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The
following Educational Psychologists Assessments are available:
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Educational
Psychologist's Full Assessment
(suitable
for both child and adult)
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£450
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Educational Psychologist's Review for Special
Examination Arrangements **
or
for Students entering Higher Education **
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£255
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**REVIEWS**
** A review can usually be offered if a full
assessment has taken place in the secondary phase of education.
HADC is unable to offer University Reviews based on
reports written prior to secondary education. If an earlier report is
produced, a full assessment will be required.
If you are looking for a
review, please seek guidance from the Assessment Department as to whether,
based on the age of your report, this is feasible, or whether a new, full
assessment, may be necessary.
Where extra work is required, such as when a report
has to be carried out at short notice, or further testing or form filling
is required, an additional charge may have to be made. Details on request.
Other Assessments which can be arranged by the HADC
Although the Centre does not
specialise in Speech and Language Therapy or Occupational Therapy, we do
have access to both and you are welcome to register your interest with us
for the following services in case we can help.
Prices on Application (POA)
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Speech and Language Therapist’s Assessment
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Speech and Language Therapist’s Combined Speech
& Language and Literacy Assessment
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Needs Assessment for Disabled Students Allowance
(usually funded by LEA’s or NHS). These are arranged through CELT who can
be contacted on 023 8059 7233 and who occasionally arrange the Needs
Assessments at the Centre.
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Occupational Therapist’s Assessment
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Handwriting Assessment
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Where extra work is required, such as when a report
has to be carried out at short notice, an additional charge may have to be
made. Details on request
For all assessments arranged through the Centre, time is allowed at both
the beginning and end of the assessment for discussion with the client, or
the parents of the child being assessed
Reports
for these assessments are sent within 3 weeks, unless the Assessor arranges
a different timing.
Assessments
If you
are unsure which is the best assessment to choose we advise you to have an
initial Consultation
For all assessments arranged through the Centre, time is allowed at
both the beginning and end of the assessment for discussion with the
client, or the parents of the child being assessed.
Reports for Helen Arkell Specialist Assessments are
sent within 2 weeks. Where the assessment is carried out by an Educational
Psychologist (EP), the EP will advise you of the delivery date for the
report.
Assessments by Helen Arkell Specialist
Assessors (HASAs)
Full Assessment
A HASA's
assessment is appropriate for children who have not previously been
assessed, or for those who require a full update on a previous assessment.
This is a comprehensive assessment where formal and informal tests are
administered to determine levels of achievement. Tests for general ability,
literacy skills and cognitive skills are used to identify an individual’s
pattern of strengths and weaknesses. The test results are presented and
discussed in a full written report. Comprehensive recommendations are given
as to how best a parent, class teacher and specialist teacher, (if
appropriate), can support the child.
Information can be included in the report to
support applications for access arrangements in exams, if appropriate.
The assessment usually takes at least two
hours.
Review for
Students Entering Higher Education
(please see note on Reviews)
This assessment is particularly aimed at students applying
for DSA eligibility, who are required to provide an updated report post 16
years.
The
assessment is an update of performance attainment. Reference is made to a
previous assessment by a Specialist Assessor or an Educational
Psychologist, in which dyslexia or another specific learning difficulty has
been identified, and which details ability levels.
The
review takes about one hour, and a report is produced which can be
forwarded by the student to a LEA or NHS Grants Unit.
Review for Access Arrangements in Exams
(please see note on Reviews)
This review is appropriate for children and
adults who have previously been assessed by an Educational Psychologist or
Specialist Assessor, and where specific learning difficulties or dyslexia
has been diagnosed. The primary aim of this review is to test current skill
levels (e.g. reading and spelling) in order to provide information to the
school/course.
The HADC assessor will supply the test scores
and information from the review. It is the school’s responsibility to
interpret these scores and make an application to the appropriate awarding
body, filling out any of the required JCQ paperwork.
The review is likely to take an hour and the
JCQ Form 8 will be completed if required for the school/college.
The review offers limited opportunities for
consultation as the primary aim is to offer the briefest procedure
necessary to provide information for exam access arrangements.
Mathematics
Assessment
This Helen Arkell Specialist Assessment is appropriate for children
who are experiencing difficulty with mathematics.
The
assessment will comprise some formal and/or informal testing of numeracy
skills and knowledge. The child’s current level of attainment will be assessed,
together with his/her mathematical thinking and learning style. The test
results and teaching recommendations for numeracy are presented and
discussed in a full written report.
Tests
of General Ability, single word reading and cognitive skills may also be
administered in order to gather further diagnostic information about the
child.
The
assessment usually takes at least 2 hours.
Adult Assessment
Assessments for mature students and adults are
usually sought to establish the nature of an individual’s difficulties and
to provide advice on future action. The Wide Range Intelligence Test (WRIT)
is used.
This assessment can also be
used for an up-to-date assessment for students entering Higher Education
whose last report was before secondary education.
Assessments by Educational Psychologists
Full
Assessment
This assessment provides a cognitive ability profile (usually the
Wechsler Scales or British Ability Scales) with measurements of reading, spelling
and number as required. Further exploration into areas where those with
Specific Learning Difficulties typically struggle, will be carried out
where appropriate. The assessment takes up to two hours.
