Young Adult Dyslexia Assessment
Neurodiversity-affirmative dyslexia and dyscalculia assessments for young adults from 18-25 years of age. These assessments adhere to best practice standards and will be accepted by state agencies.
Young Adulthood: A Dynamic Developmental Phase
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Young adulthood, spanning from ages 18 to 25, is a particularly dynamic developmental phase; this transitional period is marked by profound changes in various domains, making it a pivotal time for understanding and supporting neurodivergent individuals. Why is it such an important phase?
Young adults often engage in identity formation during this phase of life. For neurodivergent individuals, this exploration may involves developing a deeper understanding of their strengths, needs, and challenges that arise from being in a neuro-minority group.
The late teens and early twenties are marked by pivotal educational and career decisions. Neurodivergent individuals may need educational and/or occupational accommodations to navigate these transitions, ensuring they foster their abilities while mitigating potential difficulties.
For some, developing and maintaining meaningful relationships becomes important during this period. For young adults, understanding their neurotype can be the catalyst for learning about their social needs and preferences, and this is important for developing supportive interpersonal boundaries.
Neurodivergent young adults often strive for greater independence: Going through a process like this can encourage self-advocacy efforts by providing support for appropriate accommodations, which are essential to developing autonomy and self-determination.
This phase of life can bring mental health challenges for some individuals. Understanding one’s neurodivergent status can also lead to a greater awareness of personal triggers and useful coping mechanisms.
The journey of self-knowing and adaptation continues throughout life, but the choices made during the young adult years are often pivotal. Therefore, developing a greater sense of self-understanding during this phase of life can have a lasting impact on neurodivergent individuals' sense of well-being and sense of self-efficacy.
Contact to Book an Appointment
Young Adult Dyslexia Assessment Process
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First, submit a “Young Adult Enquiry Form.” The Clinical Psychologist will respond when an appointment becomes available.
Second, once booked, you will be contacted to complete a Consent Form and Intake Forms. These need to be completed prior to the Cognitive Assessment.
The Cognitive Assessment will be conducted in-person, and it may take one-to-two 60-minute appointments to complete—depending on your child’s age and needs.
The W.A.I.S.-IV U.K. will be used. The purpose of a cognitive assessment is to inform a Patterns of Strengths and Weaknesses (P.S.W.) Model to assess dyslexia.
The P.S.W. Model is a contemporary approach used in assessing dyslexia; it focuses on identifying specific patterns in a person’s cognitive and academic abilities.
First, a comprehensive set of data is gathered on a person’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 person’s unique profile.
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This appointment will be conducted in-person during one 60-minute 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 current attainments in reading comprehension, basic word reading, decoding, spelling, mathematical reasoning, and numerical operations.
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Feedback for this type of assessment is generally a 30-minute appointment to go over the results; this can be done online or in-person. If you meet D.S.M.-5 diagnostic criteria for dyslexia and/or dyscalculia, this will be discussed. We will also discuss important accommodations if eligible. Alternatively, if you do not meet criteria for dyslexia, this will be explained to you in detail so you understand the results.
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A report will be provided in a timely manner following feedback. If diagnostic criteria is met, the report will include a D.S.M-5 diagnosis of Dyslexia and/or Dyscalculia. The report will be fully compliant with the Department of Education and Skills (D.E.S.) standards; therefore, it will be accepted by this agency. Recommendations for D.E.S. accommodations will be included in the report if needed and if eligible. The report will include helpful organisations and other sources of information to support your continued process of learning about dyslexia or dyscalculia.
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This assessment will focus specifically on whether or not you are dyslexic or dyscalculic. Other aspects of your life and experiences will not be explored as part of this assessment. Therefore, if you suspect you are multiply neurodivergent (i.e., that you may also be autistic or an A.D.H.D. individual), this will not be assessed as part of this process. There are options (see the section below) to explore these other aspects of yourself, if needed.
Fees & Options
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Young Adult Dyslexia Assessment
WHAT: Specific Learning Difficulty with Impairment in Reading (i.e., Dyslexia) assessment, described in the process above. Dyscalculia will also be assessed and considered as standard.
NOTE: This option will only consider your cognitive profile and specific learning.
TOTAL FEE: The total fee for this assessment is €600.
PAYMENT SCHEDULE: €350 to book the first appointment. Then, €250 to book the second appointment.
