Summary:
There is now a greater need than ever before to assess, record and respond appropriately to the special needs of individuals. Specialist teachers, SENCOs and learning support managers - all have a statutory duty to see that individual needs are identified, from the early years to further and higher education.



This book focuses on the purposes, principles and practicalities of assessing for dyslexia across successive age groups, exploring the changing assessment issues and specific assessment needs. It looks at the available types of assessments at each stage, explaining how to interpret results and how and when to involve other professionals. Throughout, special emphasis is placed upon the need to cooperate and communicate effectively with others - pupils/students, their parents, class teachers, administrators and fellow professionals - to ensure that appropriate intervention and follow-up support are forthcoming.



Assessments are needed to diagnose, to plan intervention, to inform school/college policies, to support claims for funding, to justify special arrangements in examinations, and more. These very different purposes require specialist teachers and support managers to have a firm grasp of relevant legislation and professional guidelines, to select appropriate assessments and provide reports that will meet their intended purpose.

Assessing for Dyslexia will enable you to achieve this! Down to earth, and with numerous examples, this book provides the practical guidance needed by specialist teachers and educational professionals in training, as well as by SENCOs and learning support staff working in schools and colleges.

• Hands-on, down to earth and with lots of examples
• Purpose-written for the OCR Specific Learning Difficulties and other professional training courses, by the OCR course verifiers
• The definitive guide to all aspects of assessing for dyslexia, in schools and colleges
• Authoritative: the editors and contributors are THE leading advisers, trainers, consultants and examiners
• Published in association with Patoss - the Professional Association of Teachers of Students with Specific Learning Difficulties
• For specialist teachers and SENCOs working across the full age range, from early years to FE/HE

Table of Contents:
Introduction
Part 1: Purpose, principles and practice
1. Purposes of Assessment - Kath Morris
What is assessment? Why assess? Who will read the report?
2. Principles of assessment - Gill Backhouse
Normal development of literacy skills: what is involved? Dyslexia: definitions, signs and symptoms. Research during the last 25 years. Assessment: theory and practice. Biological level. Cognitive level. The behavioural level – reading and writing. Environmental level. Other specific learning difficulties. Ethical considerations. Summary.
3. Practical Aspects of Assessment - Liz Waine and Sue Kime
Prior checks. Gathering background information. Choosing the assessment materials. Main areas of investigation. Conducting an assessment.
Part 2: Through the Age Range
4. The Foundation Stage - Prue Ruback
Assembling a family history. Communication skills: speech, language and vocabulary. Phonological skills. Alphabet knowledge. Short-term (working) memory. Attention and perseverance. Conclusions
5. Primary level - Margaret Bevan and Val Hammond
Particular considerations for this age range. Children who learn differently. Assessment. Outcomes of assessment. Modes of Intervention.
6. Secondary level - Bernadette McLean and Anne Mitchell
Particular considerations for pupils in secondary education. Indicators of difficulties. Purpose of assessment. Gathering background information. Planning the assessment session and choosing materials. Feedback and discussion. Modes of intervention.
7. Further and Higher Education
Further Education - Kath Morris and Annie White
Higher Education - Katherine Kindersley
Part 3: Communicating with Others
8. Planning a teaching programme - Sue Kime and Liz Waine
Integrating into classroom practice and whole-school policies. Target setting. Liaison. Review. Older students.
9. Working with others - Jennifer Watson and Kath Morris
Teamwork and partnership in schools and colleges. Partnership with learners and parents – how to make it work. Working with those outside school – other professionals.
10. What’s in a word? - Annie White
Background to assessment. Underlying ability. Non-verbal ability. Verbal ability. Attainments. Further diagnostic assessment. Additional guidelines as to the wording of reports.
Part 4: For Reference
11. Basic Concepts in Psychometrics - Gill Backhouse
Choosing standardised tests. Using standardised tests. Understanding scores and interpretation of results.
12. The Legal Framework - Nick Peacey
Defining assessment. The scope of legislation and regulation. Inclusion and assessment. The Disability Discrimination Act 1995 (revised 2001). The SEN Code of Practice (SEN Code) (revised 2001). Precedent and the High Court. Assessment under the Learning and Skills Act 2000. The Disabled Students’ Allowance (DSA). Assessment for access arrangements for examinations and tests. Bodies not covered by the revised DDA. Looking ahead.
13. Resources
13.1 Miscue analysis
13.2 Suggested format for diagnostic assessment reports
13.3 Report checklist
13.4 Questionnaires
13.5 Assessment resources
13.6 References
13.7 Useful websites and contacts

About the Author(s):
Gill Backhouse was formerly Chief Verifier for the OCR Specific Learning Difficulties training schemes and is Hon. Lecturer at University College, London.
Kath Morris is Assistant Chief Verifier for the OCR Specific Learning Difficulties training schemes.
The 12 contributors include some 'names' in the SEN world, including Nick Peacey (Institute of Education, London) and Liz Waine (OCR Chief Verifier, University College, Northampton).

Readership:
specialist teachers and SENCOs

Reviews: