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PostPosted: Wed Jul 20, 2016 12:05 pm 
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my son after years and years is finally being assessed and may have dyspraxia
mathematically v bright
read and spell rate at the age of 19!1
but comprehension poor due to differences in processing info
hasn't a formal SEN in place never got additional time in lessons as teachers not helpful
has some support per week
im scared to ask for additional time in case he doesn't quite make it and at the appeals they see that his dyspraxia is a hindrance ie that he failed despite additional time

can anyone offer advice on what I should do??


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PostPosted: Wed Jul 20, 2016 5:14 pm 
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Wildflowa wrote:
im scared to ask for additional time in case he doesn't quite make it and at the appeals they see that his dyspraxia is a hindrance ie that he failed despite additional time
I doubt that an appeal panel would react in this way.
Besides, you might be able to argue that the additional time was insufficient. (Admission authorities seem to be very strict in granting extra time, and few children get the maximum.)

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my son after years and years is finally being assessed and may have dyspraxia
Hard evidence will be required.

Have you checked if there's a deadline for submitting special access requests?
In some authorities the deadline will already have passed (for Y5 pupils going into Y6), as there needs to be time for such requests to receive proper consideration before tests in September.

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PostPosted: Wed Jul 20, 2016 10:50 pm 
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Thanks Etienne

Sorry for my hasty post
To fill you in the teachers at his school have been reluctant to address my concerns for the last few years and only this year in y5 has he finally had cognitive assessment
Where they can see that he is bright but for so reason disproportionately poor in comprehension and vocabulary
His NVR in the cat test was surprisingly low
Anyway he receives a bit of extra support 3 times a week for about 10minures
I have also been having his excessive tiredness investigated and to my understanding these point to dyspraxia
He had a normal eye and hearing test
And I paid for a private EAP who indicated that he should get adjustments in the exam but gave no specifics re time etc
I spoke to his HT on a number of occasions and she v reluctantly agreed to send an application for additional time although he has no formal SEN and no documented evidence of having extra time in lessons or needing extra breaks which I know is something the access panel looks at
Anyway I think I pestered her into sending the application but to date apart from my own private EAP report I don't have much evidence as everything else is work in progress
He has had SLT but they still after 8w and much chasing still haven't provided a report

Now I'm wondering whether to submit the private EAP which I'm not entirely sure is convincing enough as Sd didn't specify specific additional time merely use of things like computer marking of answers to ease his tiredness and said additional time but no percentages
He has managed to function well as he is bright and copes but for this reason he is ignored and not seen as struggling in my opinion

I have 3 other children all who passed the 11plus and o know my son is v bright but I'm scared now of asking for extra time and regretting the application as if he does miss out the appeal panel might state that he failed despite extra time and tbh his cat score was 108 and I suspect his HT isn't supportive and won't provide him with a supportive letter and it seems to me that his new teacher the one who finally got the ball rolling in terms of assessments is being swayed in my opinion by the HT
Initially she agreed that he did need more support and clarification due to his poor comprehension but at the last meeting she seemed to agree with the HT who said he didn't
I'm at a loss
I feel I alienating the only people I might end up relying on for support
But also I feel they don't really want to know or give me proper advice
The HT said to me once that there isn't really much value in getting extra time

I have until Friday 23rd July to submit the evidence of i decide to go ahead
I just don't want this to act as a noose around our necks


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PostPosted: Wed Jul 20, 2016 11:57 pm 
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Quote:
..... additional time but no percentages
I don't think this is necessarily a problem. Whatever the recommendation (often 25%), most children who are deemed eligible probably get much less in practice. The special access panel will make its own decision on how much extra time (if any).

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He has managed to function well as he is bright and copes but for this reason he is ignored and not seen as struggling in my opinion
I fear this can often happen with brighter children who seem to be coping, and this will be a situation familiar to many appeal panels.

Quote:
Now I'm wondering whether to submit the private EAP
I'd suggest going ahead, because I really don't feel you have anything to lose. You may well not get any extra time, but you will have put down a 'marker' for appeal purposes.
Having said that, I suspect the main issue for any future appeal against non-qualification won't be extenuating circumstances such as dyspraxia, but whether you have enough alternative evidence of high academic ability.