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Dyslexia Assessment Plus Screening
WHAT: Specific Learning Disability with Impairment in Reading (i.e., Dyslexia) assessment, described in the process above. Dyscalculia will also be assessed and considered as standard. However, this option includes the use of selected screening assessments (e.g., to assess for indicators of autism, sensory processing difficulties, A.D.H.D., etc.). A more in-depth feedback assessment will be provided as well.
NOTE: Screening assessments are not diagnostic assessments.
TOTAL FEE: The total fee for this assessment is €800.
PAYMENT SCHEDULE: €350 to book the first appointment. Then, two additional payments of €225 paid before each subsequent appointment.
Additional Payment Information
Many insurance companies offer partial reimbursement for private psychological assessments conducted by psychologists who are Chartered Members of the Psychological Society of Ireland. The All Kinds of Minds Clinical Psychologist holds Chartered Membership, as well as Full Member of the Clinical Division. Furthermore, clients have the opportunity to claim tax deductions for these assessments. It is the responsibility of the client to consider and pursue these reimbursement options.
Dyslexia Q&A
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The Clinical Psychologist at the All Kinds of Minds Practice uses a Patterns of Strengths and Weaknesses (P.S.W.) Model to assess dyslexia.
The P.S.W. Model is a contemporary approach used in assessing dyslexia; it focuses on identifying specific patterns in a person’s cognitive and academic abilities.
First, a comprehensive set of data is gathered on a person’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 person’s unique profile.
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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.
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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.
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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.
Advocacy
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Citizen’s information Centre: Provide face-to-face free, impartial, non-judgemental advice, information and advocacy.
Sligo: Unit 3 and 4 Bridgewater House, Rockwood Parade. Tel. 076-1076390 or e-mail: sligo@citinfo.ie
Donegal: Ballyshannon, Tel. 076-1075480, Milford Tel. 076-1075450, or Donegal Town, Tel. 076-1075510
Leitrim: Carrick-on-Shannon, Dublin Road. Tel. 076-1075670; or Manorhamilton, Main Street. Tel. 076- 1075710
To find out more, see here: “Guide to Entitlements for People with Disabilities” by Citizens Information.
Note: where you see differs coloured font, that is a hyperlink.
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For support with this transition, see here: Leaving School: A guide from Citizens Information
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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 is 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.
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The Disability Access Route to Education (D.A.R.E.) scheme in Ireland is a program that provides additional college entry supports to students with disabilities. If you are a parent and wish to apply for the D.A.R.E. scheme on behalf of your child , here is a step-by-step guide on how to do it:
Familiarise Yourself with D.A.R.E.: Begin by familiarising yourself with the D.A.R.E. scheme and its eligibility criteria. You can find comprehensive information on the D.A.R.E. website.
Check Eligibility: Ensure that your child meets the eligibility criteria for D.A.R.E. Eligibility is primarily based on evidence of a disability and educational impact. To be eligible, your child must have a disability that impacts significantly on their ability to participate in the educational system as it is currently.
Apply Through the C.A.O.: D.A.R.E. applications are made through the Central Applications Office (C.A.O.) process. Your child should apply for D.A.R.E. when they are submitting their application for undergraduate courses in participating colleges through the C.A.O. The application period typically opens in early November and closes on February 1st. Make sure your child submits their C.A.O. application by this deadline.
Gather Supporting Documentation: You will need to provide supporting documentation to demonstrate your child's eligibility for D.A.R.E. This may include medical or psychological assessments, school reports, and other relevant documents. Ensure that you have all the necessary documentation ready before starting the application process.
Complete the Supplementary Information Form (S.I.F.): As part of the D.A.R.E. application, your child will need to complete a Supplementary Information Form (S.I.F.). This form can be accessed through the C.A.O. website during the application period. The S.I.F. will ask for information about your child's disability and its impact on their education.
Submit the Application and Documentation: Your child should submit both their C.A.O. application and the completed S.I.F., along with all supporting documentation, by the February 1st deadline. Late applications are generally not accepted.
Attend an Educational Impact Statement Meeting: In some cases, your child may be asked to attend an Educational Impact Statement (E.I.S.) meeting with an educational professional to discuss their disability and its impact on their education. If requested, be sure to attend this meeting.
Notification of Eligibility: After the D.A.R.E. assessment process is complete, your child will be notified of their eligibility status. If they are eligible, they will receive a reduced points offer for specific courses as part of the D.A.R.E. scheme.
Accepting Offers: If your child receives a D.A.R.E. offer, they can choose to accept it when they receive their C.A.O. offers. They can still consider other offers they may receive through the C.A.O. process.
