Cath's Project

Module 3 - Identifying and Referring Pupils

Identifying Pupils

EAA Criteria

Making a Referral

The pupil may have poor reading accuracy, difficulty with visual tasks like skimming and scanning, or have slow comprehension processing speed. All of these would result in them needing to re-read in order to understand text.

Signs of Specific Learning Difficulties in Class

Pupils with poor auditory or working memory may have trouble following instructions, working through multi-step problems or maintaining a "train of thought". Look out for frequently checking what to do next or missing out tasks.

Pupils may have a slow working speed due to difficulties with phonological processing, which affects their reading and spelling. Weak executive function impacts the process of task planning and organisation.

Pupils who work slowly in class may have a Specific Learning Difficulty relating to cognitive processing. Click on the icons to find out more.

Pupils can be slow at word retreival and putting their ideas into coherant sentences. This can impact their verbal and/or written responses.

Pupils may be slow to get started on tasks if they have processing difficulties.

Many pupils with specific learning difficulties also have fine motor co-ordination problems which affect the speed and legibility of handwriting.

Signs of SpLD Quiz

Meet Catherine, your Exam Access Arrangements Co-Ordinator

Click on the hint buttons for help with a question.

Hint

Hi! I'm here to help you with the quiz.

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Signs of SpLD Quiz

Yes! Being slow to get started may mean the pupil is slow at language processing. Difficulties with spelling, structuring writing, exam technique or subject knowledge do not meet the criteria for extra time

Hint

Extra time may be needed if a pupil is slow to process language.

Signs of SpLD Quiz

Yes! If reading is inaccurate, the pupil could need a reader or a reading pen. If the pupil is a slow reader, they may meet the criteria for extra time. A "read aloud" may be an option if a pupil struggles to understand text without hearing it.

Hint

A reader is for pupils with poor reading accuracy.

Module 3 - Identifying and Referring Pupils

Identifying Pupils

EAA Criteria

Making a Referral

Criteria for Access Arrangements

Click on the Terms to see the definitions

Long Term

Disadvantage

Severe

The SEND has a substantial impact on the pupil's ability to access learning in class. Standardised scores below 84 (14th percentile)

A condition that has affected the pupil for at least a year and is unlikely to resolve (e.g. a diagnosis of dyslexia or ADHD)

The SEND substantially impacts the pupil's day to day life and accessing learning, such that the exam process would put them at an unfair disadvantage compared to pupils without the SEND.

1. Severe