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Neurodiversity Assessment

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NEURODIVERSITY ASSESSMENT

PROVIDES SUPPORT FOR STUDENTS WITH SPECIFIC LEARNING DIFFERENCES

Please also see the study skills page where there is a section on studying with neurodiversity.

Betonica is focused on making its programme inclusive and fair for both students and staff. If you have difficulty understanding this page or have suggestions about how this support can be improved, please contact your head of year.

The education team and teaching staff at Betonica attends regular training sessions and there is always a section dedicated to updating the skills needed to facilitate teaching that addresses students with neurodiversity. We are regularly updating our support strategies and inclusion procedures in alignment with government guidelines and the mission statements of organisations associated with different learning differences, such those mentioned on this page.  Inclusive teaching is addressed via Study Skills, however there is some overlap here.  

INTRODUCTION

TO NEURODIVERSITY

Often suggested as a behavior demonstrated by those who ‘think differently’, neurodiversity is perhaps better thought of in terms ‘how we all process information differently’.

This includes how information is received, taken-in, processed and then how it is placed back into the outside world. This obviously affects communication and is why it so important to highlight in education. 

Wherever possible, Betonica is supporting students through making its learning materials and teaching sessions accessible for all. We are always looking to update technology to improve our learning partnership with students, so let us know if you have ideas and of your experiences.  

There are many types of neurodiversity. Those known as a specific learning difference or difficulty are somewhat familiar. Examples are Autism, or Autism Spectrum Conditions, ADHD: Attention Deficit Hyperactivity Disorder, or ADD: Attention Deficit Disorder, Dyscalculia, Dyslexia, Dyspraxia, or Developmental Coordination Disorder (DCD). Some lists include others under the umbrella; Cognitive functioning difficulties or executive dysfunction, Dysgraphia, Misophonia, Slow processing speed, Stammering, and Tourette’s syndrome. 

Betonica reflects the population at large, where around 1 in 7 people in the UK have some kind of neurodifference. As Cambridge University Hospital states: 

“Being neurodiverse does not correlate with low intelligence; many people with neurodifferences are highly intelligent. People who are neurodiverse often think about and see the world differently, making them a huge asset to any team that wants to improve how they do things and deliver excellent patient care or services.” (CUH, 2022). 

The key sections on this page that are designed to help students that wish to access support for a specific learning difference. These include disclosure, assessment support, reasonable adjustments, and wellbeing support. This list is not restricted and will be regularly updated. We welcome your feedback at all times. 

COMMON FAQS, KEY TERMINOLOGY,

USEFUL INFORMATION AND LINKS

  • The term ‘Specific Learning Difference’ (SpLD) refers to a difference/difficulty people have with particular aspects of learning. The most common SpLDs are dyslexia, dyspraxia, attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD), dyscalculia and dysgraphia.

    Having an SpLD does not predict academic potential and Betonica has designed its teaching and assessment processes to include reasonable adjustments and support where possible what is described as an assessment of needs. 

  • A partnership to support students with a SpLD will involve the relationship between the student, their PAT, the education team and possibly Wellbeing support. If you have an assessment for a SpLD and you feel that you will need additional individual reasonable adjustments, then we will need you to submit a copy of your diagnostic report.

    You will know what this report is, however if you believe that the information is too personal we will need an official letter that states your SpLD and support recommendations. This information will state any extra support measures deemed appropriate in the support of your learning, including assessments such as exams.  At Higher Education level, diagnostic reports must be of a specific standard to be acceptable. If you are not sure whether the report that you have meets the standard, please contact us and we will be happy to assist you.

    If you have a report, please send us a copy as soon as possible as this will enable us to put institutional adjustments in place for you for the start of your learning with Betonica.

    If you think you may have a SpLD and you do not have a valid report, we strongly recommend that you obtain one as we can only put reasonable adjustments in place once we have the correct documentation that meets UK educational standards for the support of education for all equally. 

  • Betonica does its best to make supportive adjustments to all assessments, making them fair and inclusive for all students. Betonica will grant the necessary mitigating circumstances in relation to academic assessments for students with neurodiversity, such as extra time in exams.  

