Okay teachers, here's my diagnostic assessment...now what happens?

For many, a diagnosis of dyslexia can be a bitter-sweet moment.

Some people feel relief that there is a reason for all the issues and challenges which they have been facing all their lives, whereas other people can take a little longer to process what they have learned and many feel angry that their condition was not identified sooner.

Parents and students can fall into either category but one thing that they have in common is that they see the diagnosis as a positive step in getting appropriate support for their child or themselves.

One of the first issues which parents often query is why the report does not say, in clear language, “Sophie has dyslexia.” This is because assessors can use a range of phrases and terms such as neurodiversity, specific learning difficulties, dyslexic traits or learning difficulty or disability. It is important that parents understand that there are no definitive behaviours which make someone dyslexic, in the way that someone with measles can be diagnosed as having a specific virus. Dyslexia can cover a range of learning behaviours and so the terminology used aims to reflect that. Parents often ask teachers to explain the results of a diagnostic assessment but they should always be referred back to the assessor if there is something which they do not understand.

It often falls to school staff to explain to parents that a diagnosis of dyslexia does not automatically entitle a learner to additional support or resources. Schools and assessors need to explain carefully that in most cases, a report is used to help ensure that any support which the school is able to supply from their existing SEN department is targeted appropriately.

One of the most important and useful sections of a diagnostic report is the Recommendations section as this gives clear, practical advice about actions which can be taken to support a pupil’s learning, however, many parents are very disappointed that schools legally do not have to implement the recommendations.

There are some ways which this can be handled in order to try to manage the parents’ expectations and to show them that resources and support are being targeted to meet the learner’s specific needs:

• Identify the most pressing needs or challenges highlighted in the report
  Reports often highlight many needs and make many recommendations and it is not usually possible to address all of these immediately. By explaining which areas are going to form the initial focus of the intervention and sharing ideas about how they can help at home, parents feel reassured that action is being taken. You should discuss the fact that the intervention will be reviewed and amended as and when appropriate.

• Identify and explain how a recommendation can best be adapted to fit the child’s learning environment
  It is important to explain that what may seem like a straightforward recommendation may actually need to be broken down into smaller targets and be adapted according to the resources available. For example, a child may not be able to use a laptop in class until they have learned to type effectively and so the school may introduce typing lessons before using a computer becomes the child’s normal way of working.
  
  A child may need “brain breaks” and the recommendation could be that he or she goes to a separate, quiet area in school. If this is not practical then explain the reasons why and describe the alternative arrangements e.g. they can go and sit in the book corner/ read a book at their desk/ have a fiddle toy.
  
  If there is a recommendation that one-to-one support is needed, the teacher might need to explain that whilst this is not possible at all times, it could be possible at certain times or the child could be in a small group or maybe the teacher or TA is focussing on that child but in an informal way so the support is being given but not always in the exact way it is described in the report.

• Involve the parents in supporting the recommendations from the report
  
  Parents who are keen to support their children can be an invaluable resource to help with a child’s learning. There may be some aspects of the report which you could ask the parents to supervise and do solely at home. These could be specific activities such as handwriting practice or helping their child to complete a touch typing program.
  
  Sharing resources and activities or suggesting activities which complement the work in the classroom helps the parent to feel involved, and to know that they are supporting the work of the teacher.
  
  Helping older students with academic work can be more challenging but parents can help with planning or proof reading or by helping students to plan and manage their workload. Some older students may have ideas and suggestions about things which they feel could help them or there could be support which is in place which they do not feel is helpful. After talking to their child, parents can communicate these ideas to the school and teachers if the student is unwilling to do so.

A diagnostic report can be a really useful tool to help create an effective support framework for students but any support which is put into place must be revisited and reviewed in light of the learners’ changes in age or temperament, and in their use of support strategies. Involving all those who work with the student, their families or support network, and including older students themselves in any discussions and reviews, is one of the best ways to realise the full potential of not just the learner but also of the advice and expertise contained in the report.

Kath Lambert
Helpline and Support Services Manager