Uncover your strengths
Overview – Adult Assessments
Why do adults get assessed?Context of assessmentsSome definitionsHow are assessments done?Assessment reportsSome info on DysGuise
Why Do Adults Get An Assessment?
For Study:
Understand obstacles to learning (including other SpLDs)
Access support for learning/exam arrangements
Why Do Adults Get An Assessment?
For Work :
Understand difficulties with work tasksAccess support/reasonable adjustments
Why Do Adults Get An Assessment?
Out of curiosity:
Self-awareness and understanding
The Wider Context
Exam regulationsWork demandsEquality Act (2010)Other Specific Learning Difficulties (SpLDs)
Exam Arrangements - SQA
Scottish Qualifications Authority – eg linguistic support; supervised rest breaks; extra time – includes evidence of:
Disability/additional needs and the impact on teaching and learning (could include an assessment)Need for current support (from subject teachers)Need for particular arrangement(s)Confirmation that candidate has agreed to the arrangement(s)
Exam Arrangements - JCQ
(English system) Joint Council for Qualifications – (reader/scribe; prompter; room alone; supervised rest breaks); extra time – evidence of
“impairment which has a substantial and long-term adverse effect, giving rise to persistent and significant difficulties” AND
at least one speed SS of 84 or less; or (exceptionally) at least two speed SS between 85 and 89;or (very rarely) scores of 90-94 plus formal evidence of disability (assessment needed)
Equality Act (2010)
Unlawful to discriminate against a person with a ‘protected characteristic’‘Disability’ is a protected characteristic‘Disability’ means having
“a physical or mental impairment which has a substantial and long-term adverse effect on that person's ability to carry out normal day- to-day activities.” (emphasis added)
Equality Act (2010) continued…
‘Substantial’ means more than minor or trivial‘long-term’ means has lasted – or is likely to last – at least 12 months‘Normal day-to-day activities’ – there is no definitive list. The 1995 Disability Discrimination Act included ‘memory or ability to concentrate, learn or understand’
Equality Act (2010) continued…
Guidance re ‘Normal day-to-day activities’ –
“things people do on a regular or daily basis including “reading and writing, having a conversation or using the telephone”
Equality Act (2010) continued…
Guidance re ‘Normal day-to-day activities’ –
“general work-related activities, and study and education-related activities, such as interacting with colleagues, following instructions, using a computer, driving, carrying out interviews, preparing written documents, and keeping to a timetable or a shift pattern”
Equality Act (2010) continued…
Guidance on interpretation of the Equality Act can be found here:
http://www.equalityhumanrights.com/uploaded_files/EqualityAct/odi_equality_act_guidance_may.pdf
Spectrum of Difficulties
Dyslexia
DyspraxiaDyscalculia
Dysgraphia
AD(H)D
Autism
Auditory /Visual
ProcessingDifficulties
Definitions - Dyslexia
“Dyslexia can be described as a continuum of difficulties in learning to read, write and/or spell, which persist despite the provision of appropriate learning opportunities. These difficulties often do not reflect an individual's cognitive abilities and may not be typical of performance in other areas.” (italics added)
Scottish Government (2012)
Definitions - Dyslexia
“Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling.
…Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. …Dyslexia occurs across the range of intellectual abilities.” (italics added)
British Dyslexia Association (2007)
Definition - Dyscalculia
“It is a condition that affects the ability to acquire arithmetical skills. Dyscalculic learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers and have problems learning number facts and procedures. Even if they do produce a correct answer or use a correct method, they may do so mechanically and without confidence.” (italics added)
Department for Education and Skills (2001)
Definition - Dyspraxia
“Developmental Co-ordination Disorder (DCD), also known as Dyspraxia in the UK, is a common disorder affecting fine or gross motor co-ordination in children and adults…. may present with difficulties with self-care, writing, typing …co-occurring difficulties… include social and emotional difficulties as well as problems with time management, planning and personal organisation.” (italics added)
UK Working Definition (2012)
Definition - Dysgraphia
Difficulties in handwriting:Spatial
Neatness of writing (including copying); can also affect drawing
MotorDifficulties with fine motor movements; might be able to form letters but is very slow
DyslexicSpelling errors, particularly in free writing; might be able to copy text accurately and at reasonable speed
How are assessments done?
