The Code of Practice (Third Edition) 2017 states that:
‘assessment is seen as an ongoing process of gathering, structuring and making sense of information about a child or young person, and his/her circumstances. The purpose of assessment under the Act ultimately is to help identify the actions required to maximise development and learning. Assessment plays a key role in the authority’s arrangements for identifying children and young people who have additional support needs and who, of those, require a coordinated support plan. Assessment is a process supported by professionals and parents in most circumstances. It identifies and builds on strengths, whilst taking account of needs and risks. The assessment process also assumes the negotiated sharing of information by relevant persons and agencies.’
As part of our ongoing commitment to quality assurance, we are continually updating and monitoring our assessment procedures in line with Stirling Coucil’s Dyslexia Policy (see below).
- If you suspect your child has dyslexia, it is important to initially have a frank discussion regarding the nature of their barrier to learning.
- The second crucial step is to ensure your child has had a recent hearing and sight test to eliminate any hearing or visual impairments
- Contact your child’s support for learning teacher with details of the difficulties being encountered
- The Support for Learning teacher will issue a letter outlying the time frame on reporting back
- You will be contacted with the findings of the testing, and given advice regarding the next possible steps
Our battery of tests are quite extensive, but it will not be necessary for every child to take all of these assessments
The assessments examine-
Reading – comprehension skills, rate, fluency and accuracy
Background information including milestones
Information gathering from external agencies if appropriate and previous educational establishments
Handwriting speed and formation
It is important to note that we will take all private assessments recommendations into consideration. However, with regards to Alternative Assessment Arrangements, we would need to ensure we have subject specific evidence in line with SQA’s recommendations.