1.2.1 Why the need for a diagnosis?
Have you ever heard the expression ‘knowledge is power’? It comes from a Latin phrase (commonly attributed to Sir Francis Bacon, 1597) referring to the importance of acquiring knowledge in general. Another one that you may have heard before is ‘when you know better, you do better’ (attributed to Maya Angelou, date unknown). This conveys the idea that ‘knowing’ is not just about accumulating facts, but about understanding and applying them in our daily lives. It is this application of knowledge that empowers us to make informed decisions, solve problems, and ultimately, improve our lives.
Returning to the diagnostic assessment with this in mind, its importance lies in the detailed report it produces. This report can serve as evidence in schools, other educational institutions, and workplaces. More importantly, it reveals the strengths and weaknesses of a dyslexic person. Consequently, the assessment is relevant for:
- exam/access arrangements
- professional qualifications
- workplace adjustments (explored further in Week 7) providing more information for employers, so that employees needs can be met
- financial support from Student Finance England (SFE) to attend university. Students can apply for Disabled Students Allowance (DSA) in the United Kingdom (UK)
- if a student qualifies, approval is needed for DSA funding and a full diagnostic assessment report is required for this. The funding is based on need and does not need to be paid back. If the application is successful a Needs Assessment will follow which will assess what support, including assistive technology (AT), and reasonable adjustments a student might need. The British Dyslexia Association, and other charities, such as the Helen Arkell Dyslexia Charity can help with completing applications.
- self-understanding of one’s own capabilities
- self-esteem and motivation (among other things).
Be aware
An assessment cannot be used in a court of law, for instance, in a tribunal or a court case. An expert witness will be required in this situation who will be a chartered psychologist, probably specialising in education.
In general, a diagnostic report will give detailed information and a greater understanding of an individual, a child, or an employee as to their strengths and weaknesses and where support would best be targeted. A diagnosis would also help for comorbidity (which will be covered in Week 4) as it can attribute some of the difficulties to the condition rather than to feeling ‘dumb’. Let’s now move to examine what type of tests are run for a diagnosis.