DARE 2015 Acceptable report content for diagnosis of
specific learning difficulty (SpLD)
Print this information and give it to the psychologist who is carrying out
your psycho-educational assessment for DARE.
Age of Reports: The report should be dated no older than three years i.e. on or after 1
February 2012. Scores for general ability, cognitive processing and attainment should be
reported from tests conducted on or after 1 February 2012. An updated or review
assessment may be accepted where a full assessment has been conducted within the last
three years prior to the DARE application year, i.e. on or after 1 February 2012. This
assessment should report FSIQ, GAI or GCA, and must be attached to the application.
Selection of Tests: All tests used must be listed in the DARE 2015 Suitable Tests for the
Assessment of SpLD. All applicants must be assessed using age-appropriate tests. Tests
must be current and up-to-date; use of obsolete tests will make the DARE application
ineligible. When a test is superseded by a revised version it is considered to be valid for a
window of three years after the introduction of the new version of the test in this country.
Reporting Scores: Assessment performance must be reported as standard scores or
percentile points; descriptive terms and score ranges alone are not sufficient.
General Level of Intellectual Ability: The FSIQ or GAI or equivalent must be recorded
as a single score. Measures of verbal, non-verbal and overall ability must be reported as
standard scores or percentile points, age equivalent scores are not acceptable
Attainments in Literacy: Literacy attainment considered for DARE includes single word
reading / identification; reading accuracy; reading comprehension; reading speed /
fluency; phonological / non-word reading; spelling; writing speed, and written expression
Attainments in Arithmetic: Arithmetic attainment considered for DARE includes
mathematical reasoning; mathematical operations, and mathematical fluency.
Diagnosis: It should be stated whether or not the student has a SpLD and the effects of
SpLD on the student's literacy and study skills should be outlined, taking account of
compensatory strengths.
Recommended Support/Post-entry Needs Assessment: A brief statement about the
type of support which might help the student should be made here, particularly in relation
to study skills tuition.
Background Information: Referral information; relevant family, developmental and
educational history; any relevant medical information and, if available, the student's
perceptions of his/her challenges. Any previous assessments should be summarised.
Cognitive Processing: Where a full assessment of cognitive ability has been obtained,
these may have been reported in the previous section.
Appendix: An appendix may be included to list of tests used in the assessment (with
references) and scores achieved in these tests, together with a table of results identifying
the standard scores and percentile points achieved in these tests.