Child Dyslexia Assessment

The Clinical Psychologist at the All Kinds Pf Minds Practice uses a Patterns of Strengths and Weaknesses (P.S.W.) Model.

The P.S.W. Model is a contemporary approach used in assessing dyslexia; it focuses on identifying specific patterns in a child’s cognitive and academic abilities.

First, a comprehensive set of data is gathered on a child’s cognitive processes, such as memory and processing speed, as well as their academic skills like reading, spelling, and numeracy.

In the analysis phase, the Clinical Psychologist looks for a pattern that shows a clear link between cognitive and academic difficulties as evidence of a specific learning disability.

Finally, based on this analysis, decisions are made regarding identification/diagnosis. In the case of dyslexia, a pattern showing substantial weaknesses in processes related to reading (e.g., phonological processing) would be crucial for a diagnosis. The P.S.W. Model is valued for its holistic view of a child’s unique profile.

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.

You can find all of the information you need on this Citizen’s Information Page.

You can also refer to the Department of Education’s Circular 54/2022 (for primary schools) and Circular 55/2022 (for post-primary schools).

Regarding exemption on the grounds of a dyslexia diagnosis, this is the information provided by the Citizen’s Information website:

“A student who has at least reached second class and meets all of the following conditions can also get an exemption:

The student has a significant literacy difficulty that persists after having access to a differentiated approach to language and literacy over time. This should be documented in a Student Support Plan.

The student has a standardised score at or below the 10th percentile in word reading, reading comprehension, or spelling.

The school must monitor a student’s needs over time to identify that the student has significant and persistent literacy difficulties.”

Psychological assessments and cognitive ability (I.Q.) scores are no longer needed when applying for exemption from the study of Irish.

“If the exemption is sought on the grounds of a literacy difficulty, your child must present with significant and persistent learning difficulties despite having had access to a differentiated approach to language and literacy learning over time. The school also must have evidence of your child having a standardised score at or below the 10th percentile in at least one literacy attainment test in either word reading, reading comprehension or spelling.”

You can read more about the tests the school uses when considering an applicaion in Exemption from the Study of Irish – Guidance on Test Selection (pdf).

You apply to the school principal for an exemption from studying Irish. You can get an application form on gov.ie

If you do not agree with the decision to refuse an exemption for your child, you can appeal the school’s decision to the Irish Exemptions Appeal Committee (IEAC) using the official appeals form.

R.A.C.E. (Reasonable Accommodations at Certificate Examinations) accommodations are available to certain neurodivergent students who require support to access and participate in examinations. These accommodations aim to ensure that all students have an equal opportunity to demonstrate their knowledge and skills during exams. If you wish to apply for RA.C.E. accommodations on your child, here is a step-by-step guide:

Identify the Need for Accommodations: First, identify the specific accommodations your child needs to participate in certificate examinations effectively. These accommodations should be based on your child's individual needs and documented by relevant professionals, such as a psychologist or a medical specialist.

Contact the School: Speak with your child's school to inform them of your intent to apply for R.A.C.E. accommodations. The school's Special Educational Needs Organiser (S.E.N.O.) or a designated staff member will assist you through the application process.

Gather Documentation: Collect the necessary documentation that supports your child's need for accommodations. This may include medical reports, psychological assessments, and educational assessments that describe your child's needs.

Complete the Application Form: Obtain the R.A.C.E. application form from your child's school or the State Examinations Commission (S.E.C.) website. Complete the application form, providing accurate and detailed information about your child's needs and the specific accommodations required.

Include Supporting Documents: Attach copies of the supporting documentation to the application form. Ensure that all documentation is clear, legible, and up-to-date. The more comprehensive the documentation, the better it can support your child's application.

Submit the Application: Submit the completed application form and supporting documents to your child's school. The school will review the application, endorse it, and then forward it to the S.E.C. for further consideration. Be sure to meet any application deadlines set by the school or the S.E.C.

S.E.C. Assessment: The S.E.C. will review your child's application and documentation. They may also seek additional information or clarification from the school or relevant professionals if needed.

Notification of Accommodations: The S.E.C. will inform you and the school of the outcome of the application. If the accommodations are approved, the S.E.C. will provide details of the specific accommodations that will be available to your child during the examinations.

Prepare for Examinations: Work closely with your child's school to ensure that they are prepared to use the approved accommodations during the examinations. This may involve arranging for additional support, resources, or equipment.

Appeal Process (if necessary): If the application is not approved or if you have concerns about the accommodations provided, you have the option to appeal the decision through the S.E.C.'s appeals process.

It's essential to maintain open communication with your child's school, the S.E.C., and any relevant professionals throughout the application process. Ensure that your child is aware of and comfortable with the accommodations they will receive during exams.

Please note that the process and requirements for R.A.C.E. accommodations may change slightly year by year, so it is advisable to check the latest guidelines and information on the S.E.C. website or consult with your child's school for the most up-to-date details on applying for R.A.C.E. accommodations.

What are the possible R.A.C.E. Accommodations?

While the accommodations can vary depending on the nature and impact of the disability, here is a list of some possible R.A.C.E. accommodations:

Additional Exam Time: Extra time is provided to students who require it due to their disability. The amount of additional time may vary based on the individual's needs.

Rest or Movement Breaks: Students may be allowed short rest breaks during the examination to manage fatigue or discomfort related to their disability.

Reader: A reader may be provided to read the questions aloud to the student.

Scribe/Word Processor: For students who have difficulty with handwriting or typing, a scribe or access to a word processor may be provided to record their answers.

Use of Assistive Technology: Some students may be permitted to use assistive technology devices depending on their needs.

Separate Supervision: Certain students may require a separate room or supervised environment for their examinations.

Seating: Seating arrangements can be made to accommodate students with mobility or access needs.

It is important to note that the specific accommodations provided under the R.A.C.E. scheme are determined on an individual basis.

Applicants with dyslexia or significant literacy difficulties have two methods for applying to D.A.R.E. (see the link for more information).

The first option is for those who have a psychological assessment report that confirms dyslexia.

The second option caters to applicants who face significant literacy challenges but do not have a psychological assessment report diagnosing dyslexia. Each method requires specific evidence, which must be submitted with the D.A.R.E. application.

Regarding dyscalculia, applicants must provide a psychological assessment report, completed by a psychologist at any time, that clearly diagnoses dyscalculia. Additionally, just one numeracy attainment score—previously, two were required—should fall at or below the 10th percentile (i.e., a Standard Score of 81 or below). This score must have been obtained on or after February 1, 2022.