PATOSS Professional Member
Dyslexia Assessments for University Students
Diagnostic assessment, evidence for support, and a better understanding of how you learn
University can be the point at which previously manageable difficulties suddenly become much more noticeable.
The volume of reading increases, deadlines overlap, written assignments become longer and there is much greater responsibility for organising your own time and learning.
Many of the students I assess have reached university by working much harder than the people around them realised.
Some have always suspected dyslexia or another difficulty. Others have never considered it until the demands of higher education reveal a pattern that had previously been hidden by ability, determination and good coping strategies.
Whatever has brought you here, an assessment can provide both answers and practical evidence for support.
Dyslexia diagnosis and evidence for university support
I provide comprehensive diagnostic assessments for dyslexia and Specific Learning Difficulties (SpLD) in accordance with current professional standards.
Where dyslexia is identified, your report provides formal diagnostic evidence together with a detailed profile of your individual strengths and difficulties. This can be used when discussing appropriate support and reasonable adjustments with your university.
The assessment can also explore and document difficulties associated with areas such as:
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ADHD and attention
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DCD/dyspraxia and coordination
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Dyscalculia and maths difficulties
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Working memory
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Processing speed
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Executive functioning and organisation
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Visual stress
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The impact of these difficulties on studying and everyday university life
There are professional boundaries around who can formally diagnose conditions such as ADHD and DCD, and I will always be clear about these. However, a formal diagnosis is not the only useful evidence. Where ADHD, DCD or related difficulties are already diagnosed, suspected or relevant to your profile, I can explore and document how those difficulties affect you in practice.
This can provide your university's Student Support or Disability Service with useful evidence when considering appropriate support and reasonable adjustments.
The aim is to give them a clear picture of what you find difficult, how it affects your studies and what may help.
More than evidence for support. Although obtaining evidence for university support may be the immediate reason for arranging an assessment, I believe an assessment should offer considerably more than that. It should help you understand why you have found certain things difficult.
Perhaps you've always read more slowly than other people. Maybe you understand a subject well but struggle to demonstrate that knowledge in writing. You might lose track during lectures, find planning assignments disproportionately difficult, struggle with numbers or become overwhelmed when several deadlines arrive together.
Sometimes students have spent years interpreting these experiences as personal failings rather than recognising that there may be an underlying reason for them.
A good assessment can replace some of that uncertainty with a much clearer understanding of your individual learning profile, including your strengths as well as the things you find difficult.
Looking at the wider picture
Dyslexia does not always occur in isolation. Attention, executive functioning, memory, processing, coordination, maths and emotional wellbeing can all influence learning. There can also be considerable overlap between different neurodevelopmental conditions.
This is why I don't approach an assessment as simply a dyslexia test. My background across education, psychology, SEND and mental health means that I naturally look more broadly at what may be contributing to the difficulties you are experiencing.
It is a little like detective work. Your history, experiences and psychometric test results all provide clues. My job is to bring those clues together and make sense of the pattern. The aim isn't to collect diagnoses. It is to understand what is happening and what might help.
What about Disabled Students' Allowance (DSA)?
Depending on your circumstances, your diagnostic assessment and supporting evidence may be relevant when applying for Disabled Students' Allowance (DSA) and accessing disability-related support. Universities are generally very experienced in this area, and I strongly encourage students to involve their Disability, Inclusion or Student Support Service.
The support available can be much broader than people expect and may include specialist study support, assistive technology and other reasonable adjustments depending on your individual needs and eligibility.
If you are unsure about the evidence you need, please contact me before booking.I'm happy to have an initial conversation without charge. I would rather help you establish what you actually need than carry out an assessment that is unnecessary or doesn't answer the right questions.
What about maths difficulties?
If maths or working with numbers is also a concern, we can discuss this before your assessment.A dyslexia assessment can often include some initial exploration of maths difficulties, helping us establish whether a more comprehensive maths assessment would be useful.
Maths difficulties can also interact with working memory, processing, attention and anxiety, so looking at the wider profile can be particularly helpful.Where both a full dyslexia and maths assessment are required, I would normally recommend two appointments. There can be quite a lot to investigate, and I'd much rather give you sufficient time and breaks than try to squeeze everything into one demanding session.
Could your university help with the cost?
Possibly. Some universities may have bursaries, hardship funds or other arrangements that can contribute towards the cost of diagnostic assessment. It is therefore worth contacting your university's Disability or Student Support Service before paying for an assessment yourself.
They can also tell you what evidence they require and explain the support available through the university.If you're unsure who to ask or are simply confused by the process, you're welcome to contact me. Initial advice is free, and I won't recommend an assessment unless I believe it is appropriate for your circumstances.
Your report, and what happens next
Following your assessment, you'll receive a thorough diagnostic report meeting current SASC requirements, usually within one week.
The report will clearly explain your assessment results, diagnostic conclusions where appropriate, and the impact of the difficulties identified.It will also provide individual recommendations for higher education, helping you and your university understand the support and adjustments that may be useful.
Importantly, I won't simply give you a list of test scores. I'll explain what I've found in straightforward language and help you understand what the results mean for you.
And the report doesn't have to be the end of the conversation. If you have questions afterwards, need something explained or want help thinking about your next steps with university support, I'm happy to discuss it with you.