Full educational evaluations, dyslexia screenings, partial testing
Our evaluations are very in depth and comprehensive. The evaluation can last 2-4 hours depending on the needs of the individual. As part of the cost of the evaluation, you will receive a comprehensive report and a 1 hour meeting to review the results and determine what are the best next steps.
The goal of an evaluation is to provide a complete picture of the individual's strengths and weaknesses in order to provide intervention or accommodations that will promote success for the individual. In order for this to be accomplished we work collaboratively with parents, interventionists, classroom teachers, and other related school personnel.
There are many factors that contribute to a child becoming a reader. Some of those factors we cannot control. HOWEVER, when a child is at school there are countless hours of opportunity to make EVERY CHILD a reader. For those that are struggling there is a reason why and the only way to determine what that is interfering a comprehensive evaluation is needed. Without an in depth assessment of all the skills needed to read, the factors are really just opinion, assumptions, and excuses. Help every child be free. Find out precisely what is interfering with his or her success, then systematically provide intervention and instruction supported by the science of reading. Until this becomes the norm, we will continue to have very high illiteracy rates! UNLOCK A CHILD'S POTENTIAL....a comprehensive evaluation will tell you how!!!
The REAL purpose of any evaluation is to provide a complete and comprehensive profile of strengths and weaknesses of the individual being evaluated in order to plan appropriate interventions and instruction. It is NOT simply to “qualify” for services or distribute a label but that is what it has become for many.
It is CRITICAL to know the governing “forces” behind the evaluation and evaluator. For instance, many professionals can administer tests but few can give actual diagnosis and even fewer can give certain diagnosis. The training of the evaluator and the location of the person’s job for instance private sector, clinic, or public school determine these “forces”.
A speech language pathologist can diagnose and treat communication disorders for BOTH oral and written language….that includes Dyslexia and a host of other speech and language impairments. The goal is to evaluate all of the necessary skills that can be mistaken for ADHD. Too many children with language impairments and Dyslexia are often misdiagnosed because the "symptoms" of all three, language impairment, Dyslexia, and ADHD overlap. Our goal is to investigate all of these skills in order to provide a complete picture of the child and then make any necessary referrals to the appropriate professionals.
Hannah School cannot diagnose Attention Deficit Hyperactivity Disorder (ADHD) because that is a medical diagnosis. However, we evaluate all of the communication, processing, and executive functioning skills that are often mistaken as ADHD. Within the professional domain of speech pathology we can evaluate executive functioning skills which is one of the areas of deficit for someone with ADHD. If we suspect ADHD, we will evaluate all areas that fall within the professional umbrella and rule them out as potential possibilities and then make a referral to a medical doctor. We typically refer families to a child psychiatrist because in our experience they are more versed in the various pharmaceutical and behavioral treatments if that is what the child needs. Only a psychiatrist or another MD can prescribe medication.
In order to design a comprehensive treatment plan, each child needs to be evaluated. This provides the parents, teachers, and interventionists with critical information regarding the child's individual strengths and weaknesses. An effective treatment plan is designed around a child's strengths and weaknesses. Below is a description of the different evaluations available at Hannah Educational Resources and Evaluations.
Dyslexia Screening Screening:
This screening is intended only to determine if a more comprehensive evaluation is needed. This type of screening is appropriate for school age children who have had previous testing or testing in other areas or parents and classroom teachers suspect a possible learning disability Even though this is a great place to start many children will need a more comprehensive evaluation because additional information is needed to have the complete picture of the child’s strengths and weaknesses.
This screening takes approximately 45 – 60 minutes to administer. A very brief summary will be provided for the parents indicating if additional testing is needed.
Comprehensive Language Learning Evaluation:
This is a comprehensive evaluation of the critical language skills needed to promote academic success. Many children begin to struggle is school because of underlying language deficits. These deficits could be in any or all of the 5 parameters of language: phonology, semantics, syntax, morphology, and pragmatics.
This evaluation will take a minimum of 2 hours and could last up to 4 hours depending on the child’s performance and the areas that need to be assessed. This evaluation can be completed in one day or scheduled over the course of two days if needed.
Supplemental testing is also available for parents sometimes would like to update testing components for ACT accommodations or to measure progress.
In order to design a comprehensive treatment plan, each child needs to be evaluated. The provides the parents, teachers, and interventionists with critical information regarding the child's individual strengths and weaknesses. An effective treatment plan is designed around a child's strengths and weaknesses. Below is a description of the different evaluations available at Hannah Educational Resources and Evaluations.
Hannah School is attacking dyslexia from all angles. We offer full evaluations, dyslexia screenings, therapy services, and Arkansas’ first and only school solely devoted to dyslexia. Before the Hannah School, parents were having to travel to Texas or Mississippi for the closest expertise on dyslexia, and in some cases, families were uprooting and moving out of state to get services for their child. Now Arkansas has a dyslexia school, and it is our goal to identify all students with dyslexia and get them the help they need. The Hannah Institute has realized such success because we are able to fill this need of dyslexia services for the children in our community.
The Hannah School uses explicit, systematic, multisensory instruction for all academic areas. Research has proven that a Multisensory Structured Language Education approach is not only successful for children with Dyslexia, but children with other learning differences. Of the children diagnosed with a learning disability, the vast majority is dyslexic. Research proves that the ability to read is critical for academic success. In addition, children who are not reading on grade level by the end of 1st grade are likely never to catch up with their peers. Therefore, the focus of instruction for the primary grades will be using a MSLE approach to reading such as the DuBard Association Method. Children will be assessed annually using specific test instruments designed to identify children with dyslexia and related learning differences. This testing data will be used to drive their classroom and design additional intervention if needed by the student. For children who are not reading on grade level, they will participate in scientifically and evidenced-based intervention using intervention programs and methods founded in the Science of Reading. This intervention will be a priority with the goal of remediating the deficits so the child will not only read on grade level but will also succeed in all other areas of the academic curriculum. The Hannah School is an accredited kindergarten through twelfth grade private school, devoted to dyslexia.