Psychological reports for SpLD – the challenges

ADSHE -24/04/15

Karen JonesEducational Psychologist

The Educational Guidance Servicewww.egs.org.uk

The student’s understanding and expectations of their course

Their understanding of the assessment The range of assessments and possible

outcomes The diversity of need – being specific

about SpLDs Creating an inclusive learning

environment and ensuring equality of opportunity

The challenges…

Helping students understand what SpLDs are

The ‘why now?’ question Previous assessments, access

arrangements or beliefs – SEN(D) Identification of ‘specific’ learning

difficulties – metacognitive factors Co-morbidity of factors Impact of the disability – barrier to

learning

The challenges…

In general terms those with SpLDs have particular difficulties, which may include spelling, acquiring fluent reading, comprehension and writing skills and/or manipulating numbers which may indicate their performance is well below their abilities in other areas.

Definitions…

They may also have problems with working memory, information processing, organisational skills, receptive and expressive language or oral and auditory skills, maintaining concentration and co-ordination.

Definitions…

But which one?Some?AllMore besides..

Emotional issues relating to assessment and outcomes

Definitions…

New SASC guidance on ADHDNew guidance on dyspraxia (DCD)

But what of Dyscalculia? Dysgraphia?

Definitions…

Delivering appropriate support requires a full picture (what has helped in the past) assessment information and the context and task demands of the current course ( and placements?)There needs to be a dynamic model (social model vs. medical model)

And…

Bloom’s taxonomy (revised)

SpLDs are associated with increase in mental health difficulties* and need this information to help understand difficulties with mood, motivation, sleeplessness, agitation etc. and their impact on studies.

*(Hill et al 2012)

Also…

Consideration is given to other possible barriers to learning. These include sensory impairment, English as a second or additional language, environmental factors such as educational experience and opportunities for learning.

Assessment

Where SpLD is suspected, it is likely that the student has similar problems (e.g. in reading and writing) in his/her other language(s) and information should be sought wherever possible. However, phonological differences between languages mean that conditions such as dyslexia can exhibit themselves differently e.g. reading and spelling may be more accurate (but not necessarily more fluent) in a language with a more regular orthography.

Assessment - EAL

In some cases, persisting literacy difficulties may be entirely attributable to one or more of these factors, in which case a diagnosis of SpLD would not be appropriate. It is the role of the assessor to attempt to tease apart possible causes of persisting literacy difficulties.

Assessment

Of the SpLDs, the most common is dyslexia

Numbers fairly constant over the last 10 years

<50% of all students with an identified disability have an SpLD

All institutions will have a number of students with dyslexia which could mean making changes to course materials and course delivery.

Promotion of inclusive education

Prevalence

Students with a disability less likely to gain a 1st or 2:1

Less likely to continue to a further year

Students with a disability indicated less overall satisfaction than non-disabled students

HEFCE 2011

But in 2012

Often referred for dyslexia but this may not be the problem

e.g. 5-6% prevalence of dyspraxia (DCD) in the population

10% prevalence of specific language impairment

Assessment

Approx 1% have ASC but (in 12-14 year olds)

71% have 1 co-morbid feature and 41% have 2 or more (including childhood anxiety disorders, depressive disorders, oppositional defiant and conduct disorders, attention-deficit/hyperactivity disorder, tic disorders, trichotillomania, enuresis, and encopresis).

Of those that had ADHD 84% demonstrated a second co-morbid diagnosis.J. Am. Acad. Child Adolesc. Psychiatry, 2008;47(8):921-929.

ASC and comorbidity

A thorough and robust assessment for dyslexia (2015/16 guidance)

But how do we weight scores and the qualitative data?

The mild-moderate-severe debate ‘Duty of care’ recommendationsThe understanding that SpLDs are personal and variable

So what’s needed…

the same for ADHD,ASC,DCD, SLIs Highlighting student strengths Tailored support packages with a thorough understanding of the ‘specific-ness’ of the disability(ies) and impact on learning.

The facility to refer on to appropriate professionals to the student’s promote success and independence

So what’s needed…

And the loss of parental/family supportProblems with self-organisation Poor domestic skillsThe need to make new friendshipsThe need to research/complete assignments/do MCQs

A ‘tipping’ point can easily be reached.

Without these…

The DSA’s needs assessors will continue to consider what DSA-funded support is essential for the student (should liaise with disability advisers re: course information).

Local authorities should plan the transition to HE before ceasing a Education Health Care plan and share information with the needs assessor and institution.

The institution has the primary legal duty to support disabled students in their studies in HE (Equality Act 2010) & demonstrate due regard for promoting equality and diversity

Needs assessment

Coping with required reading is generally seen as the biggest challenge at HE due in part to difficulty in skimming/scanning/retaining written material. A student may also have an inability to express his/her ideas clearly in written form and in a style appropriate to the level of study. Enabling or assistive technology is often found to be very beneficial.

Considerations – IT/AT Students who know less about their

impairment and AT less likely to take up training

86% unaware of the types of technologies that could help with study skills (Johnson 2013)

Problems of late diagnosis Utilise skills within profile (verbal/pictures) Usual ways of working (IT / not) Signpost to tools Transferable skills (to the workplace)