[senco-forum] dyslexia

You may not like this but -
You have to ensure exam access arrangements are in place and that pupils
who fulfill the criteria in ye ol' JCQ booklet are not disadvantaged -
Those with dyslexia generally are disadvantaged in certain exams -

If you are looking to support in the exam situation then this will
generally help the pupil with dyslexia no end - and it will generally be
a support required at Uni.

This serious aspect then allows one to focus on the everyday support
measures.

Quick, to the point - but yes, not the whole story.
Stuart

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of julie
cozens
Sent: 06 March 2008 18:48
To: Biff Crabbe; senco-forum at lists.becta.org.uk
Subject: Re: [senco-forum] dyslexia - screening/testing/assessment

Biff  - I found your posting really thought-provoking. Thank you for
'wrestling with my statement' - I have done the same with many of yours!

  I agree absolutely that assessment has to identify needs - I just dont
think it has to be about labels.

  The question I am still wrestling with  is just how, exactly is
'dyslexia' a good starting point?   How would this label in itself
inform what you do,  - what would you do differently for a 'dyslexic'
pupil as opposed to another struggling pupil who had presented similarly
but who didnt get the label?  For me, the label just isnt important -
certainly not when there is still no one agreed definition of dyslexia,
and when it does not in itself highlight a particular path of
intervention.

  By 'assessment through teaching and appropriately targeted support..'
I meant that there is no one- off  testing that EPs come in and do to
'assess for dyslexia' . Its a process of promoting of high quality
teaching, and a careful evaluation of the pupil's response to it, and to
increasingly refined and individualised interventions over time. EPs and
specialist teachers support schools with this in many ways - and
individual asssessment is still likely to be one of them. 

    I agree that 'qualifying' rather than needing is a horrible notion -
but I sometimes think this construct is maintained as much by the very
process of labelling as it is by mean LEAs.

  Julie

Biff Crabbe <ba at biffc.vispa.com> wrote:
  'My point was that this is assessment to inform intervention - not 
assessment with a purpose of identifying 'dyslexics', or a special group
of 
students who qualify for a particular type of support.'

Julie - I have wrestled with this statement, but still hate it. In order
to 
inform intervention, assessment has to identify needs. And the notion of

'qualifying' for support (rather than simply 'needing' it) is definitely
an 
LEA construct that schools have been forced to embrace.

A few days back, Martin (Miles) asked the forum about ways in which
SENCOs 
seek to use and deploy the EP resource.

In my first few years as a SENCO I hoped to draw on the expertise of the
EP 
in identifying the nature and scope of a child's needs, and we would
then 
put our heads together to identify the type of support interventions
that 
would meet the needs. The EP knew stuff that I didn't about the nature
of 
children's learning difficulties; I learned to devise individual, small 
group and curriculum-based support interventions. But it started with
the 
EP making an assessment of the individual child's difficulties and
needs, 
and this always involved (her) spending some time in the child's
company. 
The more completely I could describe the child's difficulties initially,
the 
more refined and focused the EP's assessment could be (and it might only
be 
an observation of and a chat with the child).

In later years (and with different EPs) more of the EP time came to be 
allocated (by the LEA) to 'systemic' bits - assistance in understanding
and 
completing the latest new whizz of a paperwork scheme for 'monitoring', 
looking at 'criteria' for placement at a particular support stage, 
moderation processes etc. There was more discussion about longer lists
of 
children (and the longer the list, the shorter each segment of the 
discussion). Inexorably, less and less time was spent by the EP with 
children.

You say that, 'we promote a careful process of assessment through
teaching 
and appropriately targeted support for any pupil who needs it.' And
therein 
lies a summary of the change in the role. What is 'assessment through 
teaching', and who is carrying out the assessment that the EP is 
'promoting'?

As to your previous message about the usefulness of 'dyslexia' as a
label 
(long discussion issue that has cropped up often on the forum), I'd
still 
find it more useful as a starting point than 'shares some of the same 
difficulties as the common or garden poor reader'.

Regards

Biff Crabbe

----- Original Message ----- 
From: "julie cozens" 
To: "senco forum" 
Sent: Tuesday, March 04, 2008 9:11 PM
Subject: Re: [senco-forum] dyslexia - screening/testing/assessment

Hello Phillipa

I have a copy of your book and I have heard about your successful work
in 
Dubai.
I am also aware of Martin Turners work.

I certainly didnt mean to give the impression in my posting that we
never 
assess children in Devon! I did say in my email that we promote a
careful 
process of assessment through teaching and appropriately targeted
support 
for any pupil who needs it.

My point was that this is assessment to inform intervention - not 
assessment with a purpose of identifying 'dyslexics', or a special group
of 
students who qualify for a particular type of support.

Hope this clarifies

best wishes

Julie

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