4.11. Transitions
Recap
Module 2 highlighted the important issue of transitions
It important to understand that transitions occur each day, through the year as listed below and not only at the commonly highlighted stages such as P7 – S1 or S4/5/6 to post school.
Transitions also impact on the family or on those who care for the child or young person. There are numerous types of transition that occur throughout the day, the school term, the year and across the lifespan as highlighted in Figure 17. It is not always the major (macro) transitions that have the most impact on learners, but all need to be considered and planned for where possible. At the very least, coping with transition needs to be recognised as a potential for increase in stress for learners and their families. In line with legislation, transitions should be planned well in advance.
Access the Transitions [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] section within the Addressing Dyslexia Toolkit. New resources are being added and a range of short animations are available.
Post School Transitions
Post School Identification and Support
The criteria involved in providing a post school identification of dyslexia is different from the criteria for a young person who is attending school in Scotland. Therefore, it is important that the information gathered at school is made available to the young person before leaving.
Post school independent assessments are carried out by practitioners who hold specific qualifications which are not required for teachers in Scottish schools. Independent assessors usually charge for this service.
Employers are not obliged to help with the cost of an assessment but often recognise the benefits an assessment can have for the company and their employee. Support in the workplace is available through the Access to Work programme, arranged through the Job Centre.
Students in Further or Higher Education
Colleges and universities have a duty under the UK wide Equality Act 2010 to make ‘reasonable adjustments’, to ensure that students with disabilities are not placed at a disadvantage in comparison to non-disabled students.
This is an anticipatory duty which means that education providers should continually review and anticipate the general needs of disabled people, rather than simply waiting until an individual requests a particular adjustment.
Students might also be able to apply for the Disabled Students’ Allowance (DSA), through Student Awards Agency Scotland (SAAS). An assessment is required to access the grant funding. The Student Awards Agency Scotland (SAAS) ‘Guide to the Disabled Students’ Allowance for Disability Advisers’ outlines what evidence students applying for the Disabled Students’ Allowance (DSA) need to show about their dyslexia. As can be seen from the highlighted section in the extract outlined below, evidence is acceptable for this purpose if the person providing the report is:
“a General Teaching Council for Scotland (GTCS) registered teacher working in or supporting the school in Scotland which the student attended and who has completed the Dyslexia Scotland & Open University 'Dyslexia: Identification and Support' (Module 3).”
“First time applicants will be asked to provide diagnostic evidence to confirm their disability or learning difficulty. If their disability changes during their course and they require additional support as a result, we may request further evidence to confirm their circumstances.
It is not always necessary for evidence to be recent if the nature of a condition will not change. However, we may ask for evidence which confirms the current status of a student’s condition if necessary.
N.B. SAAS will only consider recommendations made by the students’ Needs Assessor or Disability Advisor. SAAS will not take into consideration any recommendations for support which are made by a third party.”
We have provided some examples of the diagnostic evidence we may request below:
Dyslexia or specific learning difficulties (SpLD):
A written statement or report from one of the following:
- Psychologists who are registered with Health and Care Professionals Council (HCPC)
- An appropriately qualified professional – this includes those who:
- Hold an SpLD Assessment Practising Certificate (APC); or
- Hold a suitable Postgraduate qualification of a level which would be acceptable for Associate Membership of the British Dyslexia Association (AMBDA), Level 7; or: are a General Teaching Council for Scotland (GTCS) registered teacher working in or supporting the school in Scotland which the student attended and who has completed the Dyslexia Scotland & Open University 'Dyslexia: Identification and Support' (Module 3).
The student’s assessment must have taken place while they were at school within the context of the local authority’s Collaborative Assessment Pathway for Dyslexia and Literacy Difficulties – available on the Addressing Dyslexia Toolkit.
Statements or reports provided by a psychologist or appropriately qualified individual (as described above) must contain a clear conclusion or summary, which confirms formal identification of dyslexia or SpLD. If the student is unable to provide the evidence described above, we can accept a written statement from a previous educational establishment. The statement must confirm formal identification of dyslexia or a SpLD and that identification was carried out by a psychologist or appropriately qualified professional (as described above). If you are not sure if we will accept a student’s evidence please contact Dyslexia Scotland for further advice.
An independent assessment is not required prior to course entry at college or university, particularly if an appropriate assessment has been carried out in school by a qualified individual. If an assessment has been carried out in school, and updated around the age of 16, then some universities will accept that as proof of dyslexia without the need for any independent, paid for assessment. If an assessment is not in place prior to the start of the course, this can lead to a delay in support and assessment arrangements being in place.
In summary the entitlement to assessment and identification of dyslexia differs between school and post school due to the different systems which have been developed for different settings and age groups. It is advisable to contact the college or university in advance to find out what their procedures are.
Ensuring that all young people who require one have access to their learning profile and record of identification prior to leaving school will as discussed in section 2.5, provide valuable information to the post school setting. However, for this to happen the transition planning must:
- Be planned in advance and in accordance with the 2017 Code of Practice
- Contain appropriate and robust information
Difficulties arise once the young person has left school as school cannot pass on information to third parties unless they have permission as this will breach data protection legislation. It can be a very difficult and busy time when term starts at college and universities and staff try to gather information on the student’s support needs. Problems arise if the student does not have an appropriately robust learning profile which highlights their:
- Strengths
- Areas of difficulties
- Motivations
- Supports which have been in place – including SQA Assessment Arrangements
The Addressing Dyslexia Toolkit has a range of templates which can be used for reporting and providing learner profiles which include post school profiles
Activity 19
How can you ensure you are capturing learners’ strengths as you are progressing through the identification and support process and developing their profile?
Evaluate the information your schools/authority uses for developing learners’ profiles
4.10. Assessment Arrangements