Do we see therapy as the best approach to dyslexia and SLDs?
Are we sceptical when we hear of ‘quick fix’ approaches to dyslexia and SLDs?
What do we see as the best approach to dyslexia and SLDs?
Flexible teaching approaches
Regular follow-up and review
Do we provide services in rural Victoria or just in Melbourne?
We conduct assessments in Ballarat and in Melbourne
Do we offer home visit assessments?
In some instances; depending on your location. Contact us to find out more
What is the most critical factor in the provision for children with dyslexia and SLDs?
Quality of service provision
How is that quality of D-SLD-A service provision established?
Through the provision of regular follow-up and review as an integral component of the service provided.
Assessment provides the initial understanding of the degree and nature of the SLD.
This assessment information provides the basis for recommendations to address the identified SLD.
However, this is only the beginning of the support process, not the end. We believe in the requirement of quality of service and a fundamental component of this is the provision of follow-up and review.
Any service that provides an assessment without also offering a follow-up and review is a questionable service provider.
The D-SLD-A credibility rests in its willingness to provide ongoing support as needed. The D-SLD-A believe in the efficacy of its assessment and its recommendations as to how to address SLDs.
The D-SLD-A model of service provision is in some ways like the service provided by your dentist. Your dentist will generally do an assessment of your teeth (e.g., examination and/ or X-rays). Your dentist will provide some form of intervention, and most importantly, will then monitor and review you each 6-months to ensure everything is maintained in order. In the case of dyslexia and SLDs this review is your quality assurance.
Most importantly, the reviews, cost much less than the initial assessment and are often only involve about 40 minutes with the child and 20 minutes with parent.
Do we endorse a discrepancy IQ model (i.e., where reading scores are compared to IQ) approach when identifying dyslexia?
Do we endorse a cognitive strengths and weaknesses profile approach to identifying dyslexia and SLDs?
Do we endorse the Response to Intervention approach to dyslexia?