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Best Principles: Assessment of SpLD Adults
Previously, assessments of SpLDs were made based on tests designed to eliminate
low intelligence from the identification process. The theory that dyslexia is
a discrepancy between intelligence and literacy has lost ground in favour of models
based on a more detailed and researched understanding of the range of sub skills
required in the development of literacy.
“Typically, the SpLD student will present with an irregular profile of ability,
showing areas of strength and areas of weakness, and there will usually be a discrepancy
between his expected levels of attainment and his actual levels of attainment.
Therefore, something is preventing him from achieving his potential.”
Awareness of difficulty
ASSESSMENT: Learning Difficulties – Learning Styles. REPORT
by trained adviser. ACTION: Student – Tutor
The above shows the progression from the student becoming aware that persistent
difficulty with learning is likely to have an identifiable cause for which there
may be specific learning strategies. The cause could be a specific (for example
dyslexia, dyspraxia, dysgraphia, ADD) or general learning difficulty (stroke-induced
aphasia or emotional or social factors) or inappropriate teaching which failed
to address the student’s learning style. A trained tutor can offer necessary
guidance and counselling to students at this early stage preparing them for the
next stage; assessment. Both learning difficulties and learning styles can be
assessed in various ways and at various levels. Currently there are three accepted
levels of assessment of SpLD.
1. Informal Interview, a first step. Tutors should have
basic SpLD awareness training.
Tutor/student
Observation – noticing discrepancy between underlying ability and performance
(levels in literacy and numeracy)
Informal discussion – nothing to indicate health/social/economic obstacles
to learning (but SpLD could be obscured by overlying health/social/economic obstacles;
these do not exclude the possibility of SpLD)
Using British Dyslexia Association (BDA) 20 Questions, a pre-screening questionnaire
which indicates strong possibility of dyslexia or SpLD and would suggest need
for in-depth assessment
2. Student with specially trained adviser who can interpret
results and provide reports acceptable as evidence of SpLD/dyslexia
SpLD screening tests can be used to highlight indicators of dyslexia or other
learning difficulties. Some can be self-administered using a computer but training
is needed to evaluate the results and present a report. IQ tests are no longer
considered relevant.
• Dyslexic Adult Screening Test (DAST) designed for use in FE and workplace.
Avoids use of IQ tests Approx. 30minutes to administer
• QuickScan indicates learning support needs and identifies SpLD may recommend
further assessment by StudyScan. Approx. 15 minutes to administer StudyScan (sometimes
acceptable as evidence of SpLD) Approx. 3-4 hours to administer.
None of the above is available through adult literacy agencies such as CLAN, CBAL
in Edinburgh…
3. Student with Educational or Occupational Psychologist who:
Conducts a battery of tests to diagnose dyslexia; sometimes the only acceptable
confirmation of dyslexia. This is expensive but can be arranged for free through
FE/HE establishments and some employers.
This service is not available through adult literacy agencies such as CLAN, CBAL
in Edinburgh…
No assessment is adequate without offering the SpLD adult the opportunity to discuss
the findings and fully understand the assessment and its implications. Counselling
and Guidance can help someone recently diagnosed as having SpLD to understand
his or her condition and move forward. This should be available.
(14) www.dyslexia-inst.org.uk/articles/prin_ass.htm
(15) Fawcett, Dr AJ; DAST, Psychological Corporation, Harcourt Brace &
Co
(16)StudyScan Suite; Pico Educational Systems Ltd, www.Studyscan.com
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Best Principles for Supporting
Adult Learners with SpLDs
The Good Practice Framework Literacy and Numeracy states:
“Approaches [to learning and teaching] are relevant to learners’ chosen
contexts and goals. Preferred learning styles are identified and respected. Interaction
and dialogue between learners are actively promoted and purposeful.”
The book, Demystifying Dyslexia, offers the following principles which although
proposed for use with Dyslexic learners would equally apply to all learners.
To be successful, a learning programme for dyslexic young people and adults should
be based on the following principles:
• That diagnostic assessment is essential in helping students to understand
previous learning failure, ‘unpack’ the disability, identify strengths
as well as weaknesses and thus shift self-perceptions and expose learning ‘myths’
• that approaches to teaching and support should be ‘diagnostic’
in helping students explore and identify personal learning strategies which suit
their individual learning style, and thus encourage autonomy in learning
• that support is an enabling rather than remedial process, which should
be seen as a way of matching the total learning environment to the learner’s
individual needs and goals and so involving in its delivery all staff with whom
the student is in contact
References:
(17)The Learning Programme Guidelines; The Good Practice Framework, Literacy and
Numeracy
(18) Klein,C & Krupska, M Demystifying Dyslexia (Language & Literacy Unit)
Southwark College 1995
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