Special needs
NEW - AVAILABLE NOW
Special Needs Language and Literacy Assessment Handbook
This highly practical handbook will enable teachers in primary and secondary schools to:
- use a range of techniques and resources to assess pupils' difficulties and needs
- inform effective remediation and support strategies
- monitor progress.
It will also help them make appropriate IEP recommendations and referrals, where necessary.
Starting from the basics of standardised assessment and what test scores mean, Gill Backhouse and Prue Ruback look systematically at speech and language, phonological awareness and phonics, reading and writing, and the range of difficulties that children may experience, at all ages. Giving just the essential theory, the emphasis throughout is on what to do, how to do it, and then what to do next.
Clear and accessible, with a focus on the essentials, this book will help new SENCOs, inclusion managers and support staff to make effective use of the assessment resources available to non-specialist teachers. The concise 'summary' style, photocopiable checklists and resource listings will also make it a useful quick reference for more experienced Learning Support staff.
'... an exceedingly useful resource for both primary and secondary .... '
Lynn Greenwold, Patoss
SNAP Together
We've combined our popular special needs assessment profiling programs SNAP-SpLD and SNAP-B into one handy package that will make pinpointing your pupils' difficulties much easier. See below for more details:
Assessing P Scale and Level 1-2 Performance across KS2 and KS3
A literacy and numeracy assessment resource for pupils with special educational needs
Teachers of pupils with special educational needs are now expected to conduct and report an annual National Curriculum assessment, as well as to track and report progress termly in line with IEP targets. For those pupils functioning below NC level 1, the P (Performance) Scales provide the official eight-point assessment scale - but this is so far removed from mainstream classroom experience that many SENCOs, teachers and teaching assistants at KS2 and KS3 working with 'included' pupils have real difficulty in making P-level assessments.
This photocopiable resource is matched to the Primary Framework and provides focused 'small steps' assessments in speaking and listening, reading, writing and numeracy, designed specifically for use with pupils who are working between level P4 and NC level 2B. All of the assessments have been carefully trialled to ensure that content and illustrations are appropriate for KS2 and KS3 pupils, encourage reluctant learners to engage, and do not make excessive demands upon pupils' abilities and concentration span. Purpose-written and age-neutral tasks systematically assess the behaviours and subject ‘milestones’ which describe progress, allowing confident and accurate assessment of each pupil’s attainment in the core aspects of literacy and numeracy.
Detailed advice on error analysis, interpretation and using the test results to guide target setting for IEPs and intervention are also included.
Computer-aided on-screen reading and maths assessments PLUS profiling for specific learning difficulties and social, emotional and behavioural difficulties!
Access Reading Test-interactive
(single-user version)
Assesses four key aspects of reading comprehension across a wide age (7–adult) and ability range. Parallel test forms A & B enable easy re-testing and give standardised scores and reading ages. Ideal for ‘access arrangements’ testing at Key Stage 2, and for 16+ examinations.
Edinburgh Reading Test 4-interactive (version 2) (single-user version)
Diagnostic reading assessment for ages 11:7 to adult. Gives standardised scores and reading ages, plus a diagnostic profile of skimming, vocabulary, reading for facts, understanding points of view and inferential comprehension. Includes an ‘extra time’ option, ideal for ‘access arrangements’ testing at 16+.
Hodder Group Reading Tests 1–3 interactive (network version only)
Assess pupils’ reading comprehension at word, sentence and continuous text levels.
Test 1 (Forms A & B) and Test 2 (Forms A & B), both with optional audio-support, are for ages 5 to 9 and 7 to 12 respectively; Test 3 is for ages 9:5 to 16+. All five tests forms give standardised scores, reading ages and NC levels. As well as group performance analyses and listings for each test, an Overview facility allows you to monitor individual pupil progress across successive assessments. Tests 2 and 3 both include an automatic ‘extra time’ option for access arrangements assessment.
MaLT Computer-Adaptive Diagnostic Maths Assessment (single-user and network versions)
Mathematics Assessment for Learning and Teaching (MaLT) offers fully on-screen, standardised progress testing for ages 8–14, with diagnostic error analysis to pinpoint misunderstanding and misconceptions across the full range of mathematics. Gives standardised scores, percentiles and NC levels, plus detailed individual and group (network version only) performance reports. New features include enhanced on-screen presentation and instant marking. It provides adaptive testing that is sensitive to each pupil's answers to a test, selecting and presenting new questions that are optimally matched to his or her performance, and opening up a new dimension of diagnostic error analysis.
Special Needs Assessment Profile (SNAP-SpLD)
An award-winning package which profiles 24 specific learning difficulties and related factors, including self-esteem, and generates personalised information sheets giving practical advice which helps to strengthen home and teacher support.
Special Needs Assessment Profile-Behaviour (SNAP-B)
Profiles social, emotional and behavioural difficulties, from 5 to 16, and generates personalised helpsheets giving practical advice and strategies for use at home and school.
