- Who Are the Assessors
- General Evaluation and Assessment Process
- Psycho-educational Evaluations / Assessments
- Specialist Learning Disability Assessments
Every child, adolescent or adult with learning difficulties has his/her own specific challenges.
Lexicon Reading Center offers a range of assessments to provide for each individual’s specific needs. Many parents wish to have a consultation with the educational psychologist for guidance before making a decision about the specific assessment needed, at other times the purpose of the assessment is clear, such as re-assessments or an assessment for access arrangements.
Who Are the Assessors
At Lexicon Reading Center we have a team of highly trained assessors who are professionally qualified to assess children and adults, provide comprehensive reports, diagnose learning disabilities and propose appropriate support and interventions. Our assessors are certified educational psychologists with a wide range of experience in the assessment of individuals with learning disabilities.
Sometimes parents or teachers are not sure about what is best for their children or students. They are not sure if their child needs a professional evaluation. The initial consultation with the educational psychologist can help the parents and teachers to make decisions about the next steps.
This service, like all services provided by Lexicon Reading Center, is covered by professional confidentiality. Should the parents decide to go ahead with a psycho-educational assessment, the fee for the consultation will be deducted from the assessment fee.
General Evaluation and Assessment Process
- After you have contacted Lexicon Reading Center, we will discuss with you the most appropriate type of assessment. Once you have made a decision, we will organise suitable dates for the assessment.
- A short feedback after the last assessment will inform the parents about the general outcome.
- An extensive written report will be provided, usually, within 15 working days, parents will be notified about any complications or delays.
- The findings of the report will be explained to parents in a one hour face-to-face session.
- The report will include a diagnosis, if appropriate, and make recommendations for support, interventions, and accommodations/access arrangements.
- Meetings at schools to discuss the outcome of the assessment are usually organised after psychoeducational assessments if parents wish to do so. These meetings are included in the cost of the evaluation.
- Observation of the child within the school environment is sometimes recommended, especially if the issues are of the psychological or behavioural nature. School observations may be not needed for every child.
Psycho-educational Evaluations / Assessments
What is a psycho-educational assessment?
- A psychoeducational assessment is the systematic and thorough investigation of a student’s strengths and weaknesses in various domains (e.g., cognitive ability, achievement, information processing, language, attention, behaviour, psychological issues).
- The assessment is accomplished through several one-on-one sessions with the individual and our highly trained, experienced, and licensed psychologists. Depending on the purpose of the assessment, it may involve interviews, history taking, rating scales, standardized assessment tools, observations and work samples analysis.
Who can be assessed?
- We provide assessment services to individuals in the age group from five years old till adulthood.
Purpose and benefits of the evaluation
- The primary objective of the assessment is to find the best way of helping individuals to achieve their full potential.
- The evaluation-provides in-depth insight into the nature and extent of difficulties.
- The evaluation guides the development of appropriate remedial interventions based on identified strengths and weaknesses.
- It helps determine the nature and level of support your child’s need at the school and at home.
- An assessment report is required to qualify your child for exam accommodations / and access arrangements (extra time, reader, scribe, technology..etc.). The report is also essential for language exemption applications.
- A psychoeducational report is also very important to explain and justify an application for second language exemptions.
What does the assessment diagnose/identify?
- Diagnosis of DSM-V Learning Disabilities
- Diagnosis of a specific learning difficulty (Dyslexia, Dysgraphia, Dyscalculia)
- Diagnosis of a Specific Language Impairment (SLI)
- Identification of giftedness
- Diagnosis of attention difficulties (ADHD) and identification of support needs
- Diagnosis of psychological issues (anxiety, trauma, etc.) and identification of support needs.
- Identification of eligibility for Accommodations and access arrangements in exams.
- Support for curriculum adjustments and second language exemptions.
- Support for the planning of individualized remedial interventions.
Specialist Learning Disability Assessments
- These assessments take between two and four hours and usually include a summary of the report findings, a summary of background information, detailed interpretation of test results and essential recommendations for access arrangements, in school and at home support needs and remedial intervention needs.
- There are reports will be tailored to the specific needs and requirements of the individual student.
Full Assessment Focusing on Literacy
These assessments are usually undertaken to assess progress in literacy and provide information on appropriate interventions, support needs and need for continuing access arrangements. The assessment comprises a full academic achievement profile for reading and writing.
Full Assessment Focusing on Basic Mathematical Skills
These assessments are usually undertaken to assess progress in maths and provide information on appropriate interventions, support needs and need for continuing access arrangements. The assessment comprises a full academic achievement profile for numeracy.
Full Assessment Focusing on Literacy and Basic Mathematical Skills
These assessments are usually undertaken to assess general academic progress and provide information on appropriate interventions, support needs and need for continuing access arrangements. The assessment comprises a full academic achievement profile for both literacy and numeracy.
Assessment for Access Arrangements and Accommodations for Exams
These assessments are usually undertaken to assess the eligibility for specific access arrangements.
The specific skills and abilities assessed depend on the individual needs of the students.
These assessments are usually undertaken to provide support for applications relating to access arrangements for the additional time and or technology usage in examinations. The assessment comprises both formal tests (DASH) and qualitative observation to determine the levels of legibility, writing accuracy and writing speed.
How can I tell if my child needs to be tested?