    If you have already been formally diagnosed as having specific learning difficulties, and your report has specific advice or guidance for exams and other assessment provisions, please provide a copy of your Educational Psychologist or Specialist Teacher Assessor's assessment to admin@betonica.co.uk. Provided that your report is sufficiently recent and contains enough information, we will make recommendations for your examinations and assessments based upon it.

    Various mitigating circumstances will be supported on a case-by-case basis, in relation to maintaining the student’s learning pathway in a good timely manner and reasonable framework. There are a number of arrangements that might be considered for a student with SpLD, who is taking an exam. Examples include:  

    • Flexible submission dates for assignments.

    • Marking flexibility on grammar and spelling for students with dyslexia.

    • Extra time for quizzes and exams

    • A quite space to complete exams (with other SpLD students)

    • Use of a personal laptop to complete exams

    • Exam papers can be printed on coloured paper with larger font (for those who find this makes print clearer).

  • Betonica recommends that you obtain a diagnosis for a SpLD from a reputable source. This will ordinarily be from a reputable and qualified psychologist offering this service, usually in your local area as it often involves a face-to-face meeting. You will need to find your own assessor and you may be able to find a suitably qualified professional on the Health Care Professionals Website or via PATOSS. 

    If you consider that you are having difficulties with your learning due to an un-diagnosed neurodiversity, perhaps you could start with a meeting with your GP.  You could also gain insight by completing an online questionnaire.

    We understand that the costs of obtaining a diagnostic report can be expensive (between £400-£700) and you may wish to access a screening to find out whether the issues you are experiencing are consistent with a profile of a Specific Learning Difficulty. There are various online screeners that you may wish to access yourself. For example, The British Dyslexia Association offers one at a cost of approximately £30. Detailed Assessment of Speed of Handwriting (DASH) which costs around £120 is also another option, though with limitations, please contact us for access to this.

    Betonica will acknowledge any disclosure and we will repeat that the communications will be kept confidential. Betonica will ask the student if they have documents related to an assessment for a specific or complex learning difficulties, or what may be described as a disability.

    Betonica also appreciates the emotional processes involved in taking an assessment, and as the language for assessment can be problematic, we will acknowledge your individual choices and decisions. It is hoped that an assessment will help provide what is known as a picture of need, and this helps Betonica support the student. 

    Please feel free to discuss the above process with Betonica if you are not sure what to do.  

    Unfortunately, Betonica is not in the position to offer extensive specialist SpLD tutor support, however, it does provide some study skills support that will be discussed with you.

    • Speak to your GP about assessment in the first place.

    • Check out the useful websites for information on the differetn routes to assessment

    • Dyslexia - speak to us about the Detailed Assessment of Speed of Handwriting (DASH) assessment

  • Dyslexia “Dyslexia is a specific learning difficulty that mainly affects the development of literacy and language related skills. It is likely to be present at birth and to be life-long in its effects. It is characterised by difficulties with phonological processing, rapid naming, working memory, processing speed, and the automatic development of skills that may not match up to an individual's other cognitive abilities. It tends to be resistant to conventional teaching methods, but its effect can be mitigated by appropriate specific intervention, including the application of information technology and supportive counselling”.  

    British Dyslexia Association (2007) 

    Specific Learning Difficulties (SpLD) affect the way information is learned and processed. They are neurological, rather than psychological, usually hereditary and occur independently of intelligence.

    They include:  Dyslexia,  Dyspraxia or Developmental Coordination Disorder (DCD),  Dyscalculia,  ADHD and ADD.  

    Betonica is always seeking to adopt what is referred to as a Universal Design for Learning (UDL). The adoption of UDL principles are in our programme design and the vision is to accommodate a flexible inclusive learning environment. The aim is that adjustments are built into the whole programme and therefore students may not need to disclose their disability or specific learning difficulty. As previously mentioned, your suggestions are welcomed about how best to achieve this. 

    • The British Dyslexia Association

    • ADDiSS (Information on AD/HD)

    • Bournemouth university disability support website

    • Cambridge University website

    • The DfES Working Party on DSA Assessment, 2004)

    • Cambridge University Hospital 

  • Available support and more information for students and staff include: screening and referral for diagnosis; one-to-one support; links to all aspects of support available in the school.

    Please contact admin@betonica.co.uk with any queries.