Cognitive, ‘closed’ (‘intelligence’) tests (WISC IV, WAIS IV)
Attainment tests – learned skills eg spelling, reading etc (incl WIAT, WRAT, TOWRE, DASH, CTOPP, GORT, Beery-Buktenica)
Qualitative analysis (discussions with candidate, analysis of approach, errors)
Why are assessments done like this?
Cognitive tests give scores for verbal comprehension, perceptual reasoning, working memory, processing speed, and an overall ‘IQ’ scoreUneven profile shows if any of the cognitive abilities are adversely affecting the overall scoreAttainment tests can be compared to the results expected on the basis of cognitive tests
Why are assessments done like this?
Focus is on finding the person’s strengths, so that a strategy can be found to help with any difficultiesWeaker areas can shed light on the reasons a person has been having difficultiesCandidate is being compared with himself/herself as well as with others in age group
Wechsler Intelligence Scales
Indice
Verbal Comprehension
Indices Scale Score
Percentile Confidence Interval
Rank
119 90 111-125 High average
112 79 103-119 High average
Working Memory 88 21 81- 97 Low average
Processing Speed 87 20 80-104 Low average
Perceptual Reasoning
Low processing
High reasoning
Attainment tests – cognitive dimension
Phonological processing - nuts & bolts of spelling/reading Naming speedWorking memoryMetacognitive factors – knowing how you know Automaticity - fluency of skills
Behavioural Dimension
Pattern of errors in reading and spellingInaccuracies in copyingWriting difficultiesAvoidance of writing, reading etcTime-management difficulties Needs more time to complete workDiscrepancies in performances across different activities
Assessment Reports
Comply with latest best practice guidance (SpLD Working Group; SASC; Patoss)
All sub-test and category scores provided, along with a description of tests used
Interpretation of scores
Assessment Reports continued
Recommendations – for the individual, his or her workplace/place of learning (where relevant)
Resources
Recommendations
Must be:done in the context of a full risk assessmentagreed collaborativelyreviewed as needs change over time
Could help all workers
Recommendations
Study support and exam arrangementsAdjust the environment/the work tasksImprove the individual’s skills
Recommendations: study and exams
Help with structuring workNotes/slides in advance of classExtra timeUse of laptop/access to reader/scribe
Disabled Students’ Allowance:http://www.saas.gov.uk/forms_and_guides/dsa
Recommendations: environment/tasks
Allow use of strategies already developedWorkload planningExtra time
Recommendations: environment/tasks
Use of laptop/assistive software:
Microsoft Ease of Access (via control panel)
Inspiration (mind mapping): http://www.inspiration.com/Inspiration/examples
Read & Write Gold: http://www.texthelp.com/
Recommendations: environment/tasks
Access to Work:http://www.dwp.gov.uk/supplying-dwp/what-we-buy/access-to-work/
Recommendations: improve skills
Working memory training – CogMedhttp://www.pearsonclinical.co.uk/Cogmed/Cogmed-Working-Memory-Training.aspx?tab=9
Evidence-based; improves memory and insightStructuredDone through CogMed coach Available through DysGuise
Recommendations: improve skills
Done through CogMed coach
Available through DysGuise
CogMed demonstration available on YouTube:http://www.youtube.com/watch?v=MRmqTNQOV0c
About DysGuise Ltd
Testing for specific learning difficulties (dyslexia, dyscalculia, dyspraxia, dysgraphia)Director: Dr Jennie GuisePrincipal Advisor: Dr Gavin Reid: http://www.gavinreid.co.uk/Educational Consultant: Moira Thomson
About DysGuise Ltd, cont’d
Office: Hanover Street, EdinburghConsulting rooms: Glasgow, Stirling, Ayr12 trained Associates across ScotlandFull cognitive assessment focusing on uncovering strengths and providing targeted strategies for teaching and learning, and work activities
For further information:
Website: http://www.dysguise.com
Email: [email protected]
Tel: (0131) 629 8269
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