Identifying pupils with special educational needs
Whether you are in an Infant, Primary or Secondary school, it is important to identify as quickly as possible those children who may need special help and learning support.
Very often, valuable pointers can be obtained from ‘subjective’ sources such as teacher reports or parental feedback. Additionally, many schools administer general screening tests of reading and maths, to whole classes or yeargroups.
A wide-range screening test – such as the Access Reading Test or Hodder Group Reading Tests 1–3 – provides an objective basis on which to identify pupils for follow-up assessment by the class teacher or SENCO. Use TestFinder to check out what’s available.
Screening follow-up
When a pupil has been identified for individual follow-up, further assessment – perhaps using a diagnostic test which gives a profile of strengths and weaknesses – will help to quantify the extent of the pupil’s difficulties and pinpoint individual learning needs. These tests will provide a standardised score, percentile and/or reading or maths age, giving firm data that can help to determine what level of support may be appropriate.
All of the tests below have been found especially useful by special needs teachers – for more information, just click on the test title:
Access Mathematics Tests - for ages 7 to 16+
Basic Number Diagnostic Test - for ages 5 to 7+
Diagnostic Reading Analysis – for ages 7 to 16+
Diagnostic Spelling Tests 1–5 – for ages 5 to adult
Early Literacy Test – for ages 4:6 to 7:5
Edinburgh Reading Tests 1–4 – for ages 7 to 16+
Hodder Oral Reading Tests – for ages 5 to 16+
Mathematics Competency Test – for ages 11:6 to 16+
Nonword Reading Test – for ages 6 to 16+
Parallel Spelling Tests – for ages 6 to 15
Salford Sentence Reading Test (Revised) – for ages 5 to 10+
Word Recognition & Phonic Skills Test – for ages 5 to 8
A test of reasoning or general ability can bring a useful perspective when compared with a child’s actual attainments, and help to identify underachievement:
Non-Reading Intelligence Tests 1–3 – for ages 6:4 to 14
Nonverbal Abilities Tests – for ages 6 to 13
Secondary Screening Profiles – for ages 10 to 13
Verbal Abilities Tests – for ages 6 to 13
Assessing pupils’ eligibility for access arrangements
Some pupils with reading and other specific difficulties may be eligible for extra time, a reader or other access arrangements in KS2 national tests and GCSE and other 16+ examinations.
Many Hodder tests are recognised by the National Assessment Agency and the Joint Council to support applications for access arrangements: click here for a full listing.
The interactive versions of the Access Reading Test , Edinburgh Reading Test 4 and Hodder Group Reading Tests all include an ‘extra time’ option which allows for easy and unobtrusive assessment for 
access arrangements.
A practical handbook – Dyslexia? Assessing and Reporting: The Patoss Guide – provides detailed guidance for SENCOs, learning support and specialist teachers.
Identifying gaps in the pupil’s knowledge – and how to plug those gaps
Not all assessments need to be standardised. Tests can also be used – with individuals or groups – to obtain a clearer picture of the children’s learning. Where are they up to? What have they yet to absorb?
Choose a test that will also give qualitative data to help plan your teaching and interventions. And perhaps re-test to demonstrate the effectiveness of your intervention.
These tests all provide guidelines for follow-up and support strategies:
Basic Number Diagnostic Test– for ages 5 to 7+
Diagnostic Reading Analysis – for ages 7 to 16+
Diagnostic Spelling Tests 1–5 – for ages 5 to adult
Early Literacy Test – for ages 4:6 to 7:5
Edinburgh Reading Tests 1–4 – for ages 7 to 16+
Nonword Reading Test – for ages 6 to 16+
Word Recognition & Phonic Skills Test – for ages 5 to 8
Diagnosing specific learning difficulties
Certain tests can look at particular areas of development which, if impaired, can contribute to a specific learning difficulty. Using a diagnostic test can cut down on hours of speculation and concern, and lead to more effective intervention. Useful assessments here include:
Diagnostic Reading Analysis – for ages 7 to 16+
Diagnostic Spelling Tests 1–5 – for ages 5 to adult
Early Literacy Test – for ages 4:6 to 7:5
Special Needs Assessment Profile (SNAP-SpLD) – for ages 5 to 14
Behavioural assessments
Some assessments are designed for specific purposes or for use in particular contexts:
PIP Developmental Charts – to monitor development and identify developmental delay across the Early Years Foundation Stage (up to 5 years)
Pathways to Independence – for assessing the competency skills needed to lead an independent life in the community, from 16+
Special Needs Assessment Profile-Behaviour (SNAP-B) – profiles social, emotional and behavioural difficulties, from 5 to 16, and generates personalised helpsheets giving practical advice and strategies for use at home and school.
Specimen sets of most tests can be sent on approval to a school or local authority address.
Should you require more detailed help and support, our UK Product Specialist team is available for presentations or workshops to help you decide which test is the most appropriate for your school.
