Assessing the needs of individuals with dyslexia and/or other specific learning differences and barriers to literacy

Be able to assess need for referral of individuals with dyslexia and/or other specific learning differences and barriers to literacy.

• Collated information about the learner
• Assessment plan.

Assessment Criteria

• 1.1

  Analyse information collected in relation to individuals’ background, with reference to dyslexia and/or other specific learning differences and barriers to literacy literature.

• 1.2

  Evaluate need for individuals’ referral based on background information including:

  
  
  • indications of dyslexia and/or other specific learning differences and barriers to literacy;
  • development;
  • stage of education;
  • current setting.

Be able to assess literacy and numeracy skills of individuals experiencing difficulties associated with dyslexia and/or other specific learning differences.

• Baseline assessments
• Curriculum targets
• Reading skills and strategies
• Writing skills and strategies
• Select word lists to assess single word reading and spelling
• Numeracy skills and strategies
• Assessment of spoken language alphabet skills, sound symbol correspondence
• Phonological skills and motor skills
• Initial assessment of language skills, reading, spelling, writing,numeracy and study skills
• Typical and atypical patterns of attainment and their significance
• Establishing and maintaining rapport with learner
• Maintaining a sensitive and professional manner
• How to record and score responses
• Record responses and observations during assessment.

Assessment Criteria

• 2.1

  Justify selection of assessment methods and resources appropriate to individuals’:

  • age
  • ability
  • presenting characteristics.

• 2.2

  Assess individuals’ skills in areas associated with dyslexia/specific learning difficulties and barriers to literacy.

Be able to interpret test results and observations of individuals’ behaviour and responses during assessment.

• Expected standards for age/ability level
• Expected behaviour in a test ituation
• Phonological skills
• Miscue and error analysis
• Point of breakdown for numeracy
• Analysis of free writing
• Use of formal report writing style and acceptable conventions.

Assessment Criteria

• 3.1

  Analyse test results.

• 3.2

  Interpret observations of individuals’ behaviour and responses during assessment.

Be able to match outcomes of assessment to expected standards.

• Expected standards for age/ability level; stage of education/training or social/employment needs
• Synthesising information from different sources
• Evaluate individuals’ attainments against expected standards with reference to:

Assessment Criteria

• 4.1

  Compare profiles of individuals’ attainments against expected standards and patterns associated with dyslexia/specific learning difficulties.

• 4.2

  Draw interim conclusions to inform a learning programme for learners with dyslexia/specific learning differences and barriers to literacy.

Understand SEND national legislation, policy and procedures in the context of dyslexia, other specific learning differences and barriers to literacy in terms of own practice.

Evaluate the provision for learners in the context of national legislation, local policies and procedures for learners with SEND in any phase of education or training.

Assessment Criteria

• 5.1

  Analyse how national SEND legislation, policies and procedures affect own practice, as appropriate to own setting.