national organisation which oversees access arrangements at an appropriate level
  • Roles and responsibilities of staff in chosen educational setting
  • Having regard to due dates/deadlines and time needed by others to fulfil their own responsibilities
  • For one full diagnostic report, candidates should choose a learner who requires an assessment for access arrangements in examinations under the current standards
  • Produce clear and succinct information for others to use
  • Information aimed at two separate groups.Either:

       o Parents or carers of learner (in primary settings) OR learner themselves (Secondary and post 16)
       o Other teachers or lecturers as appropriate.
  • Information communicated in an accessible format for others e.g. learners, parents, teachers,lecturers.
  • Reports give relevant information only in clear, brief and accessible manner.
  • Reports recommend appropriate access arrangements for learner.
  • Reports are word- processed using standard English, accurate spelling, punctuation and grammar.
  • Regulatory bodies’ procedure for reporting access arrangements are used.
  • Reports must be written in language accessible to a wide variety of readers.

Assessment Criteria

  • 3.1

    Justify selection of assessment tests to provide information necessary for access arrangement applications.

  • 3.2

    Justify recommendations for access arrangements for individuals with dyslexia and/or other specific learning differences.

4

Be able to conduct assessment sessions.

The outcome must be a full diagnostic assessment. The candidate must show they can:

  • Welcome individuals, introduce self, process and aim of assessment
  • Explain purpose and nature of tests
  • Invite individuals to voice own views and concerns
  • Provide ongoing feedback to individuals
  • Show expected professional behaviour in a test situation
  • Use effective verbal and non-verbal communication
  • Provide feedback according to the parameters of standardised tests
  • Sequence activities to provide balance and variety
  • Administer tests according to test manual
  • Manage time to elicit useful information
  • Use administration instructions in test manuals
  • Understand the purpose of test and procedures used
  • Adapt in exceptional circumstances
  • Amend plan to suit individual needs if required
  • Record individuals’ responses
  • Record behaviours and strategies in different tasks
  • Use discreet methods of recording responses and observations
  • Make note of learner’s metacognition.

Assessment Criteria

  • 4.1

    Implement assessment for individuals with dyslexia and other specific learning differences.

5

Be able to interpret outcomes of assessment.

  • Record raw scores
  • Calculate and record derived scores
  • Comment on validity of scores and the intrinsic and extrinsic factors affecting validity including: standard scores, confidence intervals, verbal descriptors and, where appropriate, percentiles
  • Comment on normal development of literacy
  • Describe skills involved in spelling/reading/free writing/numeracy
  • Describe word reading skills and strategies
  • Describe Miscue analysis of text reading
  • Describe reading fluency and comprehension
  • Analyse spelling attainments and skills at word level
  • Analyse spelling attainments/ free writing/numeracy skills
  • Evaluate attainment in relation to learner’s every day needs and skills
  • Describe normal development of verbal and non-verbal ability
  • Describe obstacles to development of verbal and non-verbal skills
  • Analyse verbal and non-verbal ability responses
  • Describe cognitive processing,e.g.

       o speed of visual processing

       o auditory, sequential and working memory

       o phonological processing

       o Make reference to background information

  • Differential diagnosis
  • Describe neurodiversity factors.

Assessment Criteria

  • 5.1

    Interpret individuals’ performance in standardised tests using test manuals.

  • 5.2

    Compare profiles of individuals’ attainments against expected standards.

  • 5.3

    Analyse outcomes of the assessment process to determine the nature and extent of individuals’ learning difficulties.

6

Be able to communicate outcomes of assessment for individuals with dyslexia and other specific learning difficulties to others involved in individuals’ education.

  • Others may include:

       o individuals

       o colleagues

       o other professionals involved in supporting individuals

      o non-professionals involved with individuals

      o awarding bodies

  • Overall pattern of abilities and attainments summarised and related to dyslexia and/or other specific learning differences and barriers to literacy profiles
  • Skills and strategies are viewed from a developmental perspective
  • Strengths and weaknesses compared
  • Findings related to background information and reasons for referral
  • Succinct, clearly presented and structured language accessible to recipients
  • Reasons for referral given and summary of background information including reports from others
  • Technical terms explained
  • Conclusions explained
  • Main recommendations set out in form of long term needs and short term targets
  • Feedback to learners, parents/carers, teachers, colleagues, employers and support staff
  • Data protection issues, tribunals, employment law case conferences, unemployment
  • Be appropriate for Learner, parent, carer, family members
  • Reports must be written in language accessible to a wide variety of readers.

NB – Reports must be written in the current SASC format as well as following SASC criteria for evaluation.

Assessment Criteria

  • 6.1

    Justify outcomes of assessment to others involved in individuals’ education.

  • 6.2

    Apply procedures for maintaining records of discussions and feedback.

  • 6.3

    Review and revise recommendations based on feedback.