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SPECIALISING IN DYSLEXIA ASSESSMENTS AND EXAMS ACCESS ARRANGEMENTS ASSESSMENTS
IN NORTHAMPTONSHIRE AND SURROUNDING AREAS

TH Dyslexia offers the following services:

❖ Full Diagnostic Dyslexia Assessments
❖ Examinations Access Arrangements Assessments
❖ Specialist Teaching for children with Dyslexia / literacy difficulties
❖ CPD sessions about Dyslexia for employers and school staff
❖ Advice for parents and schools for year 6 to year 7 transition for children
with SEND
❖ Advice for parents and schools on a range of neurological conditions, special
educational needs
and/or disabilities

Contact us


DIAGNOSTIC ASSESSMENTS FOR DYSLEXIA

I am qualified, and accredited by Patoss to carry out full diagnostic
assessments for Dyslexia for individuals from 9 years of age to adult.
Assessments can be requested by parents, individuals over the age of 18,
Schools, Collages, Universities or employers.
Assessments can take approximately 3 – 4 hours to administer and will be
completed in one or multiple sittings dependent on the age and needs of the
individual.
The individual must be in good health/well rested on the day of the assessment.
A non-refundable deposit of 50% will be taken when booking the assessment.
Please contact me for full terms and conditions, and prices.
A full written report containing my findings, the diagnostic outcome and
recommendations for support, will be sent within 20 working days of the
assessment. The report can be shared with school, college, university or the
workplace as appropriate.
The assessment report can be used as evidence for Disabled Students Allowance
(DSA) applications.
❖ Please note: Detailed background information is gathered from a range of
sources, as appropriate, and is used alongside observations made during the
assessment and results from all of the tests carried out, to form a diagnostic
decision. A diagnosis is not guaranteed and is very much dependent on the
aforementioned information.


EXAMINATIONS ACCESS ARRANGEMENTS ASSESSMENTS

I am Level 7 qualified to administer examinations access arrangements
assessments for students from year 9 onwards,

Examinations access arrangements (EAA) are reasonable adjustments made for
students to ensure that exams are more accessible for those with special
educational needs and disabilities (SEND). These adjustments might include:
❖ Extra time
❖ Use of assistive technology
❖ Rest breaks
❖ Reader / computer reader / reading pen
❖ Scribe or laptop
These arrangements aim to provide a fair and equitable assessment experience
without altering the essential demands of the exam itself. If you need further
details or have specific questions about EAA, please feel free to contact me.

Assessments can be requested by school and college staff only.


SPECIALIST TEACHING

I hold a Level 7 specialist teaching qualification for children and young people
with dyslexia.
As a Dyslexia Specialist I can offer support for children and young people with
dyslexia either in school or at home, with all lessons customised to suit the
individual’s needs. In school I can assist teachers with differentiating lesson
plans for students who are struggling with literacy skills to try to improve
lesson participation and academic outcomes. I can support students with dyslexia
either individually or in small groups to help develop reading and spelling
skills and improve confidence in learning. In the home, lessons aim to develop
reading and spelling skills and to improve confidence to enable the student to
better
access learning.
Lessons are engaging, not all desk based and require space for the student/s to
be able to move around freely.
Lessons are one hour in length and can be booked individually or in blocks of 6
to suit term times.


PRIMARY TO SECONDARY TRANSITION

Transitioning from primary to secondary school is a significant milestone for
students. It can be both exciting and nerve wracking for all but can be
particularly challenging for children with special educational needs. Some of
the key challenges are:
❖ Having to navigate an unfamiliar, larger environment with more students and
teachers
❖ Moving to a different room for every lesson
❖ Different teachers for each subject
❖ More homework
❖ Increased independence – more responsibility for time management, remembering
equipment
❖ Navigating different social groups and making new friends.
I am able to advise both parents and schools to help facilitate a successful
transition process.
Primary to secondary transition for children with special educational needs in
mainstream schooling is a particular interest of mine and one I studied in depth
during my undergraduate degree – it was the topic of my dissertation, and I
spent a considerable amount of time interviewing both primary and secondary
teachers and SENCos along with children who had recently moved to secondary
school. This gave me a good understanding of the feelings of the children and
the preparation and support they received. 


SPECIAL EDUCATIONAL NEEDS AND/OR DISABILITIES

Special educational needs and/or disabilities (SEND) refer to learning
difficulties or disabilities that make it harder for a child or young person to
learn in comparison to their peers.
Through my experience in schools and during my studies I have gained significant
knowledge of a range of SEND and am able to advise parents, school staff and
employers on:
❖ Specific Learning Difficulties (dyslexia) – CPD sessions available to schools
and employers
❖ Neurological conditions such as ASC, ADHD/ADD, Tourette’s Syndrome/Tic
disorders
❖ Learning difficulties
❖ Physical difficulties such as hearing and visual impairments, developmental
co-ordination disorder, cerebral palsy

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NEWS AND EVENTS

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