"Powys Educational Psychology Service has actively promoted and encouraged the use of CoPS in all Powys schools"
Dr Alun Flynn, Principal Educational Psychologist, Powys, Wales

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LASS 11-15

The Bulmershe School in Wokingham has 1200 pupils, including the sixth form. It has a wide range of abilities: some pupils go on to Oxbridge each year and there is a fairly large learning support section. The local authority has set up a specialist dyslexia resource in the school which caters for up to 10 children at any one time. Many of the learners are ‘classic dyslexics’, although some may have additional issues such as dyspraxia or ASD. These children will be fully involved with their tutor group but withdrawn for one or two subjects. They get a lot of specialist help. As well as intensive support in the unit, they also have TA assistance with reading and writing for some of their other classes.

Mary Allan, head of the Bulmershe dyslexia unit, is a great fan of LASS Secondary. ‘We have been using it for about 10 years because it is particularly good at identifying strengths and weaknesses. The pupils enjoy doing the assessments and we have never had a problem engaging them with the program. They like it when I print off the results and talk them through their profile, discussing their strong points and the areas where they need to improve. Often they know their weaknesses only too well but need to have their strengths pointed out to them. For example, if a pupil shows up as having good visual skills, that is an area which can be developed and used in lessons. It also gives us more hooks for discussions with parents who may be keen to help but not clear what they can do. It means we can give more targeted in –class support as well. When we do a profile for the learning support register, we do say if a pupil has especially strong visual or auditory skills so the TA can provide the right sort of support. LASS Secondary has proved really useful in our school.’

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Spot Your Potential Online Dyslexia Test

Lucid's programs were quoted as an example of good practice in the
House of Commons Education and Skills Committee Special Educational Needs Report
Third Report of Session 2005-2006 Volume 2
Oral and written evidence EV 100, 101, 114 and 115

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