This study discusses the neurological differences that underlie Dyslexia and the most effective ways of assessing the effects of Dyslexia. Local Authorities are tasked by the SEND Code of Practice 2015, with identifying young people struggling with this learning difficulty when schools or parents request an ‘Educational Health Care Plan’. If assessments diagnose a specific causal factor, such as Dyslexia, Local Authorities should then fund remedial support outlined in the child’s EHC plan. Schools will only go to the Local Authority if the child is persistently underperforming in literacy skills tests and if their own remedial support has proven to be ineffective. But are all young people being assessed thoroughly and are some authorities using outmoded definitions of Dyslexia which affect the assessment tools used?
- The science behind the workbooks
- The impact of ‘auditory processing disorder’ on life at school
- Significant change in regulations related to evidence for a DSA grant in higher education
- Teaching children who have a weak working memory the times tables facts
- The SEND Code of Practice 2015 and Dyslexia