Combined Assessment:

Autism and S.L.D.

  • Autism and S.L.D.s, such as dyslexia and dyscalculia, sometimes co-occur. If indicators of S.L.D. are identified during an autism assessment, an S.L.D. assessment can be arranged for children and young people aged between six and 18 years. All assessments follow best practice standards and are accepted by the H.S.E. and schools.Standalone assessments for dyslexia and dyscalculia are not currently available at this time.

Clarification

  • Note: Active links to additional information are highlighted throughout.

    While psychological assessments provide valuable insights into a child’s learning profile, they are not required to apply for an exemption from studying Irish.

    The criteria for obtaining an exemption are described in Circular 0054/2022 for primary schools and Circular 0055/2022 for post-primary schools. These updated guidelines are meant to simplify the process, allowing schools to evaluate eligibility for an exemption based on their internal assessment, documentation, and judgement rather than requiring a formal assessment conducted by a Psychologist.

    The exemptions are intended to support students who face significant challenges in accessing the Irish curriculum due to specific learning disabilities (S.L.D.), such as dyslexia, or “multiple and persistent needs.” This shift reflects a broader commitment to inclusive education by ensuring that supports are determined by demonstrated need rather than a formal diagnosis.

    Eligibility Criteria for Exemptions Based on S.L.D.: For a child to qualify for an exemption, they must exhibit clear evidence of literacy challenges or broader learning needs that significantly impact their ability to study Irish.

    At the primary level, a student must have reached at least second class to allow sufficient time for early literacy supports to be implemented. At the post-primary level, eligibility is determined based on the persistence of these challenges and their ongoing effect on curriculum access.

    A key component of eligibility is standardised test results obtained by educators, which must show that the student scores at or below the10th percentile in one or more areas: Word Reading, Reading Comprehension, or Spelling. These results are obtained through assessments conducted within the school and must demonstrate a sustained need for support despite targeted interventions.

    Additionally, students with “multiple and persistent needs” must have evidence of these difficulties documented through the school’s Continuum of Support framework. This documentation typically includes student support plans, teacher observations, and records of interventions and their outcomes. These records help to paint a comprehensive picture of the student’s learning profile and the challenges they face in engaging with the Irish curriculum.

    School-Led Process: The process of applying for an exemption is managed by schools, which allows for a more responsive and informed approach. Teachers and support staff play a key role in documenting the student’s needs and monitoring the impact of interventions. School principals are responsible for reviewing all relevant documentation and making the final decision about whether criteria for an exemption has been met.

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    The Assistive Technology Grant provides funding for schools to purchase assistive technology equipment for students with Specific Learning Disabilities (S.L.D.s), such as dyslexia, who meet clearly defined eligibility criteria. The scheme is governed by Circular 0010/2013 and administered via the National Council for Special Education (N.C.S.E.). The purpose of the grant is to ensure that students with significant learning difficulties are provided with the tools necessary to access the school curriculum.

    Students with Specific Learning Disabilities must meet specific requirements to qualify for support under the Assistive Technology Grant. Firstly, a psychological report must confirm that the student obtains a score of 90 or above on the Full-Scale I.Q. or General Ability Index. Additionally, the report must show that the student has a significant learning difficulty in reading, writing, or spelling, as evidenced by a standardised, norm-referenced assessment that places the student’s scores at or below the 2nd percentile.

    Secondly, the psychological or professional report must explicitly state that assistive technology is essential for the student to access the curriculum. The recommendation must specify how the equipment will be used in the classroom and detail the educational outcomes it is designed to support.

    Applications for assistive technology are submitted by schools to the student’s assigned Special Educational Needs Organiser (S.E.N.O.). The application must include the psychological report, evidence of the school’s previous interventions to support the student, and documentation demonstrating that the existing resources are insufficient to meet the student’s needs. Schools are required to show that they have attempted reasonable accommodations and adaptations, such as providing additional teaching support or access to existing technology, before applying for funding under the scheme. All applications must be made with the consent of the student’s parents or guardians.

    The S.E.N.O. reviews the application to determine whether the criteria outlined in Circular 0010/2013 have been met. If the application is approved, the S.E.N.O. makes a recommendation to the Department of Education, which provides the funding necessary for the purchase of the recommended equipment. The school is then responsible for acquiring and managing the equipment, which remains the property of the school. If the student transfers to another school, the equipment may follow the student, provided it is still appropriate for their educational needs.

    For students with S.L.D.s, the assistive technology funded under this scheme often includes devices such as laptops or tablets equipped with specialised software to support reading, writing, or spelling. These tools must be directly linked to the student’s educational needs.

    In contrast, devices that serve general communication or therapeutic purposes are typically provided by the Health Service Executive (H.S.E.) under the Aids and Appliances Scheme.

    For this grant, psychological reports are a critical part of the application process, as they provide evidence of the student’s specific needs and confirm the necessity of the recommended equipment. Schools also play an essential role in documenting the student’s progress, demonstrating the insufficiency of current resources, and justifying the need for additional technological support. Together, these components ensure that applications are evidence-based and aligned with the goals of the Assistive Technology Grant.

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    The Reasonable Accommodations in Certificate Examinations (R.A.C.E.) Scheme ensures that students that need additional support during examinations can demonstrate their full potential without being unfairly disadvantaged.

    A key aspect of a R.A.C.E. application is providing practical evidence of the need for accommodations. Psychological reports are not required for R.A.C.E. accommodations related to specific learning difficulties, and a formal diagnosis of dyslexia is not necessary. The focus is on the current need for support, as assessed by educators, rather than a formal diagnosis.

    Applications for R.A.C.E. are managed by the student’s post-primary school, which identifies eligible students and submits applications on their behalf to the State Examinations Commission (S.E.C.).

    Educators manage this process by gathering evidence and providing documentation that outlines the student’s learning profile and support needs. This evidence includes details of classroom support required, internal assessment results, and observations from teachers, which together offer a comprehensive view of the student’s requirements.

    The S.E.C. evaluates all applications and determines the specific accommodations that are appropriate for each student. Examples of accommodations include the use of a reader, extra time, a scribe for students who struggle with writing, assistive technology, a spelling and grammar waiver, etc.

    In cases where emotional (e.g., significant test anxiety), sensory, or environmental factors present challenges, students may be permitted to sit their examinations in a separate exam room to minimise distractions.

    For example, to access a spelling and grammar waiver, the in-school assessment process involves gathering relevant data, including results from a standardised spelling test (i.e., with a score of 85 or below), and an analysis of written work to identify spelling, grammar, and punctuation errors, with a threshold of 8% or more errors in the script.

    It is important for schools to submit R.A.C.E. applications well before examination dates to ensure all arrangements are in place. Timely communication between students, parents, and educators is also crucial, as it allows everyone involved to understand and agree upon the accommodations being recommended.

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    The Disability Access Route to Education (D.A.R.E.) is a college and university admissions scheme designed to support school-leavers whose neurodivergent profiles or disabilities have impacted their educational experience. Through this scheme, eligible students can access reduced points places at participating colleges and universities and benefit from additional supports during their academic journey.

    To apply for D.A.R.E., students must complete the Supplementary Information Form as part of their C.A.O. application. This form includes sections for the student’s personal statement, the Educational Impact Statement (E.I.S.), which is prepared by a member of the school staff who is familiar with the student’s educational journey, such as a learning support teacher, resource teacher, or guidance counsellor, in collaboration with the principal.

    The application process requires careful documentation and collaboration between students, their parents or guardians, schools, and relevant professionals. Evidence of disability is another key requirement of the D.A.R.E. application.

    For applicants with Dyslexia or Dyscalculia, the Disability Access Route to Education (D.A.R.E.) requires specific documentation and evidence of the impact of these learning differences.

    Applicants with Dyslexia or Significant Literacy Difficulties can apply under two distinct pathways:

    1. Applicants with a Psychological Assessment Report Identifying Dyslexia:
      These applicants must submit a full Psychological Assessment Report, which has no age limit. Additionally, they are required to provide two literacy attainment scores at or below the 10th percentile (i.e., Standard Score of 81 or below) from tests that are no more than two years old at the time of submission. These updated scores can come from school-based assessments in areas such as word reading, reading comprehension, or spelling, etc.

    2. Applicants with Significant Literacy Difficulties but Without a Psychological Assessment Report:
      These applicants must submit a Section D School Statement, completed by a Special Educational Needs (S.E.N.) Teacher and countersigned by the school’s Principal or Deputy Principal. Like those with a psychological report, they must also include two literacy attainment scores meeting the same percentile requirements and testing date criteria.

    For applicants with Dyscalculia or Significant Numeracy Difficulties this is the requirement:

    • A full Psychological Assessment Report is required, with no age limit.

    • They must submit one numeracy attainment score at or below the 10th percentile (Standard Score of 81 or below) from tests that are no more than two years old at the time of submission..

    • This score can assess numeracy, mathematical reasoning, etc.

    Successful D.A.R.E. applicants may receive reduced points places to support their access to higher education. Participating colleges and universities also offer a range of supports to support these students, such as mentoring, assistive technology, and accommodations during examinations. The goal of the scheme is to ensure that students with disabilities can access and succeed in higher education.

    Students applying to D.A.R.E. must adhere to strict deadlines. The C.A.O. application must be submitted by 1 February, and all supporting documents, including the E.I.S. and evidence of disability, must be submitted by 15 March.

    Comprehensive guidance on the application process and specific requirements is available in the D.A.R.E. Handbook. Further information and resources, families can visit the official D.A.R.E. website.

  • While many supports, such as Irish exemption, R.A.C.E., and D.A.R.E., are available without a formal assessment or diagnosis of dyslexia, a psychological assessment can be helpful for certain children and young people.

    Some children and young people with dyslexia may not meet the specific thresholds set by the Department of Education for certain accommodations (e.g., below the 10th percentile for literacy assessments, etc.), but parents may still want to know whether their child is dyslexic so that the child or young person can better understand themselves and be understood by others.

    These reports remain valid into the future: Having a formal diagnosis and associated documentation might also be valuable for future accommodations, ensuring that necessary supports can be requested as the student progresses through their education, including higher education, and occupation.

    A psychological assessment, particularly by a Clinical Psychologist, can also identify indicators of co-occurring neurodivergent profiles (e.g., autism or A.D.H.D.) or mental health needs (e.g., anxiety, depression), offering guidance for additional assessments or support.

    Finally, for many parents, a formal psychological assessment provides clarity and facilitates parental advocacy for the child within the school system.

Combined Process

Child in a striped sweater reading a book at a table with focus and concentration.

  • To begin the process, please complete and submit an the Initial Suitability Screening Form.

    This form gathers important information about legal guardianship and consent, assessment readiness, mental health experiences, and risk factors that may affect the child or young person’s ability to engage meaningfully in the process. 

    Once the Initial Suitability Screening Form has been reviewed, the Clinical Psychologist will contact you. If it is determined that All Kinds of Minds Assessments is a suitable fit for your child or young person, you will be asked to complete and submit a Consent Form and an Intake Form.

    After all required forms are received, and if the assessment is deemed appropriate, the child or young person will be placed on the waitlist. (Please note that the Consent Form and Intake Form must be submitted before being placed on the waitlist.)

    If any information provided does not align with the Terms of Service, the assessment will not be able to proceed. This policy ensures that All Kinds of Minds Assessments can effectively support your child’s needs. In such cases, you will be notified, and all submitted forms will be deleted in compliance with G.D.P.R. requirements.

  • When your child or the young person reaches the top of the waitlist, the Clinical Psychologist will contact you by email and provide booking links for the Parent Consultation Appointment, allowing you to select a date and time that best suits you from the available slots.

  • After booking a Parent Consultation Appointment, you will receive a set of parent-rated norm-referenced assessments to complete, such as the Social Responsiveness Scale (S.R.S.-2), Sensory Processing Measure (S.P.M.-2), and Conners Comprehensive Behavior Rating Scales (Conners C.B.R.S.). These assessments provide important insights into your child or adolescent’s thoughts, feelings, and experiences, as well as autistic traits, mental health observations, and other neurodevelopmental differences. If your child is old enough, they will also have the opportunity to share their own perspective by completing age-appropriate norm-referenced assessments.

    As the results will be reviewed during the Parent Consultation, all assessments must be completed before the appointment. These measures can be completed securely online using a smartphone, tablet, or computer, with end-to-end encryption ensuring data protection. Once submitted, they will be accessible only to the Clinical Psychologist.

  • On the day of the Parent Consultation, only the parent(s) should attend. This session will focus on the child or adolescent’s development, current experiences, and possible neurodivergent traits.

    We will explore your child’s social communication preferences, sensory processing differences, and autistic traits, including a monotropic style of interest pursuit, SPINs (special interests), and stimming. Other areas such as attention, movement needs, executive functioning, emotional regulation, learning, and cognitive processing will also be considered, along with significant relationships and formative experiences that may have shaped their development.

    As part of the consultation, we will review norm-referenced assessments, such as the Social Responsiveness Scale (S.R.S.-2), Sensory Processing Measure (S.P.M.-2), and Conners Comprehensive Behavior Rating Scales (Conners C.B.R.S.). These standardised tools compare the child or adolescent’s traits and behaviours to those of age-matched peers in the general population, helping to identify patterns that may be consistent with autism or other neurodevelopmental differences. This information, combined with intake forms, developmental history, and previous reports, provides a comprehensive and evidence-based evaluation of whether a full autism assessment is needed at this time.

    While the Parent Consultation process alone cannot confirm or rule out a diagnosis, it offers important insight into whether further assessment is indicated. If an in-depth autism assessment is not indicated, we will discuss the reasons and explore alternative ways of understanding and supporting the child or adolescent. Given the time and resource commitment involved in private assessments, this step helps ensure that a diagnostic evaluation is pursued only when there is sufficient evidence of clear autistic traits, as well as indicators of dyslexia and/or dyscalculia.

  • When indicated, the next phase of the process involves sending the child’s teacher selected norm-referenced assessments, which parents have previously completed. The results of the teacher-rated assessments serve as another important decision point in the assessment process.

    Teacher-rated measures play an important role in the autism assessment process because they provide insight into how the child is observed across different settings. Teachers see the child in structured and social group settings, where social communication, sensory regulation, attention, and flexibility are often challenged in different ways than at home.

    According to D.S.M.-5 criteria, autistic traits must be present in more than one environment (e.g., home and school) to meet full diagnostic criteria. It is expected that certain core autistic traits—no matter how nuanced—will be observable in multiple contexts, not just at home.

    It is understood, however, that some autistic children and adolescents may mask or compensate in school, making their autistic traits less apparent to teachers. This is particularly relevant for children or adolescents who are highly motivated to fit in, highly verbal, or naturally more reserved in social settings.

    Despite this, teacher-rated measures remain an essential part of the assessment process. If traits appear only in one environment, we will explore whether this is due to masking, anxiety, high cognitive ability, or other factors.

  • The Autism Diagnostic Observation Schedule (A.D.O.S.-2) will be completed during an in-person appointment with the child or young person. This semi-structured, standardised assessment considers social communication and autistic traits, using play-based activities for younger children and structured conversations for older adolescents.

    For young children and adolescents, the A.D.O.S.-2 will be done by two experienced clinicians—a Clinical Psychologist and Speech and Language Therapist. One clinician will lead the assessment, while the other observes and takes notes. After the session, both clinicians will jointly score the A.D.O.S.-2.

    For older adolescents, the A.D.O.S.-2 follows a more conversational format. If preferred, the Clinical Psychologist can conduct the assessment independently, without an observing clinician. This approach is designed to help the older adolescent feel more comfortable while maintaining the validity and reliability of the assessment, as the A.D.O.S.-2 was designed for independent administration and scoring.

    The results of the A.D.O.S.-2 serve as a another key decision point in the assessment process. If the child or young person does not meet the diagnostic threshold and no autistic traits—no matter how subtle—are observed throughout the interaction, parents will be informed, and the assessment plan can be re-evaluated as needed.

  • During this appointment, parent(s) or caregiver(s) will complete the Autism Diagnostic Interview-Revised (A.D.I.-R.), a comprehensive clinical interview used to assess autism. This structured conversation explores the child’s early developmental history, drawing on parents’ recollections to provide a detailed account of their behaviour over time.

    The A.D.I.-R. focuses on identifying autistic traits with particular attention to behaviours present during early childhood. This is important because diagnostic criteria for autism, such as those outlined in the D.S.M.-5, require evidence that traits emerged early in development, even if challenges only became more apparent in later years. Understanding a child’s early social communication, sensory processing, and repetitive behaviours helps distinguish autism from other factors that may develop later, such as anxiety or learned coping strategies.

    To prepare for the A.D.I.-R., it may be helpful to gather developmental reports, milestone records, and any relevant medical or educational history, as these topics will be discussed during the session.

  • A cognitive assessment is a part of the Combined Autism and S.L.D. Assessment Process. This assessment takes place in-person with the child or young person. The Wechsler Intelligence Scale for Children, Fifth Edition (W.I.S.C.-V U.K.) or the Wechsler Adult Intelligence Scale, Fourth Edition (W.A.I.S.-IV U.K.) will be administered. The purpose is to gain a detailed understanding of the child or adolescent’s cognitive profile, including verbal comprehension, visual-spatial ability, fluid reasoning, working memory, and processing speed.

  • A assessment of attainments is a part of the Combined Autism and S.L.D. Assessment Process. This appointment will be conducted in-person with the child or young person during one appointment. The W.I.A.T.-III , U.K., will be used; this is an assessment of academic attainment. Both Dyslexia and Dyscalculia will be assessed as standard. We will consider your child’s current attainments in reading comprehension, basic word reading, decoding, spelling, mathematical reasoning, numerical operations, etc.

  • The structure of the feedback appointment depends on the age of the child or young person:

    Children 6-12: The feedback appointment is typically attended by parent(s) only unless agreed otherwise in advance.

    Adolescents aged 13–15: A separate feedback session for the young person can be arranged based on their age, stage of self-understanding, and parental preferences.

    Young people aged 16–18: Feedback is provided directly to them. It is their decision whether parents receive direct feedback. With their consent, a separate feedback appointment can be arranged for parents if this is desired.

    What to Expect

    During the feedback session, we will review all the insights gathered throughout the assessment process.

    If the child or young person is autistic, is dyslexic or dyscalculic, or is multiply neurodivergent, we will explore what this means for them, recognising their distinct strengths, perspectives, and needs. We will also discuss any accommodations that may help them navigate neuro-normative environments more comfortably.

    If the child or adolescent does not meet D.S.M.-5 criteria for autism and/or an S.L.D. (Dyslexia, Dyscalculia), we will discuss this in detail and consider an alternative formulations that best reflects their individual profile and experiences.

    There will be ample time to process the findings, ask questions, and discuss next steps. Regardless of the outcome, this appointment provides valuable insights into the child or young person’s experiences, strengths, and needs.

  • A detailed report is a significant component of the assessment process and fee structure, as it requires considerable time and expertise to complete. This comprehensive document involves scoring and interpreting all assessment data, integrating information, and developing a thorough formulation. If the child or young person meets the diagnostic criteria for autism, the report will clearly include a D.S.M.-5 diagnosis. If they do not meet the criteria for autism, the report will provide an alternative formulation that reflects their individual profile. 

    Note: Educational recommendations for accommodations will be included in the report, provided the child or young person is eligible. The report will be accepted by the Health Service Executive (H.S.E.).

Multidisciplinary

  • For younger children and adolescents, the Autism Diagnostic Observation Schedule, Second Edition (A.D.O.S.-2) is administered collaboratively with Tina Usborne, an experienced Speech and Language Therapist (C.O.R.U. No. 016775) working in a private capacity. After each assessment, both clinicians jointly score the A.D.O.S.-2 and contextualise the results by integrating all pertinent information.

    Tina Usborne is a Trinity College Dublin graduate with more than 35 -years of experience in hospital and school settings in the Ireland and the United States. She also works publicly as a Senior Speech and Language Therapist with the H.S.E. Primary Care Speech and Language Service. Multidisciplinary A.D.O.S.‑2 assessments are scheduled on Sundays, a day is typically convenient for families.

Assessment Fees

  • Combined Autism and S.L.D. Assessment

    Autism and S.L.D. (Dyslexia, Dyscalculia) can co-occur. If indicated following an Autism Assessment, All Kinds of Minds Assessments offers combined Autism and S.L.D. assessments for children and young people between the ages of 6-18.

    ASSOCIATED FEES

    • It is €200 to book the first appointment, which is a Parent Consultation Appointment.

    • Afterwards, if we proceed, the fee for an Autism assessment is €2,200.

    • If co-occurring indicators of an S.L.D. are present, and parents wish to have this assessed, the additional fee is €600.

    • The total fee for a Combined Autism and S.L.D. (Dyslexia, Dyscalculia) Assessment is €3,000.

Payment Options

  • Pay-Per-Appointment: You may choose to pay per appointment, with the total assessment fee divided across the number of sessions required. Payment is made at the time of booking each appointment.

    Monthly Instalment Plan: A monthly instalment plan is available via Stripe to support accessibility for families. Under this option, an agreed amount is automatically deducted each month until the full fee is paid. The Psychological Report is issued once the final payment has been received. If you are interested in this option, please indicate this when contacted.

    Insurance Reimbursement: Many insurance providers offer partial reimbursement for private psychological assessments carried out by psychologists who hold Chartered Membership with the Psychological Society of Ireland. The Clinical Psychologist at All Kinds of Minds holds Chartered Membership, as well as Full Membership of the Clinical Division. It is the responsibility of each client to contact their insurer and explore any applicable reimbursement options.

    Tax Relief: Clients may also be eligible to claim tax deductions on the cost of these assessments. It is the responsibility of each client to explore any tax deduction options.

Dyslexia Q&A

Young girl reading a book at a table in a library.

  • Dyslexia is best understood as a distinct pattern of cognitive and learning differences, rather than a single difficulty with reading. The Pattern of Strengths and Weaknesses (P.S.W.) model is a widely used evidence-based approach to dyslexia assessment that looks at how a person’s cognitive abilities interact with their reading and writing skills. Instead of focusing on a single score, this model helps to identify areas of difficulty while also recognising areas of strength, ensuring a comprehensive and personalised understanding of a child’s or adolescent’s learning profile.

    How the P.S.W. Model Works

    The assessment begins by looking at a child or adolescent’s cognitive abilities using the Wechsler Intelligence Scale for Children (W.I.S.C.-V U.K.) or the Wechsler Adult Intelligence Scale (W.A.I.S.-IV U.K.). These assessments help to identify areas of strength, such as verbal comprehension or visual reasoning, alongside any challenges that may be affecting learning, such as working memory.

    Next, a detailed attainment assessment is conducted using the Wechsler Individual Achievement Test (W.I.A.T.-III U.K.). This evaluates key literacy skills, including word reading accuracy, decoding, spelling, and reading comprehension. By comparing these results with the cognitive assessment, we can determine whether a child or adolescent is struggling specifically with reading, rather than experiencing broader learning difficulties.

    A key principle of the P.S.W. model is that dyslexia is not linked to overall cognitive ability, but rather to specific challenges with literacy despite having strengths in other areas. For example, a child may have strong verbal reasoning skills and a good understanding of concepts, yet still find decoding and spelling difficult. By identifying this pattern, the assessment can provide a clear explanation for their learning experiences and help guide targeted support and accommodations.

    Why This Approach is Useful

    The P.S.W. model is particularly helpful because it recognises that every child or adolescent with dyslexia is different. It ensures that the assessment process is not just about identifying difficulties, but also about understanding how a person learns and understands—and this is helpful for educators.

  • Dyslexia is a neurological variation that impacts the way some people process written language. Dyslexic people have a different way of thinking and learning. Dyslexic people have unique strengths and abilities, which can include strong problem-solving skills, creativity, and innovative thinking.

    Research suggests dyslexia is possibly related to differences in brain processes: Dyslexia may be associated with different development in brain regions responsible for language processing, such as the phonological and orthographic areas. Genetics play a significant role, as dyslexia tends to run in families.

    Prevalence rates of dyslexia can vary across different studies and populations, but it is estimated that approximately 5-10% of people in the population worldwide are dyslexic. This prevalence highlights that dyslexia is a common and naturally occurring neurological difference that has always been a part of the human experience. It is important to note that dyslexia occurs across all racial, ethnic, and socio-economic groups.

  • Here are some strengths associated with dyslexia that are backed by research:

    Strong Problem-Solving Skills: Dyslexic individuals often demonstrate strong problem-solving abilities, as they have developed strategies to navigate reading and writing challenges. Research has explored the relationship between dyslexia and problem-solving skills, as discussed in "Dyslexia and Innovation" by Logan and Beitchman (1996).

    Enhanced Spatial Awareness: Some dyslexic individuals have enhanced spatial awareness and the ability to think in three dimensions. This quality can be valuable in fields such as architecture, design, and engineering. Research has examined the link between dyslexia and spatial abilities (Czamara et al., 2011).

    Creativity: Dyslexic individuals often exhibit high levels of creativity and innovative thinking. Research has explored the connection between dyslexia and creativity in studies such as "Creativity and Dyslexia: An Investigation of Visual Creativity Skills in Children with and without Dyslexia" by Fawcett and Nicolson (2004).

    Strong Visual Thinking: Dyslexic individuals may rely more on visual thinking and visual memory, which can be advantageous in artistic pursuits and problem-solving that involves visualisation. This quality has been discussed in research on dyslexia and visual processing, such as "Visual Processing and Dyslexia" by Hari et al. (2001).

    Empathy and Emotional Intelligence: Some studies suggest that dyslexic individuals may have heightened empathy and emotional intelligence. While more research is needed in this area, studies have explored the social and emotional aspects of dyslexia (Levy & Fried, 2016).

    Resilience and Determination: Dyslexic individuals often develop resilience and determination. These qualities can lead to success in various aspects of life, as discussed in personal accounts and anecdotal evidence.

    It is important to recognise that the strengths associated with dyslexia vary among individuals—and, of course, not everyone with dyslexia will possess all of these qualities.

    Additionally, dyslexic individuals face unique challenges as a neuro-minority group in a educational system that was not constructed with their needs at the fore. Embracing neurodiversity means appreciating the diverse strengths and abilities of dyslexic individuals while also accommodating their specific needs.

  • Here are some well-known dyslexic individuals:

    Albert Einstein: One of the most renowned physicists in history, Albert Einstein, was dyslexic. His groundbreaking theories revolutionised our understanding of the universe.

    Leonardo da Vinci: The Renaissance polymath Leonardo da Vinci, known for his contributions to art, science, and engineering, is believed to have been dyslexic.

    Steven Spielberg: The legendary filmmaker Steven Spielberg, known for classics like "E.T. the Extra-Terrestrial," "Jurassic Park," and "Schindler's List," has openly discussed being dyslexic and how it shaped his creative process.

    Richard Branson: The founder of Virgin Group, Richard Branson, is a highly successful entrepreneur and business magnate who has spoken about being dyslexic and the determination it instilled in him.

    Agatha Christie: The famous mystery novelist Agatha Christie, known for works like "Murder on the Orient Express" and "Death on the Nile," was dyslexic.

    Sir Winston Churchill: The former Prime Minister of the United Kingdom, Sir Winston Churchill, who played a pivotal role in World War II, was dyslexic.

    Pablo Picasso: The iconic artist Pablo Picasso, known for his contributions to the world of modern art, is believed to have been dyslexic.

    Cher: The multi-talented entertainer Cher, renowned for her singing, acting, and activism, has spoken about being dyslexic and how it shaped her education.

    Tom Cruise: The actor Tom Cruise, known for his roles in films like "Top Gun" and "Mission: Impossible," has discussed his experiences being dyslexic and how he dealt with challenges.

    Whoopi Goldberg: The accomplished actress, comedian, and television host, Whoopi Goldberg has been open about being dyslexic and is an advocate for dyslexic individuals.

Understanding Dyslexia…

Video by the Amazing Things Project

Cognitive Q&A

Young students in a classroom focusing on writing assignments.

  • The Wechsler Intelligence Scale for Children, Fifth Edition (W.I.S.C.-V) will be used for children and adolescent from 6-16 years old.

    The W.I.S.C.-V is a widely used tool to assess intelligence and cognitive abilities in children aged 6 through 16 years. It provides scores that reflect a child's intellectual ability in specific areas, as well as an overall measure of general intellectual ability.

    Here are the primary domains and what they measure:

    Verbal Comprehension Index (V.C.I.): This evaluates a child's verbal concept formation and verbal reasoning through tasks such as defining words or understanding similarities between words.

    Visual Spatial Index (V.S.I.): This assesses a child's ability to evaluate visual details and understand visual spatial relationships. Tasks might involve puzzles or identifying missing pieces in pictures.

    Fluid Reasoning Index (F.R.I.): This measures a child's ability to think on the spot and solve nonverbal problems. It assesses tasks like recognizing patterns or sequences.

    Working Memory Index (W.M.I.): This gauges a child's ability to temporarily retain and manipulate information. Tasks might involve arithmetic problems or repeating a sequence of numbers in reverse.

    Processing Speed Index (P.S.I.): This measures the speed at which a child can process simple or routine visual information, such as matching symbols or coding.

    In addition to these five primary index scores, the W.I.S.C.-V also provides a Full Scale I.Q. (F.S.I.Q.) score that gives an overall measure of a child's intellectual ability.

    The Wechsler Adult Intelligence Scale, Fourth Edition (W.A.I.S.-IV) will be used for adolescents from 16-18 years old.

    The W.A.I.S.-IV is an individually administered assessment designed to measure the cognitive abilities and intelligence of adults, typically aged 16 to 90 years.

    Here are the primary domains and what they measure:

    Verbal Comprehension Index (V.C.I.):

    This assesses verbal concept formation and verbal reasoning. It taps into abilities related to vocabulary knowledge, understanding similarities between different concepts, and comprehension of verbal information.

    Perceptual Reasoning Index (P.R.I.):

    This gauges non-verbal and fluid reasoning, spatial processing, and visual-motor integration. Tasks might include block design, matrix reasoning, and visual puzzles.

    Working Memory Index (W.M.I.):

    This evaluates the capacity to hold and manipulate information temporarily. Components include tasks that test arithmetic skills and sequence repetitions.

    Processing Speed Index (P.S.I.):

    This measures how quickly and accurately a person can process simple or routine visual information. It includes tasks like symbol search and coding.

    If needed, the Adaptive Behaviour Assessment System (A.B.A.S.-3) will be used. This is used alongside a cognitive assessment in the assessment of an intellectual disability (I.Q.).

    The A.B.A.S.-3 measures adaptive abilities and needs. Adaptive behaviour refers to the practical, everyday skills that a person needs to meet the demands of their environment. These skills encompass a broad range of domains related to personal independence and social responsibility.

    Here are the domains and what they measures:

    Conceptual Domain

    Communication: Includes expressive and receptive language skills.

    Functional Academics: Relates to skills like reading, writing, and arithmetic.

    Self-Direction: Measures skills like setting and achieving personal goals, making choices, and following schedules.

    Social Domain

    Leisure: Assesses the ability to engage in recreational activities.

    Social: Focuses on interpersonal skills, understanding social cues, and the ability to engage in friendships and group activities.

    Practical Domain

    Community Use: Evaluates the ability to navigate and use community resources, such as using public transportation or shopping.

    Home or School Living: Assesses daily living skills such as personal care, chores, and following routines.

    Health and Safety: Focuses on skills and behaviors related to personal health, safety, and responding to illnesses or emergencies.

    Self-Care: Involves skills like dressing, grooming, and feeding oneself.

    Work: Assesses job-related skills, maintaining a job environment, and job responsibilities.

    The A.B.A.S.-3 can be used for a variety of purposes, including assessment of intellectual disabilities, etc. It's applicable to individuals across the lifespan, from early childhood to adulthood.

    One of the significant benefits of the A.B.A.S.-3 is its provision for multiple raters.

  • I.Q. Score Classification

    130 and above: Extremely High Range; 2.2% of the population score in this range.

    120 – 129: Very High Range; 6.7% of the population scores in this range.

    110 – 119: High Average Range; 16.1% of the population scores in this range.

    90 – 109: Average Range; 50% of the population scores in this range.

    80-89: Low Average Range; 16.1% of the population scores in this range.

    70 – 79: Very Low Range; 6.7% of the population scores in this range.

    69 and below: Extremely Low Range; 2.2% of the population scores in this range. Individuals who score in this range with commensurate adaptive functioning scores meet criteria for an Intellectual Disability (I.D.).

  • Using the Wechsler Intelligence Scale for Children, Fifth Edition (W.I.S.C.-V) as an example, here are some limitations to be aware of when assessing cognitive ability:

    Culture and language bias: The W.I.S.C.-V is primarily designed for use in Western cultures and may not fully account for the diverse linguistic and cultural backgrounds of children from other regions. This can introduce biases and affect the accuracy of results.

    Narrow focus: The W.I.S.C.-V primarily measures cognitive abilities related to intelligence but may not capture other important aspects of a child's overall development, such as creativity, social skills, or emotional intelligence.

    Test administration and environment: The quality of test administration and the testing environment can significantly impact a child's performance. Factors like illness, fatigue, test anxiety, inattention, distraction, or inadequate instructions may affect the test results—and this can result in an inaccurate assessment of a child's abilities.

    Limited assessment domains: Although the W.I.S.C.-V covers a wide range of cognitive abilities, it may not capture specific talents or skills that fall outside its test domains. For example, artistic or athletic abilities are not adequately measured by this assessment.

    Normative sample and updates: The W.I.S.C.-V normative sample used for comparison and interpretation was collected up until 2014. As a result, it may not fully represent the current population, and new insights or changes in children's intellectual abilities may not be adequately captured.

    All Kinds of Minds will interpret the W.I.S.C.-V or W.A.I.S.-IV results in conjunction with other information, such as observation and bio-psycho-social information, to reach a comprehensive understanding of a child's abilities and challenges.

  • Yes, a cognitive assessment—also know as an I.Q. assessment—is required to determine whether a child is eligible for the Centre for Talented Youth Ireland (C.T.Y.I.). Children that qualify typically score in the 95th percentile or above.

  • Intellectual disability (I.D.) is characterised by differences in intellectual functioning (i.e., reasoning, learning, problem-solving) and in adaptive ability (i.e., a range of everyday social and practical skills).

    The D.S.M.-5 categorises intellectual disability into four categories: mild, moderate, severe, and profound. These categories reflect the degree of difference and difficulty in intellectual and adaptive functioning, and they guide the type of supports that are needed.

    When considering the D.S.M.-5 categories, it is essential to acknowledge the distinctiveness of each person, as these categories do not fully encompass the diversity of experiences and skills present across individuals.

    Mild Intellectual Disability

    Mild Intellectual Disability is usually noticed during the early schooling years, as this is when academic and social demands increase. It may initially be perceived as a specific learning difficulty (e.g., dyslexia).

    Individuals often acquire social and daily skills that enable them to live with a high degree of independence. They may take longer to learn language, self-care, and social skills but can usually achieve these with appropriate guidance and support.

    Individuals may have a rich social life, although they might need extra support in complex social situations. They often form meaningful relationships and contribute actively to their communities.

    Individuals often benefit from supportive education programs and may need guidance in vocational training to help them gain and maintain in employment.

    Parents might notice their child experiences a broad range of emotions and has developed coping strategies, although they may occasionally need support to navigate complex emotional situations.

    Approximately 85% of individuals with an intellectual disability fall within the mild range.

    Moderate Intellectual Disability

    Moderate I.D. are typically identified during the preschool years, as developmental milestones and social interactions present challenges.

    For moderate I.D., more noticeable delays in learning and intellectual development are present, with children acquiring basic communication skills and requiring more guidance in daily activities.

    Individuals with moderate I.D. may need support in learning basic literacy and numeracy skills, along with developing self-care and independent living skills. Progress in these areas can be made with patience and persistent encouragement.

    Individuals may enjoy social interactions and can form strong family and friendship bonds, although they will need support to navigate some social nuances and expectations.

    They typically require more regular support in daily life and may need a more structured environment. With ongoing support, individuals can participate in community life and engage in activities that are personally meaningful.

    For those with moderate I.D., emotional expression may be more pronounced, and understanding nuanced social cues can be challenging. Parents may observe that their child expresses emotions vividly and might require guidance in identifying and managing feelings, especially in social contexts.

    Approximately 10 percent of individuals with a intellectual disability are classified within the moderate range.

    Severe Intellectual Disability

    Severe I.D. often becomes apparent during the infant or toddler years due to significant delays in developmental milestones and the need for assistance with basic life functions.

    Individuals with severe I.D. will need more significant support in developing self-care skills. They may learn some routines and basic tasks, especially if taught from a very young age and with consistent support.

    They may have a clear preference for familiar people and environments and can experience joy and satisfaction in their social relationships, even if they communicate and interact in non-traditional ways.

    They generally require consistent support from family or caregivers in most aspects of daily living, but with this support, they can participate in community life and engage in activities that are meaningful to them.

    Individuals with severe I.D. might show considerable difficulties in communicating their emotional needs and experiences. They may have a basic understanding of emotion but struggle with regulation, requiring close support and patience from caregivers to ensure they feel understood and supported.

    Approximately 3 to 4 percent of individuals diagnosed with intellectual disability are categorised as having severe intellectual disability.

    Profound Intellectual Disability

    Profound Intellectual Disability is typically recognised in the first year of life, as infants may present with considerable delays in developmental milestones and may require support for physical functions as there may also be coexisting motor and sensory disabilities.

    Profound I.D. involves extensive support for learning and daily life, with children showing considerable developmental delays and requiring intensive assistance.

    Individuals with profound ID will need a high level of assistance with all aspects of daily life, including self-care. They may communicate their preferences and feelings in unique ways and often respond positively to familiar people and routines.

    Individuals can experience and express affection and respond to social interaction, although they may do so in ways that are not based on typical social cues.

    Individuals require close and constant support. The focus is on ensuring that the individual can engage in life experiences in a manner that is respectful, dignified, and tailored to their forms of interaction and communication.

    Emotional expression may be primarily through non-verbal cues, and understanding complex emotions can be significantly challenging. Parents are often deeply attuned to their child's unique ways of expressing needs and emotions, providing continuous support.

    Approximately 1 to 2 percent of those with intellectual disabilities are in this profound category.

  • If a child or young person requires an assessment of autism and has a confirmed or queried Moderate, Severe, or Profound Intellectual Disability (I.D.), the Children’s Disability Network Team (C.D.N.T.) is best suited to carry out the assessment and provide support. The All Kinds of Minds Practice does not provide autism assessments for these levels of I.D.