[SENco-forum] 4th percentile tosh

From: kngbrndn at aol.com

BTW -- iks -- this advice (which you've probably considered anyway) is somewhat counter to our concern about over-assessment -- but consulting an independent SaLT may be the only way to retain the therapy. But referring the Health Trust assessment report to an indie (for scrutiny without, or with minimum, further testing) and asking for her/him to carry out observation in the classroom and talk to staff -- could generate written advice from your indie for a continued school-based SALT intervention. This could be direct SaLT sessions or very regular monitoring/programme-setting/advice and training for  school staff from a qualified SaLT (quauntiified as 'blocks' of provision in the statement).

If the current SaLT provision is specified in the current statement, even if somewhat vague (perhaps no hours or number of sessions detailed) the LA must amend the statement to withdraw provision however specified. You can then appeal to the SENDIST -- and use the indie advice (if it states that a level and type of SaLT intervention should continue) to make the case.

Ideally Both SALTs would need to be witnesses at the Hearing. If the appeal was upheld, the LA would have to arrange the SaLT provision ordered -- and if the Health Trust Service refuses to provide a SaLT -- the LA would have to contract its own from the independent sector (you could suggest the one who you consulted for advice if locally based -- this has happened in cases I've advised upon). But, whatever, if it's in the statement it has to happen.

Best of luck Brendan King   

-----Original Message-----
From: lks1985 at hotmail.com
To: senco-forum at lists.becta.org.uk
Sent: Fri, 27 Apr 2007 6.26AM
Subject: Re: [SENco-forum] 4th percentile tosh

Couldn't agree more Brendan. My daughter has been subjected to an absolute barrage of tests ready for the yr 5 transition annual review. For example since March 2006 until March 2007, she has been tested using the CELF-3 test (for speech, language and communication) three times, which doesn't seem quite right to me and in fact the SaLT is using her latest findings on this assessment as an excuse to discharge my daughter from speech and language. Interestingly, the school, GOSH and ASD teacher do not agree. 
P.S. The new IPSEA layout is very good and very easy to access. 

>From: kngbrndn at aol.com 
>To: sheridan.sharp1 at btinternet.com, senco-forum at lists.becta.org.uk 
>Subject: Re: [SENco-forum] 4th percentile tosh 
>Date: Thu, 26 Apr 2007 18:54:10 -0400 
> 
>Sheridan -- there are a lot of good reasons why a young person should not >be continuously assessed over a short period of time. One is 'practice >effect' if the same tests are repeated -- they cannot be a reliable >measure. But, more important is the tolerance level and self esteem of the >youg person. It must be a nightmare experience for a struugling student to >be continuously tested on the areas on which s/he struggles! Just don't >allow it to happen. Ther are times when assessment is important for the >child -- but these occasions should be rare and/or at least very well >spaced apart 
> 
>-----Original Message----- 
>From: sheridan.sharp1 at btinternet.com 
>To: senco-forum at lists.becta.org.uk 
>Sent: Thu, 26 Apr 2007 9.54PM 
>Subject: Re: [SENco-forum] 4th percentile tosh 
> 
> 
>Don't forget that any assessment of a dyslexic is only an indicator of how >that person was performing at the precise time of the test. Many dyslexics >have erratic performance,( good one day poor the next) many find assessment >very stressful and again will not perform well under these conditions. I >have a pupil that has been assessed several times within a short period of >time (a few months) using the same test administered by different people( >Part of research project assessment, also routine assessment and parent >private assessment) her reasoning scores varied significantly each time >from 6th percentile right up to 37 th percentile her reading scores also >varied significantly, so what real value are any of these tests?? 
> 
>It should be remembered that each dyslexic is an individual and each one >will have their own varied combination of differing dyslexic >characteristics. Dolfrog I may be misunderstanding what you mean but you >give the impression that you suggest the teaching/supporting of children >with dyslexia is rigid in its approach. There isn't a one strategy fits all >dyslexics approach as far as I'm aware.. 
> 
>The whole point of the educational slant of a dyslexia diagnosis in >children is for educating them. 
>You teach them a range of skills and strategies that they can take out of >school and into adult life as a dyslexic. All the pupils I teach leave me >knowing what their learning strengths are, They are equipped with a whole >range of different strategies to use for numerous areas of difficulties. >They are also encouraged to develop their own strategies. Isn't that what >they need to use in life? 
> 
>I have seen a clinical diagnosis report for a dyslexic child and to be >honest it was so "clinical" it wasn't very helpful to me. Out of interest >Dolfrog, what would a clinical diagnosis report include that an educational >one doesn't that you could use for life? 
> 
>What is the Forum's view on the increasingly popular Dynamic Assessments >being produced by Ed Psychs ?? 
>These focus on learning skills and less on cognitive scores. 
> 
>Cheers 
> 
>Sheridan 
>A Dyslexic 
>Mother of Dyslexics, 
>Teacher of dyslexics 
> 
> 

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