Screening Assessments
Dyslexia Screening Assessment
At ICAN Education we provide a Dyslexia screening assessment suitable for 5-16 years. The aim of the assessment is to assess ability and skills matched to those of a typical student who has dyslexia. The sub-tests within the screener are adaptable. If a student finds a section difficult, the programme will automatically move them on to the next section. Less able students will therefore have fewer questions to answer than more able pupils.
Dyscalculia Screening Assessment
At ICAN Education we also provide a Dyscalculia screening assessment which aims to highlight dyscalculic tendencies. As practitioners this will then allow us to plan for any areas which need to be supported. Our Dyscalculia screening assessment is suitable for 6 to 14+ years and has been standardised to make the results accurate and reliable.
Dyslexia
What is Dyslexia?
Dyslexia is a specific learning difficulty which primarily affects reading and writing skills. However, it does not only affect these skills. Dyslexia is actually about information processing. Dyslexic people may have difficulty processing and remembering information they see and hear, which can affect learning and the acquisition of literacy skills.
Dyslexia can also impact on other areas such as organisational skills. It is important to remember that there are positives to thinking differently. Many dyslexic people show strengths in areas such as reasoning and in visual and creative fields.
(BDA - British Dyslexia Association)
Dyscalculia
What is Dyscalculia?
Dyscalculia is a specific and persistent difficulty in understanding numbers which can lead to a diverse range of difficulties with mathematics. It will be unexpected in relation to age, level of education and experience and occurs across all ages and abilities.
Mathematics difficulties are best thought of as a continuum, not a distinct category, and they have many causal factors.
Dyscalculia falls at one end of the spectrum and will be distinguishable from other maths issues due to the severity of difficulties with number sense, including subitising, symbolic and non-symbolic magnitude comparison, and ordering. It can occur singly but often co-occurs with other specific learning difficulties, mathematics anxiety and medical conditions.
(BDA Definition)