FAQS

Dyslexia is a specific learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties with phonological awareness, verbal memory and verbal processing speed. Dyslexia does not just affect reading and writing. People with dyslexia will experience the condition in different ways, with their own strengths and challenges. Dyslexia occurs across the range of intellectual abilities.

Dyslexia is best thought of as a continuum, not a distinct category, and there are no clear cut-off points.

Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia.‍

An assessment is a useful step to understanding the obstacles that are getting in the way of progress and unlocking talent and self-belief. It helps all those involved to  have a deeper understanding of how the person learns. A dyslexia assessment can provide an explanation for an individual's difficulties in school, university or the workplace. Regardless of whether dyslexia is diagnosed, the assessment report will provide a thorough and detailed examination of  the person's strengths and difficulties. Personalised recommendations for school/university/workplace, specialist teaching and home will be provided which will enable through intervention and support. 

In this useful video Jo explains how a diagnosis of dyslexia has helped her https://youtu.be/CjgYozVAds4

Many schools conduct a basic, online, dyslexia screener. This might identify 'signs' of dyslexia but does not provide a diagnosis. Screenings can be a useful first step before investigating difficulties further. Jody Rees has written an excellent article on the difference between screening and diagnostic assessment. Click here to read more  

Once you have contacted us to express an interest in an assessment, we will pass your details to an assessor, local to where you live. They will contact you regarding their service. This will usually involve:

1. Agreeing a time, date and venue for the assessment (see below). 
2. Completion of background questionnaires.
3. A face to face dyslexia assessment (see below for details of what is involved).
4. A written diagnostic assessment report emailed to you within three weeks of the assessment date.

Further details on the assessment process can be found in the  Assessment section of the website.

A full dyslexia assessment usually takes around two and a half hours including rest breaks. It consists of a series of standardised tests that will highlight  the clients areas of strength and difficulty. Dyslexia assessments are not 'tests' that give a yes/no answer; they are focused on understanding an individual's abilities and finding positive ways forward. Areas covered are visual and verbal abilities, phonological awareness, working memory, processing speed, reading, writing, spelling and handwriting. Based upon the results of these assessments, along with background information that includes learning history and observations made, a  full cognitive profile is obtained. 

Dyslexia is recognised as a disability under the 2010 Equality Act. This means that schools, colleges, universities and workplaces are legally required to make reasonable adjustments to support an individual. A diagnosis of dyslexia lasts for life and the assessment report can be used throughout school, university and the workplace. It is not necessary to have another assessment report later in life. 

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The 3 main benefits of a dyslexia diagnosis report are:

1. ​ The report will come with many recommendations so that the school, college or university will have specific information on how best to support the client's learning.
2.  The school, college or university will be better equipped to apply for Exam Access Arrangement support such as extra time, a reader, a scribe etc.
3. ​An individual will be entitled to apply for financal support via the Disability Students' Allowance when at college or university.  

A list of Kent Dyslexia assessors and tutors can be found in the  Assessment section of the website. Alternatively Patoss publish the details of fully qualified tutors and assessors: https://www.patoss-dyslexia.org/Tutor-Index-Landing

Different assessors assess at different venues. These  could be: the assessors home; place of work; client's home; client's school. For safeguarding purposes, if the client is a child, an adult will need to be present at all times. However, we ask that you are not in the same room whilst the assessment/tuition is being conducted. This is because it is important that the child is assessed or supported in a natural learning environment, similar to school, without the influence of those close to them. From our experience, without parental influence, children quickly settle down and talk openly. 

Most assessors cover clients between the ages of 7 - 85 years of age. A diagnosis of dyslexia lasts for life and it is not necessary to have another assessment report later in life.  

Prior to a dyslexia assessment the assessor will request some background information including health questions. This will include a history of any hearing difficulties. A recent hearing test is not required. In addition, a questionnaire will request details of any visual difficulties and the date of the most recent eye check up. This needs to be within the past 2 years.

A dyslexia report is a confidential document. As determined under the GDPR, the dyslexia assessment report will be private to the client. In the case of the assesse being a child of 17 or younger, their parents will be sent the report. It is recommended that the client shares the report with relevant parties (schools/universities/the workplace etc).

Further details can be found in the GDPR Privacy Policy at the bottom of the Home page.

As a person progresses through school, they may require extra support in exams. These are known as Access Arrangements. Access Arrangements exist to provide reasonable adjustments to allow equality of access to assessment in GCSE and GCE (A Level), exams. They include extra time (usually 25%), a reader, a scribe, a word processor, a prompter, rest breaks, amongst other support measures. Schools are governed by strict Joint Council for Qualification (JCQ) regulations. Access arrangements must not only reflect need, but also their ‘normal way of working’. It is the school's responsibility to assess and apply for Access Arrangements. 

If you think your child needs help in exams, it is essential that you talk to the SENCO.  A diagnostic assessment report will highlight a person's needs and will specify how they can best be supported in exams, including recommendations for access arrangements.
School's need to apply to the examination board for Access Arrangements. They will either complete the relevant testing and paperwork in-house, or employ an external assessor. Many of our dyslexia assessors work closely with schools in providing Access Arrangement assessments and can be contacted by SENCOs to provide this service.