Frequently Asked Questions

What is the difference between a Psychologist assessment and a Specialist Teacher assessment?

Both Specialist Teachers (who are AMBDA qualified and may hold an Assessment Practising Certificate, APC) and Psychologists are able to assess for dyslexia; in practice there is very little difference between the two.

There may be some instances where an Educational Psychologist needs to be engaged instead of a Specialist Teacher, for example where an individual has more complex or multiple needs or where it is felt that they may have co-occurring difficulties (where an individual has other Specific Learning Difficulties alongside their dyslexia). In such cases the additional tests used by psychologists may be able to tease out these subtle differences in an individual's overall profile.

Specialist teachers usually have more experience working, and often teaching, in an educational setting.

Both Specialist Teachers and Psychologists can diagnose dyslexia and can make recommendations about how the individual can best be supported.

Where an assessment is being used to support disciplinary/dismissal/tribunal activities we would recommend a Psychologist carries out the assessment. Also if your child is likely to need an Education, Health and Care Plan (EHCP) in the future.

What is an Education, Health and Care Plan (EHCP) and who is given one?

An EHCP is given to individuals with significant and/or complex needs. It outlines the individual’s Special Educational Needs (SEN) and the requirements for the individual’s education in terms of placement and curriculum adjustments that are required.

An EHCP is given to individuals who are either needing a placement at a specialist resource provision (special school) or need significant adjustments to the curriculum and/or significant amounts of 1:1 support in a mainstream school. An EHCP can be given at any age from birth and lasts until the individual is 25 years old.

Individuals with EHCPs usually have needs in more than one area and it is extremely rare for an EHCP to be awarded to a child who has dyslexia and no other challenges. Their academic performance would need to be significantly behind their peers. For example, a child in year 5 or 6 would need to be working at the level of a child in Reception/Year one therefore approx. 5 years behind.

Why do you not assess under the age of 7?

The rate of an individual's development can vary greatly before the age of 7 and therefore it is appropriate to wait until at least this age. Since the covid pandemic, it may be advisable to wait until the individual is aged 8 or over as there are likely to be gaps in learning due to school closures.

Why do I need to ensure the person being assessed has had an eyesight test before the assessment?

Reading and spelling are, in part, both visual activities. Therefore, we must ensure that the individual does not have any visual difficulties before investigating other reasons to explain a lack of progress in reading and/or spelling. If these visual issues are not picked up before the assessment it may result in an inconclusive outcome (i.e. an unconfirmed diagnosis). This may mean you may have to pay for another diagnosis at a later date after the visual difficulties have been investigated. Therefore, we require an up to date sight test.

If visual discomfort is reported, such as words moving around on the page, blurring, tired, watery or gritty eyes, then this must be mentioned at the appointment. The Optometrist (who carries out the eye test) will refer on to an Ophthalmologist if difficulties are identified.

If my child has dyslexia, will they automatically get extra time or other adjustments in exams?

No, exam access arrangements are carried out by the school at the time of the exams taking place. In order to have access arrangements for GCSEs, A-Levels and a range of other qualifications, testing for the specific exam application has to be completed internally by the school or college. Individuals can get access arrangements without a diagnosis based on their needs.

Having a diagnosis and assessment report may however help you as the parent/carer to discuss the need to have your child assessed for access arrangements. The SENCo (or equivalent) is responsible for ensuring that the relevant tests are completed, that the teachers have completed the evidence as to ‘normal way of working’ and that an application is made to the relevant exam board for exam access arrangements. Exam Access Arrangements

If I have a full diagnostic assessment for dyslexia and my child is found to have dyslexia, what can I expect from the school in terms of support?

Under the Equality Act (2010) schools must provide 'reasonable adjustments' for individuals with a disability. It would be useful for schools to start by having a discussion with the parent/carer to ensure they are meeting the child’s needs. The school does not have to put in place every recommendation made by the assessor, but they do need to consider what is needed and what is reasonable within their budget and staffing resourcing.

Can Diagnostic Assessment Reports be used in a court of law?

If you require an assessment specifically for a tribunal or court case our assessors are unable to provide this. You may find someone through The British Psychological Society. https://portal.bps.org.uk/Psychologist-Search/Directory-of-Expert-Witnesses

How are children supported in school if they do not have an EHCP but need additional support?

Schools have systems in place for identifying the needs of individuals and working together with parents/carers to ensure that every child is supported and can make progress at school.

Can I be assessed if English isn’t my first language?

To be assessed you will need to have continuously lived in an English-speaking country and to have been regularly speaking English for a minimum of seven years. This is because the tests used are heavily influenced by an English-speaking culture. In addition, you need to be able to speak, read, write and spell in English. If an assessment is carried out before then the assessor can’t make a definitive diagnosis which would mean a re-test may be needed at a later date.

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