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Individual assessments

Why should you have an individual assessment? You want to find out if you are dyslexic and what you can do about it. Parents need to know how to approach school. Students need to know about sources of support. Adults need to know about how to move forward at work. Employers need to know how to handle dyslexic staff members in the best way.

The benefits are absolutely clear. First of all, you will know the truth.
The psychologists we use are independent experts. Their only concern is to help you find out if you are a dyslexic person, and for you to understand how this effects you personally. They will provide clear advice about the issues you experience and how far this may impact on your life, on a personal, educational or occupational level.
We are bound by a code of conduct so we have to keep your personal information absolutely confidential.

Second, we provide straightforward advice and practical recommendations relative to you, your employee’s or your child’s own situation. We talk on the day of the assessment so you have a clear picture of strengths and development needs.
The written report that follows is clearly written in plain language and contains firm recommendations and action plans for yourself or child and for school/college or your employer. We are also experts in the law about dyslexia and will point out the legal obligations for schools, colleges, universities and employers. We have very wide experience both in education and in the workplace.

How it works

We use the most up-to-date measures to draw up a “thinking skills profile” so we can find out if there is an underlying difficulty. We are also keen to find out about each person’s strengths. Most people enjoy this part of the assessment. We understand that both adults and children may be fearful of “tests” and are likely to lack confidence. Our job is to make sure the person feels comfortable so we can get the very best results on the day. We are interested in how well you use language, how good you are at certain types of visual problem solving, how quickly you process information, and your memory skills, for example. We will also look at your ability to use the sounds in language (phonics).

The next part of the assessment looks at reading, writing, spelling and number. Some people find this part of the assessment a bit more challenging because often they have learned to be frightened of exposing their difficulties. Our society makes it hard for people to admit they have problems with reading and writing so they quickly learn to cover them up. Because of this, people who come for assessment feel that no-one else has these difficulties. However, we point out that literally millions of children and adults experience serious problems with the written word – the person is not alone.

Once we have found out what the problem is, and how serious it is, and how this has an impact on the day to day life of the individual, we make clear and practical recommendations for the way forward.

We may identify other difficulties such as Attention Deficit Disorder, Non-Verbal Learning Difficulty or Developmental Coordination Disorder (dyspraxia), for example.

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