Thanks Happy, and well done for sorting out the adjustments for your DD. I'd like to know whether the Ed Psych was arranged privately and independently? And also, because these terms aren't standardised, I'd like to know what the terms "moderate to severe" were based on. You mentioned slow processing speed - would you mind sharing the Standardised Score?
We had to apply for extra time on the basis of a dyslexia screening test done in school, which showed "very few signs of dyslexia". We had an ed psych report showing poor processing speed and signs of dyspraxia, but we were told that it was too told too be used - at the time of applying it was 18 months old - even though the guidance states that ed psych reports up to 2 years old can be used. School didn't repeat the processing speed tests which showed slow processing speed, although they did repeat the ones that showed normal speed.
DD didn't pass and we've since (in the last fortnight) had her tested independently again, and the report shows a combination of dyslexia and dyspraxia and a requirement for extra time, meeting the criteria for GCSE, A Level and university extra time (if she was of the right age to be tested). School has already started trialing extra time in school and will apply for extra time for SATS. All of three of these documents have been submitted for review, along with the Occupational Therapy and Behavioral Optometry report. I hope the review panel has time to read them!
I am not sure why the school assessment did not diagnose the dyslexia, I'm not expert in this, but it didn't sound right. I don't know whether a dyslexia screen can't identify the problems of a dyslexic-dyspraxic, or whether the tests were rushed, or whether the tester didn't have the expertise of someone who does this full time, or whether someone based in school isn't independent, or whether the child isn't at ease in the school offices, or whether there were problems with administration. Maybe a combination of all of the above. If I didn't know the strong family history, that it is possible to be bright and disabled by specific learning difficulties, I could well have given up after the school assessment.
Mehere, the Kent approach sounds flawed. first, are the schools independent enough to do this fairly? Bright dyslexics don't really cause them a problem as they usually cope well enough, although nowhere near their potential. They are clever enough to sort out coping strategies and muddle through. Junior schools won't divert resources to meet their special needs if they can get away with it. As for no extra time in exams - I wonder if that breaks discrimination law? If there are special needs departments at universities (including Oxbridge) with students needing extra time, and at A levels, and at GCSEs, why not at 11+? I think there is a widely-held attitude that if a child needs support, they cannot be grammar school material.