Feel clearer and more confident when potential co-occurring difficulties emerge during history-taking, assessment or report writing.
SpLD assessors are often among the first professionals to notice that an individual’s difficulties may extend beyond dyslexia.
This practical short course will support you to recognise potential indicators of co-occurring difficulties, consider whether onward referral is in the individual’s best interests, and identify an appropriate age-related referral pathway.
You will also explore how to distinguish between observing, screening, referring and diagnosing, so that your recommendations remain evidence-based, cautious and professionally appropriate.
The course considers pre-16, ages 16–17 and adult pathways.
Explore the potential referral routes and professional boundaries associated with a range of possible co-occurring difficulties.
Attention, impulsivity and hyperactivity, including age-related referral routes.
Social interaction, communication, routines, sensory issues and onward investigation.
Motor coordination, handwriting and appropriate medical or specialist pathways.
Visual discomfort, disturbance, reading-related symptoms and optometric referral.
Understanding, oral expression, communication and speech-related concerns.
Mathematics-related difficulties and referral to an appropriately trained specialist assessor.
Recognising when concerns require referral through CAMHS, a GP or an adult service.
Knowing when observations or history indicate that GP investigation may be appropriate.
Recognise indicators that may justify further investigation.
Consider whether referral is in the individual’s best interests.
Distinguish between observing, screening, referring and diagnosing.
Select an appropriate pre-16, 16–17 or adult referral route.
Communicate concerns clearly, accurately and cautiously.
Write evidence-based recommendations that remain within your remit.
Identify the information that should be included in a referral letter.
Use professional wording that requests investigation without implying a diagnosis.
This course is designed for qualified SpLD assessors who want greater clarity and confidence when potential co-occurring difficulties arise during history-taking, assessment, diagnostic decision-making or report writing.
Observe carefully. Describe accurately. Refer appropriately. Stay within remit.
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