Dyslexia is recognised as a disability under the 2010 Equality Act. This means that schools, colleges, universities and workplaces are legally required to make reasonable adjustments to support an individual. A diagnosis of dyslexia lasts for life and the assessment report can be used throughout school, university and the workplace. It is not necessary to have another assessment report later in life.
In 2021, SASC (the governing body that oversees the BDA and PATOSS), approved for remote assessments to be equally recognised and valid as in-person assessments. This means that schools, colleges, universities and workplaces recognise a remote assessment as equally valid to an in person assessment.
The main difference between the two assessment approaches is the that the remote assessment requires both the assessor and assesse to have a minimum of a 14” screen and to meet together online via Zoom. There are some other minor differences, such as one of the non-verbal subtests that uses physical shapes is not required for remote assessments.
Once you have contacted us to express an interest in an assessment, we will pass your details to an assessor. They will contact you to agree a time and date for the assessment (see below). They will also send you a background questionnaire and invoice for payment.
24 hours prior to the assessment, the assessor will send you a link to the meeting.
A full dyslexia assessment usually takes around two and a half hours including rest breaks. It consists of a series of standardised tests that will highlight the client’s areas of strength and difficulty. Dyslexia assessments are not ‘tests’ that give a yes/no answer; they are focused on understanding an individual’s abilities and finding positive ways forward. Areas covered are visual and verbal abilities, phonological awareness, working memory, processing speed, reading, writing, spelling and handwriting. Based upon the results of these assessments, along with background information that includes learning history and observations made, a full profile of a person’s strengths and areas of difficulty is obtained.
To complete a remote assessment you will need:
A dyslexia report is a confidential document. As determined under the GDPR, the dyslexia assessment report will be private to the client. In the case of the assessee being a child of 17 or younger, their parents will be sent the report. It is recommended that the client shares the report with relevant parties (schools/universities/the workplace etc).
As a person progresses through school, they may require extra support in examinations. These are known as access arrangements. Access arrangements exist to provide reasonable adjustments to allow equality of access to assessment in GCSE and GCE (A Level), examinations. They include extra time (usually 25%), a reader, a scribe, a word processor, a prompter, rest breaks, amongst other support measures. Schools are governed by strict Joint Council for Qualification (JCQ) regulations. Access arrangements must not only reflect need, but also their ‘normal way of working’. It is the school’s responsibility to assess and apply for access arrangements.
If you think your child needs help in examinations, it is essential that you talk to the SENCO. A diagnostic assessment report will highlight a person’s needs and will specify how they can best be supported in examinations, including recommendations for access arrangements.
School’s need to apply to the examination boards for access arrangements. They will either complete the relevant testing and paperwork in-house, or employ an external assessor. Many of our dyslexia assessors work closely with schools in providing access arrangement assessments and can be contacted by SENCOs to provide this service.
Dyslexia UK’s owner, Keir Williams, is registered with the Information Commissioners Office and all personal information collected is be processed in accordance with the General Data Protection Regulations (GDPR), May 2018.
Do you have any further questions? Contact us and we will be happy to help.