A written report aims to provide a full description
of intellectual, literacy and numeracy strengths and needs. The report
should be helpful in informing decisions about educational provision in
schools, further or higher education and the nature of any support, which
might be required. A report for access arrangements in exams can also be
provided if necessary and applicable.
Review for
Students Entering Higher Education
(please see note on Reviews)
This assessment is particularly aimed at students applying
for DSA eligibility, who are required to provide an updated report post 16
years.
The
assessment is an update of performance attainment. Reference is made to a
previous assessment by an Educational Psychologist, in which dyslexia or
another specific learning difficulty has been identified, and which details
ability levels. The review takes about one hour, and a report is produced
which should be forwarded by the student to a LEA or NHS Grants Unit.
Review for Access Arrangements in Exams
(please see note on Reviews)
Tests of reading and spelling levels and speeds
are administered. Reference is made to previous assessment by an
Educational Psychologist, in which dyslexia or another specific learning
difficulty has been identified, and which details ability levels. This
review is likely to take up to an hour and, if appropriate, the JCQ Form 8
will be completed ready to be given to the school/college who will then be
able to make a decision regarding access arrangements.
This review assessment offers limited
opportunities for consultation or counselling, as its primary aim is to
offer the briefest procedure to provide information for examination
arrangements.
Adult Assessment
Assessments for mature students and adults are
usually sought to establish the nature of an individual’s difficulties and
to provide advice on future action. (Testing from the Wechsler Adult
Intelligence Scale (WAIS) is used.)
This assessment can also be
used for an up-to-date assessment for students entering Higher Education
whose last report was written more than two years ago.
Other
Assessments and Therapy
Although the Centre does not
specialise in Speech and Language Therapy or Occupational Therapy, we do
have access to both and you are welcome to register your interest with us
for the following services in case we can help.
Assessments by Speech and Language Therapists
Speech
and Language Therapist’s Assessment
This includes comprehensive assessment of both
receptive (understanding) and expressive spoken language. Further testing varies according to need
and may include sound processing and phonological awareness; the ability to
comprehend and use grammatical constructions appropriate to age; vocabulary
and the ability to retrieve words; social interaction and
communication. Test results and
discussions are prepared in a full formal report, which contains practical
recommendations for home and school.
If speech and language therapy is recommended, the report provides a
suitable profile from which therapy may begin. Assessment takes around two hours.
Combined Speech and Language and Literacy Assessment
A Speech and Language Therapist who is also
trained in Specific Learning Difficulties carries out this assessment. It is suitable for a child who is
experiencing both spoken and written language difficulties and explores the
interaction between the two, and the impact on educational progress.
Comprehensive assessment of receptive
(understanding) and expressive language, reading and spelling levels and a
general indication of intellectual ability are included. Further testing varies according to need,
and may include: sound processing
and phonological awareness, the ability to comprehend and use grammatical
constructions appropriate to age, vocabulary and the ability to retrieve
it, social interaction and communication.
Test results and discussions are prepared in a full formal report,
which contains practical recommendations for home and school. If speech and language therapy or
specialist tuition are recommended the report provides a suitable base
profile for the therapist or teacher to use.
Three hours is sometimes necessary to complete
the assessment, and therefore two appointments may be necessary for a young
child.
Assessments
by Paediatric Occupational Therapists
The assessment includes the administration of
standardised assessments and the therapist’s clinical observations.
The areas assessed are:
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Gross Motor Skills
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balance, strength
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Fine Motor Skills
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pen grip, scissors, knife and fork
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Handwriting
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Letter formation, pencil control
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Perceptual skills
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how the child interprets visual information
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Visual motor skills
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how the child integrates visual and motor skills
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Sensory Integrative skills
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whether the child is over or under sensitive to
sensory information
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Attention and concentration
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Functional skills
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The assessment takes up to three hours, and is followed
by a full written report of the therapist’s findings, which includes
recommendations for use at home and at school.
Sometimes a short course of occupational therapy is
recommended and this may be arranged directly with the therapist.
Handwriting Assessment
The assessment takes about one hour, during which standardised tests
and observation are used to assess visual motor integration, posture, pen grip,
letter formation, motor planning and other appropriate skills relevant to
handwriting. In the brief report,
these are described and practical recommendations are made.
Sometimes a short course of occupational therapy is recommended and
this may be arranged directly with the same therapist.
Study Needs Assessment for
Disabled Student Allowance for Students Entering Higher Education
Many dyslexic students or students with specific
learning difficulties who choose to attend higher education are eligible
for the Disabled Student Allowance. This is a grant administered by the
student’s Local Education Authority (LEA).
The LEA requires and funds an assessment of Study Needs to
determine what sort of equipment and/or assistance may be required to
support a particular dyslexic student.
In collaboration with the Centre for Enabling
and Learning Technologies (CELT) at the University of Southampton,
the Helen Arkell Centre offers an exceptional service for dyslexic learners
entering higher education. Study Needs
Assessments may be booked through CELT throughout the year. The assessment usually takes two to three
hours. A comprehensive report will
be written, and the report will contain detailed information concerning the
student’s technological and study requirements.
Our
assessors are qualified specialist teachers with additional training in the
IT requirements and study needs of students in higher education. They understand the needs of dyslexic
learners, have a detailed knowledge of study skills suitable for students
in higher education, and have the practical skills and experience of the
use of technological aids in learning.
All assessors have the most up to date equipment and software to use
and demonstrate during the assessment.
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