SpLD Diagnostic Assessments
SpLD Diagnostic Assessments For Dyslexia for 12-18 years olds.
An assessment will, as standard, include a discrete observation in a classroom setting, a full medical and developmental history collected in the form of an interview with parents or guardians, alongside psychometric testing and observations.
A diagnostic assessment for possible dyslexia will include:
- Full background history including developmental, medical, and educational.
- Observation in current school situation (and possibly interview with school SENCo).
- Full diagnostic assessment and observation (lasting approximately 4 hrs. This can be split into two sections for younger learners or if desired).
- The write up of a full diagnostic SpLD report including recommendations for the individual, family, school setting. The write up of a shorter lay report for the young person. This report normally takes up to 2 weeks to prepare.
- Full debrief either in person or via Zoom.
If on the assessment day, there is no evidence of a SpLD and you do not need a full report or debrief, you will only be charged for the testing materials and the time taken to collect the background information.
SpLD assessment for ADHD
We are also able to offer an SpLD assessment for ADHD in order to expedite education-based support and DSA funding whilst waiting for a clinical diagnosis. However, a clinical diagnosis should be sought to confirm this ahead of accessing medication. In assessing for ADHD, we use the DIVA-5 or Young DIVA-5 which is a structured diagnostic interview that takes about 1 hour to complete alongside a full background history.
Our focus in assessing is to work holistically and gather a complete picture of the individual to be able to provide recommendations that are truly bespoke, relevant and useful to the individual in their future learning. We understand the transformative value that self-understanding, better meta-cognition of learning challenges, alongside structured supportive environments can have on an individual’s educational experience. We see this all the time in our professional practice and work with students in HE. Thus, diagnostic assessments are not viewed as finding a ‘label’ that fits, but rather a steppingstone to understand how a student works best and what support-strategies can help them get there.
Dr Elsa Suckle, Phd, MA, PgCert Autism, PGDip Dyslexia,
UKAAN – Diagnosis and Assessment
Recognising ADHD in Adults and Adolescents, in line with the SASC guidelines
*Many universities will refund part of your assessment cost for DSA support. Contact your disability department at your destination university to enquire if this is the case in your HE institution.