Page 62 - Part-A

Understanding Specific Learning Difficulties

Section 2: The process of diagnosing Specific

Learning Difficulties

This section will explore the following:

• The process of diagnosis of Specific Learning Difficulties for different
age ranges

• The roles of a range of professionals involved in diagnosing Specific
Learning Difficulties

• The various assessment methods available to diagnose Specific
Learning Difficulties

• The importance of updating assessments post age 16.

The process of diagnosis of Specific Learning Difficulties

for different age ranges

Depending on the SpLD concerned, the process may be quite lengthy and not always
straightforward, although there have been improvements and progress in recent years.
Enabling an assessment can sometimes be a lengthy and frustrating process.

Dyslexia in school children

The Special Educational Needs and Disabilities Code of Practice: 0 to 25 Years is
statutory guidance that sets out how to identify and support children with these needs.

Each school will have its own policy and procedures for assessment and intervention
processes. Schools aim to identify any difficulties as early as possible by careful
monitoring of all children so that help and additional support can be provided at
an early stage. If the additional support proves not to be effective, a more in-depth
approach may be needed with an assessment carried out by a specialist teacher or
educational psychologist.

One of the first steps in accessing an assessment for a child is to arrange to meet
the teacher involved, alongside the school’s Special Educational Needs Coordinator
(SENCO). They can discuss with the parents any concerns and symptoms noticed, and
review any interventions that have already been tried within the school.

After this assessment, the parents will receive a report detailing what can be done to
improve the difficulties, while also explaining what the child’s strengths are.

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