What to Expect from a Joint Assessment (Dyslexia and Dyscalculia)

A joint assessment provides a comprehensive evaluation of an individual's literacy and mathematical learning profile. It identifies both strengths and areas of difficulty, helping to explain why someone may be experiencing persistent challenges with reading, spelling, writing, mathematics, or related aspects of learning. The assessment also provides practical, evidence-based recommendations to support learning at school, university, in the workplace, and at home.

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A joint assessment typically takes 5–6 hours, including breaks where needed. Depending on the individual's age and needs, the assessment may be completed over one day or split across two sessions to ensure they remain comfortable and able to perform at their best.

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The assessment is tailored to the individual and may include activities to assess:

• Reading accuracy, fluency and comprehension

• Spelling and written language skills

• Phonological processing

• Number sense and mathematical understanding

• Arithmetic skills, mathematical reasoning and problem-solving

• Working memory and processing speed

• Underlying cognitive abilities relevant to literacy and mathematical learning

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The assessment uses standardised tests that have been developed and normed on large populations. These assessments must be administered and scored according to strict standardised procedures to ensure that the results are reliable, valid, and comparable with those of others of the same age. Alongside the standardised testing, I consider educational history and background information to build a comprehensive understanding of the individual's learning profile. Throughout the assessment, I aim to create a calm, friendly, and supportive environment where each person feels comfortable and confident.

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Assessment Report

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Following the assessment, you will receive a comprehensive written report explaining the findings in clear, accessible language. The report identifies the individual's strengths and areas of need and determines whether their profile is consistent with dyslexia, dyscalculia, Specific Learning Difficulties (SpLD) in Mathematics, or a combination of these. It also includes personalised, evidence-based recommendations to support learning and inform appropriate educational or workplace adjustments.

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Where appropriate, the report may provide supporting evidence for exam access arrangements (subject to the relevant awarding body criteria) and Disabled Students' Allowance (DSA) for higher education. Decisions regarding eligibility for these provisions are made by the relevant educational institution or awarding body, rather than by the assessor.

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