Further and Higher Education

The purpose of these assessments is to help explain any difficulties in learning so that any reasonable adjustments and access arrangements can be put in place.  These might include study support, appropriate technological facilities and special examination arrangements.  

A standard assessment will involve a one-to-one meeting with Michael Lock and this will last about one and three quarter hours. It can be helpful if the accompanying questionnaires are completed beforehand. Because many learning difficulties are long-standing in nature, a rounded assessment must involve collecting evidence from some of these sources. Copies of old school reports can also offer important validating evidence.

At the end of the assessment Michael is usually in a position to offer a short debriefing. He may also be able to provide a brief hand-written Interim Psychological Report outlining the main findings and Recommendations for action. A more detailed report follows several weeks afterwards. Obviously, more complex situations may need deeper involvement from Michael. These can easily be arranged and fees adjusted to take account of the additional time involved.

It is understood that it is sometimes necessary to change an appointment. We appreciate as much notice as possible as no charge is made if reasonable notice is given. Similarly it is occasionally necessary for us to change an appointment although every effort is made to avoid this. Should the need arise, as much notice as possible will be given and a rearranged appointment made at the earliest convenience.

Dyslexia in Higher Education