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PostPosted: Thu Jul 21, 2016 10:07 am 
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My Ds has a dyspraxia diagnosis but I did not get assessment until after he had completed 11 + and failed so went to appeal where we were successful - OT suggested DS may have needed breaks to allow him to move around a bit as he gets tired easily and there was talk of possible extra time but to be honest he has not wanted it or needed it so far. He is now in yr 9 and doing well in most subjects he wants to study....art and DT are really not his thing.... His writing is pretty scrappy still but though he could use a laptop and did use it a lot in lower years he seems to cope ok without it most of the time.


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PostPosted: Thu Jul 21, 2016 4:57 pm 
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Hi DC
My son doesn't have a formal diagnosis yet
All in progress but after pestering the HT she will do the application for special considerations
He hs some extra support at school but because in my opinion he struggles he can't portray his academic abilities well
My private eap had him mathematically in top 1% and there were other areas he was excellent at but stunbled with comprehension and grammar and reasoning so much so that it brings his overall score right down
Do
You think I should leave the application for Extra time and just go via appeal if necessary
I think as Etienne pointed out if I do get extra time and considerations then I won't be able to use dyspraxia as the extenuating circumstances
I have till tomorrow to decide and I'm as confused as ever
My HT said today 'If he gets considerations he can't do the exam here' as if that was almost a threat not the words but the tone
She doesn't even know what's going on and ends up confusing me more


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PostPosted: Thu Jul 21, 2016 5:45 pm 
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Quote:
I think as Etienne pointed out if I do get extra time and considerations then I won't be able to use dyspraxia as the extenuating circumstances
Not quite - I was suggesting you might well be in a position to argue that any concessions were insufficient. (After all, if there are no adjustments already in place at school, if the head's support for your application is lukewarm, and if your specialist report is vague about extra time, it seems unlikely you would get the maximum adjustments.)

In my view it would probably be easier to argue "insufficient time" in front of an appeal panel than to explain why you did not request reasonable adjustments.

Quote:
My HT said today 'If he gets considerations he can't do the exam here'
That might help you at an appeal! It can be upsetting for children to take the test elsewhere, away from friends and familiar faces.


It would probably be worth applying for reasonable adjustments just to see what happens (and keep your options open). You don't have to accept them if you think they're unsatisfactory.

The point I was trying to get across, though, is that I think you're worrying about the wrong thing.
      Etienne wrote:
      I suspect the main issue for any future appeal against non-qualification won't be extenuating circumstances such as dyspraxia, but whether you have enough alternative evidence of high academic ability.
To put it another way, "The basis of an appeal against non-qualification should be the strength of the alternative academic evidence. You might win an appeal with strong academic evidence but no extenuating circumstances. You cannot win an appeal with extenuating circumstances but insufficient academic evidence."

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PostPosted: Thu Jul 21, 2016 9:20 pm 
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Thanks Etienne for the clarification and I think I understand what you say
My concern in strong academic ability evidence is that he has managed to cope but not really show his true ability which I know he's capable of
His probable dyspraxia has in all likelihood hindered his work in terms of homework and class work although he is strong in science and maths
I think I will apply
Keep my fingers crossed that he passes and this all becomes irrelevant

It's so tough trying to make these difficult decisions knowing deep down that ultimately you want your child to be happy and to thrive but that part of you that knows there is that potential to tap if only the right circumstances and support allow it
You guys and this forum have been so supportive and helpful
I am glad I asked for advice !
Thank you


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PostPosted: Thu Jul 21, 2016 10:13 pm 
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Quote:
My concern in strong academic ability evidence is that he has managed to cope but not really show his true ability
I understand - but you would still need sufficient academic evidence to convince an appeal panel about his true ability, and it's not clear to me just how supportive the school will be.

Quote:
My private eap had him mathematically in top 1% and there were other areas he was excellent at
That could be useful academic evidence for appeal purposes!

Good luck

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PostPosted: Thu Jul 21, 2016 10:54 pm 
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I'm bewildered by the HT saying that the child can't take the 11+ at the primary school (this is Bucks?) if he is awarded extra time? Surely they must have somewhere they could put him for the duration of the tests, or do all the 'extra timers' sit the exam together at a central location? What do they do for SATs?

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