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  Course Details
Working with the new SASC Guidance on Visual Difficulties
Course Level: Intermediate
Course Type: Face to face
In-depth:
CPD Long Term:
CPD Credit Hours: Hours: 2 Minutes: 0
  Event Address
Ambassadors Hotel
12 Upper Woburn Place
London
WC1H 0HX
United Kingdom
Telephone:
Fax:
  Contact Details
Provider: Patoss
Course Manager: Mrs Sheila Rostill
Telephone: 01386 712643
Email: srostill@patoss-dyslexia.org
Fax:
Website: www.patoss-dyslexia.org
  Event Details
Dates: 13/02/2020 - 13/02/2020
Times: 10:00 - 16:15
No. of Delegates: 50
Delegate Price: GBP 163.00
SASC Ref.: PAT-15754-130220
   Audience Restriction
Members £163, non-members £198
   Course Summary
An opportunity for diagnostic and needs assessors, SENCOs, SpLD practitioners and H.E. disability advisers to familiarise themselves with and explore the implications for screening and assessment of the new June 2018 SASC guidance on SpLDs and Visual Difficulties.
   Course Detail

In June 2018 SASC introduced new guidance for assessors and SpLD practitioners concerning how to respond to visual difficulties observed or reported during screening and assessment for a specific learning difficulty. This training explains why the new guidance was written and offers an opportunity to develop a deeper understanding the respective roles of vision and SpLD practitioners.

A number of concerns and questions have arisen following the publication of the new guidance.

It is not at all surprising that the new guidance has aroused concerns and questions. It does represent a significant shift from previous professional guidance on the screening, assessment and identification of ‘visual stress' within a diagnostic assessment for a specific learning difficulty. The new guidance essentially seeks to advise practitioners that to ensure the safety of clients regarding their vision, a brake had to be applied to diverse and under-scrutinised assessment practice by SpLD professionals who are not qualified, as optometrists and other vision professionals are, to assess for the possibility of and / or suggest a diagnosis of visual stress or hypersensitivity in the context of a very wide range of other visual difficulties that might explain symptoms reported and behaviours observed.   

A range of practices regarding screening and assessment for visual stress has developed within the diagnostic screening and assessment process for a specific learning difficulty. These practices have been developed in good faith by assessors keen to do the best for their clients and they have been guided by previous advice and training provided by the professional bodies in this field.  However, many of these assessment practices have tended to be used uncritically and unreflectively and this has led to ‘ X has visual stress' becoming a ubiquitous conclusion reached in many diagnostic assessment reports without adequate evidence and interpretation, and with recommendations regarding visual stress tending to suggest use of coloured overlays / filters as the only possible form of remediation.  

This training day will address these concerns and questions in detail, providing further guidance and support to SpLD practitioners interested in developing best practice. It will explain how professional dialogue and communication between vision and SpLD practitioners can enhance understanding of visual discomfort and disturbances for both professional bodies, whilst ensuring the safety and best outcomes for any child of adult with those symptoms.  

   CPD Themes
  • SpLD testing methods, interpretation, report writing, feedback and test materials
   Audience
  • Assessors
  • Support
  • Assessment centers
   Pre-requisites
  • Delegates are asked to download, read and bring a copy to the training day of the June 2018 Guidance on SpLDs and Visual Difficulties from the SASC website: http://www.sasc.org.uk/Downloads.aspx
   Learning Outcomes
  • • how a visual difficulty might interact with a SpLD but may be unrelated to it.
  • • how professional practice can best support child or client safety regarding vision.
  • • how to develop best practice in screening, assessment, and referral.
  • • how to promote greater awareness amongst colleagues.