Sequencing issues and dyslexia

[mifta]

We have paid to have our daughter tested privately for Dyslexia and the outcome is that she has an average to higher level of intelligence but has very poor sequencing skills. Up to this point, the school have not been very interested in supporting her and have seemed a bit 'twitchy' since we advised them that we were funding a private assessment as we have had little joy with the school and I have very little confidence in there ability or committment to assist in her development. So, can anyone recommend any appropriate resources primarily for me and her father to read up on, to determine how we can help her move forward with this? She is 10 years old. Also has anyone any experience of this and how did you communicate with the school?
Cheers!

[froggequene]

I'm sorry, I can't offer any help with resources but you should have been able to self-refer to the Educational Psychology Service in your Local Authority & not stump up to have it done privately. Contact your Local Authority & ask to speak to the Educational Psychology department, they should be able to point you in the right direction.

For independent help & advice on your local Education Authority services speak to the Parent Partnership in your area:
http://www.parentpartnership.org.uk/

This link leads to a book on SEN & has some useful contacts in the back of the booklet:
http://www.teachernet.gov.uk/_doc/3755/Parents %20Guide.pdf

[froggequene]

PS, don't know if these are the guys you've been in contact with but you might some useful information here
http://www.dyslexiaaction.org.uk/

[mifta]

Yes, this is the organistation we have used for the private assessment. I did speak to the SENCO at my daughters school but was informed that there was insufficient resources to get my daughter assessed! I am extremely angry now with the situation my daughter finds herself in. She is the lowest acheiver in her year group but there are a large number of children in her year with SEN statements and with varying degrees of learning disability, who receive a huge amount of support, quite rightly so, but this has left the 'pot' empty for my daughter. These children have been acheiving a much higher level than my daughter and all the available support, which seems unfair as her academic level is much lower. Am must think very carefully about the next step to take!!

[froggequene]

I despise schools that discuss funding in the same breathe as a child's needs. Schools receive funding for every child in the school, they receive additional funding for every child on School Action or School Action Plus and with regard to Statemented children, how they fund Statements may vary from Authority to Authority but once the support allocated is over a certain level they receive additional funds. To be honest, I'm not completely au fait with how the funding thing works but if it's a particular bugbear, you can ask to speak to your Special Educational Needs and ask them about it, or they can put you through to the right person who can explain it to you - you could also to speak to one of the school governors.

Have you spoken to the SENCO about literacy groups? They must have them in action in the school, she may also know of any after school groups that would be of interest but I would definitely speak to the Educational Psychology Service - it's their job to assess your child & your school should at least have arranged that. Your local Parent Partnership group may also have after school groups that your child can attend.

[mifta]

Thanks for your advice, someone else has metioned the parent partnership so I think they will be my next point of contact.

[Pesk]

Hi - I'm a teacher in Primary (wasting lunchtime on computer!) and know the problem in allocating funds to children with needs. One of our parents took the local ed authority to court when they felt their child's educational needs weren't met. Might be worth looking into as just the threat if it's justified might find you more funding.

I have chldren in my class (Yr6) who need extra help but they aren't "poor "enough - i.e not statemented or school action, to reveive it.

Anyway, back to marking