If you wish to complete the Family Questionnaire by email please contact us at enquiries@arkellcentre.org.uk and we will email the document to you.

There are many dyslexics and many dyslexias – we have a dyslexia assessment for each and every one

Every dyslexic is an individual with individual challenges. As you may have read elsewhere on this site dyslexia manifests itself in many ways in both children and adults. Accordingly we offer a diverse range of assessments. It’s a pretty big list so you might need to look carefully to find the assessment you’re looking for. We’ve also included a downloadable pdf of our brochure for your reference.

If you’re not sure which assessment might be most appropriate give us a call or come in for a 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.

Dyslexia Assessments by Helen Arkell Specialist Assessors (HASAs)

HADC has its own team of highly trained specialist assessors (HASAs) who are professionally qualified to assess, report, and advise on all aspects of dyslexia. As a general rule most assessments will be carried out by HASAs although HADC also works with Educational Psychologists (see below).

Full Literacy 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.

NB: Mathematical skills will not usually be investigated during this assessment.

Information can be included in this report to support applications for access arrangements in exams, if appropriate. The assessment usually takes at least two hours.

Summary Assessment
A HASA’s Summary Assessment will comprise a relevant battery of key tests to show the child’s general ability, cognitive skills and current levels of literacy attainments. A summary of reading attainments and behaviour will be included, together with a description of any other significant strengths and weaknesses, if appropriate.

All assessment information will be reported and essential recommendations given for supporting the learner.

Each Summary Assessment report will include:

Summary of background information from home and school, including history of support at school
Table of test scores
A description of reading attainments and reading behaviour
A summarised description of performance and attainments on other tests
An holistic overview of the assessment findings
Essential recommendations for supporting the learner at home and in the classroom

Top up assessments are available within a reasonable time frame if required.

Review for Students Entering Higher Education (please see note below)
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 below)
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.

NB: No other literacy assessment will usually be carried out during this session, except for single word reading.

This assessment can also be used for an up-to-date assessment for students entering Higher Education whose last report was before secondary education.

Summary Assessment for Adults
A HASA’s Summary Assessment will comprise a battery of key tests to show the persons general ability, cognitive skills and content levels of literacy attainment. Literacy attainments will be summarised, together with a description of any other significant strengths and weaknesses, if appropriate. All assessment information will be repeated with essential recommendations for supporting the adult in either his college or workplace.

Handwriting Assessment
A HASA’s Handwriting Assessment is a comprehensive assessment where formal and informal tests are used to determine levels of legibility, accuracy and speed. The Detailed Assessment of Speed of Handwriting (DASH) will be used to formally measure legibility and speed of handwriting. Further informal tasks from the PEEX 2 or PEERAMID II battery of tests will also be used to determine any other factors which may impact upon handwriting skills.

This assessment may also be used to determine eligibility and support applications for extra time in examinations.

A sample of the child’s free writing will be requested by the Centre before the assessment takes place. A referral to an Occupational Therapist will be suggested if appropriate. This assessment usually takes about 45 - 60 minutes.

Assessments by Educational Psychologists
Where appropriate following a consultation we refer individuals to an educational psychologist. Their services include:

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 Access Arrangements in Exams (please see note below)
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
Whenever speech and language may be a potential problem we refer individuals to our team of speech and language therapists. Their services include:

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
Whenever motor skills may be a potential problem we refer individuals to our specialist paediatric occupational therapists. The assessment includes the administration of standardised assessments and the therapist’s clinical observations in the following areas:

Gross Motor Skills balance, strength
Fine Motor Skills pen grip, scissors, knife and fork
Handwriting Letter formation, pencil control
Perceptual skills how the child interprets visual information
Visual motor skills how the child integrates visual andmotor skills
Sensory Integrative skills whether the child is over or undersensitive to sensory information
Attention and concentration
Functional skills

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.

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 Assessors 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.

Assessment Fees
The fees set out on the following pages show the assessments most requested by our clients. If you do not see the particular assessment you are looking for, please contact our assessment department who will be pleased to give you further help. If you would like to discuss whether an Educational Psychologist's assessment, or one carried out by a Helen Arkell Specialist Assessor is the more appropriate one, please contact us to discuss.

2009-2010

From September 1st 2009

Helen Arkell Specialist Assessors (HASAs) offer the following Assessments:

Full Assessment (suitable for both child and adult) £420
Summary Assessment £280
Maths Assessment £420
Full Combined Literacy and Maths Assessment – POA
Review (see note below) for Special Examination Arrangements Or for students entering Higher Education £280
Handwriting Assessment £155
Summary Assessments in Schools can be arranged - POA

Reviews For Students Entering Higher Education
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 think that a Review may be suitable, please contact our Assessment Department who will request dates and details of the previous assessments and confirm if this is the most appropriate type of assessment. In certain cases, depending upon the time period that has elapsed since previous assessments, it may be necessary to have a full assessment.

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.

The following Educational Psychologists Assessments are available:

Educational Psychologist's Full Assessment (suitable for both child and adult) £490
Educational Psychologist's Review for Special Examination Arrangements or for Students entering Higher Education £280

Other Assessments which can be arranged by the HADC – POA
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.

Speech and Language Therapist’s Assessment

Speech and Language Therapist’s Combined Speech & Language and Literacy Assessment
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.
Occupational Therapist’s Assessment
Handwriting Assessment