Prepare for College: Once your child has accepted a D.A.R.E. offer, make sure to arrange for any necessary accommodations, such as assistive technology or additional support services.
It's important to stay informed about the specific requirements and deadlines for each application cycle, as they may change over time. Be sure to regularly check the D.A.R.E. website and the C.A.O. website for the most up-to-date information and guidelines for applying for the DA.R.E. scheme.
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Accessing disability supports in university as a neurodivergent young adult in Ireland is an important step to ensure a positive academic experience. Let's break down the process using specific examples from the National University of Ireland Galway (N.U.I. Galway):
Identify Your Needs: First, determine if you meet formal diagnostic criteria for A.D.H.D., autism, dyslexia, or any other disability that gives rise to a need for educational accommodation.
Contact the University Disability Office: Reach out to the Disability Support Service (D.S.S.) at N.U.I. Galway. They play a crucial role in facilitating access to supports.
Provide Documentation: You will need to provide documentation of your disability or neurodivergent status. This can be in the form of a psychological report. This documentation helps determine the appropriate accommodations.
Schedule an Assessment: After contacting the Disability Office, they may schedule an assessment with you. This is where your specific needs will be discussed. N.U.I. Galway is known for its expertise in assistive technology assessments.
Assistive Technology Evaluation: N.U.I. Galway can assess your assistive technology needs. They will help you identify software or devices that can aid in your studies, such as screen readers, speech-to-text software, or specialised apps.
Customised Accommodations: Based on your assessment, a tailored plan of accommodations will be created. This may include extra exam time, note-taking services, or alternative format materials.
Regular Communication: Maintain regular communication with the Disability Office to ensure your accommodations are effective. If adjustments are needed, it is important to request them.
Advocate for Yourself: Remember that you have a right to these accommodations.
By following these steps and engaging with the Disability Office at N.U.I. Galway, you can access the necessary disability supports to thrive in your academic pursuits. Remember that the specific process and available supports may vary from one university to another, but these general guidelines should help you get started.
What supports are typically available?
Assistive Technology: The D.S.S. provides access to a variety of assistive technologies, including specialised software, screen readers, speech-to-text tools, and more, to assist neurodivergent students in their studies.
Alternative Exam Arrangements: Neurodivergent students can request alternative exam arrangements, such as extra time, a distraction-reduced environment, or the use of assistive technology during exams.
Accessible Course Materials: The D.S.S. ensures that course materials are accessible, including textbooks in alternative formats (e.g., digital, audio, Braille) and lecture notes.
Academic Support: Individualised academic support is available, including tutoring, study skills workshops, and guidance on effective learning strategies.
Note-Taking Assistance: Students can receive note-taking assistance if they have difficulty taking notes during lectures.
Access to Learning Support: The D.S.S. can connect students with specialised learning support tailored to their needs.
Counseling and Wellbeing Services: Access to counseling services and mental health support to help students manage the emotional aspects of their lives.
Orientation and Transition Support: Specialized orientation programs and transition support to help neurodivergent students adapt to university life.
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Ireland has several pieces of legislation and guidelines focused on the rights, protection, and provision of services for disabled individuals. Below are some of the most important ones:
Disability Act 2005: This Act promotes the rights of disabled individuals, ensuring that they are supported to achieve their full potential. It introduces statutory mechanisms to support the provision of services for disabled individuals.
Education for Persons with Special Educational Needs (EPSEN) Act 2004: This Act makes provisions for the education of disabled children with additional or different educational needs and allowed for the establishment of the National Council for Special Education.
Equal Status Acts 2000-2018: These Acts prohibit discrimination on several grounds, including disability, in the provision of goods, services, education, and accommodation.
Employment Equality Acts 1998-2015: This legislation prohibits discrimination in relation to employment on various grounds, including disability.
National Disability Inclusion Strategy 2017-2021: A comprehensive approach to improving the lives of disabled individuals, focusing on areas like education, employment, transport, and health.
Assisted Decision-Making (Capacity) Act 2015: This Act provides a modern framework to support decision-making by disabled individuals.
Irish Human Rights and Equality Commission Act 2014: This Act established the Irish Human Rights and Equality Commission, which plays a role in ensuring that the rights of persons, including disabled individuals, are upheld.
These are some of the most pertinent pieces of legislation and guidelines related to disabled individuals in Ireland. However, this is not an exhaustive list.