Timeline for DAR and DSA assessments
Diagnostic Assessment Report (DAR)
The Diagnostic Assessment Report (DAR) provides a comprehensive evaluation of an individual’s learning profile. It includes detailed findings on the presence and severity of dyslexia, dyspraxia, and ADHD symptoms in individuals aged 16 and above, along with recommendations and strategies tailored to their needs. The report outlines strengths and weaknesses across various cognitive and academic domains, offering insights to inform personalised support plans for education or the workplace.
Assessment for Disability Students’ Allowance (DSA)
The Assessment for Disability Students’ Allowance (DSA) for Specific Learning Differences (SpLDs) is a specialised evaluation conducted to determine an individual’s eligibility for financial support and additional resources to aid in their academic pursuits. Specifically focused on SpLDs, such as dyslexia, dyspraxia, ADHD, and others, this assessment aims to identify the specific challenges and needs of the student in their educational environment. It involves thorough testing and analysis to assess the impact of these SpLDs on the individual’s learning and daily functioning. The results of the assessment help to inform the provision of appropriate accommodations, technologies, and support services to facilitate the student’s academic success and ensure equal access to education.
Access arrangements
All testing for access arrangements complies with the latest requirements of the Joint Council for Qualifications (JCQ). Based on this, appropriate accommodations, such as extra time, assistive technology, or alternative formats for assessments may be recommended, ensuring that the student has equal opportunities to demonstrate their abilities despite any challenges they may face as a result of disabilities, health conditions, or other circumstances.
It is essential that parents speak with school first about this before an assessment takes place as many schools carry out their own assessments in-house; however, it is possible for an external assessor to do this on behalf of the school but it must be done in collaboration with the school’s SENCo.
When assessing for access arrangements, several key factors need to be considered:
- History of need: Evidence of need is gathered eg. any previous assessments: visits to professionals such as optometrists, Speech and Language Therapists; details of any support lessons; comments in school reports; details of any concerns raised in the past.
- Normal way of working: For access arrangements to be put in place, evidence needs to be gathered from the student and teachers to show that it is the student’s normal way of working in the classroom, as well as in tests and examinations.
- Slow speed of working: Testing needs to show that the student’s speed of working is below average in at least two of the following areas:
- Reading speed
- Writing speed
- Processing speed (this may be two different areas of processing)
- Significant disadvantage without access arrangements: Evidence needs to be provided to show that the student would be at a significant disadvantage without access arrangements and that their difficulties are not the result of other factors such as lack of experience, poor technique, weakness in comprehension or a difficulty with revision. If it is difficult to gather evidence from teachers, a DAR may be used to support this providing it has been written with support from the school’s SENCo.
General assessment
Not everyone wishes to have a formal diagnostic assessment so a good starting point is to have a general assessment. This covers various domains crucial for understanding the student’s overall functioning and potential challenges. Depending on the needs of the individual, it may include the following:
- Memory: Different areas of memory may be investigated including short and long-term memory, working memory and executive function skills. Executive function skills are crucial for problem solving, decision-making and self-control. Weaknesses in different areas of memory can impact academic success, problem solving, decision making, remembering instructions and following directions.
- Visual Perception: This is how an individual interprets and makes sense of visual information, including skills such as visual discrimination, figure-ground perception and visual closure; hand/eye co-ordination, and other aspects of vision may also be investigated to identify any difficulties that may affect learning or daily activities, including reading, writing, interpreting graphs, fine motor precision such as handwriting, spatial awareness, interpreting facial expressions.
- Phonological Awareness: The ability to identify and manipulate units of sound within words; this is essential for developing reading and writing skills.
- Processing Speed: Assessing the speed and efficiency with which an individual can process and respond to different types of information; deficits in this area can impact various aspects of learning and cognitive functioning.
- Motor Co-ordination: Examining fine and gross motor skills to assess co-ordination, dexterity, and motor planning abilities, which are important for tasks such as writing, typing, sequencing skills, planning, organisation and other daily activities.
The assessment takes about an hour and a half to complete, including verbal feedback. It provides detailed findings on different domains, highlighting strengths and weaknesses and offering recommendations and strategies to support the individual’s needs. These recommendations may include accommodations such as assistive technologies, modifications to learning environments, or specialised instruction. Additionally, the report may suggest onward referrals to specialists or other professionals for further evaluation or intervention, ensuring comprehensive support for the individual’s overall well-being and academic success.