Let me start with a story. Many years ago, I had a student who was struggling to get specialist support to meet his learning needs. He had dyslexia and was entitled to additional support paid for by government funding.
Dyslexia was a topic skirted over in one of my degrees and so, as an Associate Lecturer supporting students with a range of needs, it occurred to me that my knowledge of the latest dyslexia research should be updated. (Another explanation might be that I was procrastinating, I had a pile of marking and smallholder jobs but let’s go with ‘professional interest’).
My journey, which included an OU course in literacy development, led me to where I am now, writing this article, hurtling towards my 500th ‘diagnostic’ assessment. It seems an appropriate opportunity to pause and reflect on what I’ve learned along the way.
Dyslexia – a contentious topic
The conceptual basis of dyslexia has been questioned. There are still misunderstandings as to what dyslexia is and less understanding still about dyspraxia. There’s a recognition of blurry boundaries between different manifestations of learning differences and neurodiversity’. There are also issues of affordability limiting access to a full assessment and heated debates about the need for assessments.
Different pedagogic approaches could arguably reduce the need for assessments. There are also differences in definitions and management within the home nations. It’s all rather more complicated than years ago. The issues above do not lead to stability in systems, processes and understanding either.
Shifting goalposts
Over recent years, additional factors have led me to evolve my assessment practice. The biggest changes were triggered by Covid. Responses evolved quickly – and erratically. The changing demands from professional bodies contributed to a feeling of shifting goalposts: changing report formats; changing acceptability of test lists – as well as a broader definition of ADHD and at times the unhealthy influence of social media. It has been messy – but I can now assess online from my smallholding, thanks to a decent satellite connection.
The state of the nation
The UK is not in the best health in lots of ways; services are not what they used to be. When assessing I need to collate medical, developmental and educational history. This means I am often the first person in a long time who listens – really listens. The fragmented nature of services – and consequence – is often exposed.
Stories
I trained as an occupational psychologist but opted to move to buy a smallholding. Still, my training and subsequent OU work helping others develop assessment skills, provided strong foundations. I’m not a psychotherapist/counsellor but narrative analysis training has been useful.
As I make appointment slots available for my 500th assessment, what have I learned?
- The concept of ‘Specific Learning Difficulties’ has evolved but remains contentious. Definitions have changed, bureaucracy still hinders, systems are (more) underfunded – yet which detail must go under which heading in my reports is still important.
- Stories are shocking, humbling and upsetting. The impact of teaching that does not meet individuals’ needs is problematic for the individual – and society. The hoops I must jump through to be able to formally acknowledge an individual’s study barriers is put into perspective.
And finally, having someone listen to their story has a huge impact. Protective factors such as self-determination or a kind teacher can dramatically alter a life course – and so can a well-managed assessment. Compassion goes a long way.
I’d better return to my marking – although perhaps I should check on my quail chicks first.
Basia McDougall CPsychol, AFBPsS
Associate Lecturer, Faculty of Arts and Social Sciences, The Open University