During the initial consultation, our specialist will have a detailed discussion with you and interact with the child to understand to what extent the child’s functioning is affected at school, at home and/or socially. Growing involves a lot of changes, and most children will have some level of difficulty along the way. However, if your child is consistently struggling at school, demonstrating serious behavior problems at home, and/or unable to initiate and maintain attention or social relationships, there may be something more going on.
How can I know if my child is really struggling or he is simply lazy?
Although not impossible; it is a rare occasion to find that a child who is struggling in school because of being lazy. School is such a big part of children’s identity, and doing poorly in school sets them up for a whole host of negative consequences that will eventually impact their self-concept. Words such as “lazy” and “unmotivated” in reference to a young child may need further investigation.
Won’t it work against my child to be labeled?
A label, or diagnosis, is only a problem if it is not accurate. When we avoid labeling (diagnosing), we are doing a real disservice to children. Without a diagnosis, we can’t determine the appropriate intervention. For example, if a child is diagnosed with moderate dyslexia, there are specific things we do to remediate his literacy skills that might not be done if the diagnosis was different. If we are afraid to “label,” we are unable to streamline treatment, and the child may move from one program to another without progress.
What will my child be doing during the assessment?
Your child may be asked to perform various activities such as drawing, working on blocks, solving puzzles, listening to stories, answering questions as well as reading, writing, and math calculations.
Am I allowed to be with my child during the assessment?
Yes, you are allowed to be with your child during the assessment. However, this is not always helpful since you being there may affect your child’s performance in subtle or unexpected ways that the psychologist cannot easily control.
What assessment tools do you use?
We use internationally standardized assessment tools, such as the Woodcock-Johnson cognitive and achievement battery, the WISC and the WIAT. In addition to that; there are further tools that are used according to the nature of difficulties reported such as in-depth language, auditory processing or math evaluation. Our psychologists are trained to use a range of assessment tools and we ensure that our resources are up to date and recently standardized.
How long does an assessment take?
Typically 6-7 hours in contact with the parent, the child and the school. The first hour is the initial consultation then 3-4 hours with the child, then a feedback meeting with parents when the report is ready. A school meeting can be arranged if parents wish that to happen.
Does an assessment involve school observations?
It depends. Usually, the school is requested to fill a set of questionnaires from their daily observation of the child. Our specialist will only conduct school-based observation if the issues reported are mainly behavioral rather than academic. This helps to reduce the cost significantly.
How to prepare my child for the assessment?
It is recommended that you inform them (in advance) that they have an appointment scheduled with us. It is advised that you avoid using emotionally-laden terms such as “testing,” “doctor,” “learning disabilities,” and “giftedness” with your child. For example, rather than saying “You are going to a doctor to be tested for learning difficulties,” you could explain that you made an appointment with someone who will help you and them to understand “how their brain learns best” which will allow you to help make learning easier and more fun for them.
Will it be stressful for my child?
Since the assessment aims to evaluate the child’s level in various areas, your child will be expected to perform tasks that may be challenging. As every child is unique, it is difficult to predict how your child might react to the testing experience. Nonetheless, the psychologists working with your child will strive to ensure that he/she is comfortable during the assessment.
What happens if my child is upset or will not co-operate during the assessment?
Our team recognizes this as a possibility for any child they plan to assess. They will do what they can to settle a child and encourage co-operation. The long and rich experience of our assessment team enables them to handle such situations effectively.
In which language is the assessment done?
The assessment is done in English. The child should have enough exposure to English to understand the instruction. Our team members speak various languages such as Arabic, German, French, Urdu, Tamil..etc to help to communicate with parents and with the child if needed.
My child has speech problems, can he undergo the assessment?
Depending on the level of the speech problems. A major part of the assessment involves verbal communication.
How long is the waiting time/ waitlist for an assessment?
It depends on which time of the year, some months are busier than others. Typically it takes 2-3 weeks to get an appointment.
How do I arrange for assessment and how much does it cost?
Please contact us on +971507954428/+97144547003 or send us an email to firstname.lastname@example.org
Once my child has been assessed how long do I have to wait for the report?
Typically it takes 15-20 working days to complete the comprehensive report. It may take shorter if our caseload is lighter or longer in case of holiday seasons.
Do you provide intervention following the assessment?
Yes, we provide educational therapy in reading, writing, math and higher level language skills in addition to family therapy and behavior support. We also provide day programs as alternative schooling. As we provide individualized intervention we can tailor make an intervention package for your child depending on their learning profile.
Is it mandatory to enroll in your intervention program after the assessment?
No, it is your decision to enroll your child in our program after the assessment. In fact, not all children undergo the assessment will be recommended a program. It depends on the nature of difficulties and whether the child will benefit from our intervention.
Do you do assessments to apply for exam accommodations / Second Language exemption?
Yes, we do. Our Educational Psychologists are all qualified to a level that is required by examination boards and educational authorities. However, granting the accommodations and exemption remains a decision of the concerned body.
My child was assessed 3 years ago at Lexicon Reading Center/other organization. When do I need a re-assessment?
You may reconsider doing a re-assessment in the following cases:
- If you are still concerned about your child’s difficulties and you need to know his/her current level of performance.
- If the previous assessment was done when the child was younger than eight years old.
- If you are applying for new school, university, exam accommodations or language exemption.