This article contains an outline of a general overview of the assessment process typically conducted by educational psychologists in Ireland for dyslexia:
Referral: The process often begins with a referral. This referral can come from teachers, parents, or other professionals who have concerns about a student’s reading and writing abilities.
Initial Screening: Before a formal assessment, students may undergo an initial screening process. This could involve standardized tests, teacher observations, and reviews of school records to identify areas of concern.
Informed Consent: Once a decision is made to proceed with a more comprehensive assessment, informed consent is usually obtained from the parents or guardians of the student.
Comprehensive Assessment: The educational psychologist conducts a comprehensive assessment, which typically includes a variety of tests to assess cognitive abilities, academic achievement, and specific areas related to dyslexia. This may involve tests of reading, writing, spelling, phonological processing, and other relevant skills.
Observations: The psychologist may also observe the student in different learning environments to gather additional information about their strengths and challenges.
Interviews: Interviews with the student, teachers, and parents may be conducted to gain a comprehensive understanding of the student’s overall functioning and history.
Report Writing: Following the assessment, the educational psychologist compiles a detailed report. This report includes the results of the assessments, observations, and interviews, as well as recommendations for intervention and support.
Feedback Session: The psychologist typically holds a feedback session with the parents, and sometimes with teachers and the student, to discuss the assessment findings and recommendations. This session provides an opportunity to address any questions or concerns.
Intervention Recommendations: The report often includes recommendations for interventions and accommodations to support the student’s learning needs. This may involve specialized teaching methods, assistive technologies, and other strategies.
Follow-Up and Monitoring: Ongoing support and monitoring may be recommended to assess the effectiveness of interventions and make adjustments as needed. Or contact us for some ongoing support.
It’s important to note that the process can vary somewhat depending on the specific policies and practices of the educational institution or service provider.
