Measures currently being taken to treat disability (e.g. medication, therapy)
Please outline any medication the student is taking and any possible side-effects. If the student
is undertaking any therapies please outline these and time required to participate.
What recommendations would you make for reasonable adjustments to enable equal
participation in Higher Education (e.g. examination accommodations, adaptive
equipment etc.)?
Please indicate any reasonable accommodations that that you consider necessary for the
student to participate effectively in Higher Education (e.g. extra time in examinations, use of
assistive technology etc.)
REPORTS FROM EDUCATIONAL PSYCHOLOGISTS
Each year a large number of applications are assessed as ineligible, as documentation is either
incomplete, inappropriate or insufficient. To assist applicants in gathering correct
documentation, an Educational Psychologist’s report should contain the following core
components. Reports must be no older than 3 years by the 1 February in the year of
application to the CAO.
1. Cover sheet, including the student's name, date of birth, age at assessment, date of
assessment, university attended, degree course and year of course. Assessments should
be no more than three years old.
2. Introduction. Referral information; family, developmental and educational history; any
relevant medical information and the student's perceptions of his/her difficulties. Any
previous assessments should be summarised. Where English is spoken as a second or
additional language, details of the student's language history and current levels of
competence should be included.
3. Test behaviour, i.e. behaviour during the assessment that may have affected the results.
4. General Level of Intellectual Ability. Measures of verbal and non-verbal ability should be
reported. Students' profiles of scores should be discussed, with particular reference to any
significant discrepancies between verbal and non-verbal ability. Results should be reported
in both standard scores and percentile points. Age equivalent scores are not sufficient.
Tests should be age appropriate as described by the test publisher.
5. Cognitive Processing, including working memory, phonological processing and speed of
processing. A full IQ test (WAIS III UK, or WISC IV) will have been administered and
reported in the previous section, so some of these aspects may have been covered.
Performance in other tests, such as numeracy, motor control and/or attentional functioning,
may be included. Tests should be age appropriate as described by the test publisher. For
example, where the limit of a test is set at 16.11 years, the applicant should be no older than
this age when the test is administered.
6. Attainments in Literacy, including single word reading, non-word reading, text reading and
reading comprehension. Results should cover qualitative analysis of errors, evidence of
strategies being used, fluency, reading speed and ability to extract information from text.
Information about spelling will come from a graded spelling test and from a piece of free
writing, which will also yield information about ability to write grammatically, the complexity
of sentence structures, the coherence of writing, use of vocabulary, writing speed and
legibility of handwriting. Results should be reported in both standard scores and percentile
points. Age equivalent scores are not sufficient. Tests should be age appropriate as
described by the test publisher. For example, where the limit of a test is set at 16.11 years,
the applicant should be no older than this age when the test is administered.
7. Attainments in Arithmetic, should be included if the student will have any mathematical
content in their course of study.
8. Attainments in Language, and if the student will have difficulty studying a modern
continental language.
9. Conclusion. It should be stated whether or not the student has an SpLD and whether their
condition is disabling in the context of studying at Third level. The effects of SpLD on the
students' literacy and study skills should be outlined, taking account of compensatory
strengths.
10. Recommended Support. As students are likely to have an Assessment of Need it is not
necessary or appropriate to make detailed recommendations about technical support. A
brief statement about the type of support which might help the student should be made here,
particularly in relation to study skills tuition.
11. Appendix, including a list of tests used in the assessment (with references) and scores
achieved in the tests.
12. Summary.
A list of suitable tests is available from:
http://www.texticweb.com/patoss/downloads/STEC_DfESGuidelines_200708.pdf
Reports are only acceptable where they have been provided by qualified psychologists; this
does not include educational consultants or specialist teachers.
An educational psychologist would normally be expected to hold:
· a primary degree in psychology at Honours level, which is recognised by the PSI
· a teaching qualification
· professional training in educational psychology, preferably at Masters level.
Summary of Evidence of a Specific Learning Difficulty
You are strongly advised to review the contents of your report to ensure that it meets the above
criteria. If the information outlined above is not available in the psycho-educational assessment,
applicants should contact the report author and request any missing information.
To assist you in obtaining additional or missing details, a Summary of Evidence of Specific
Learning Difficulty form is available below. This document should be forwarded to the
educational psychologist for completion, and should be attached to your application.
Summary of Evidence of Specific Learning Difficulty
Name of Psychologist
Title
Address
Contact Details
Qualifications
Name of Student
Institution Attending
Home Address
Contact Details
Specific Learning
Difficulty
Cognitive profile:
Test used:
Processing Speed Psychomotor Speed
Auditory Processing Visual Processing
Visual Short-Term
Memory
Auditory Short-Term
Memory
Long-Term Memory Working memory
Receptive Language Expressive
Language
Visual-Motor
Coordination
Vocabulary
Coordination
(fine/gross)
Perceptual
Organisation
Other
Literacy and numeracy
attainments:
Tests used:
Reading
Comprehension
Reading Accuracy
Reading Speed Spelling
Reading Accuracy Writing Speed
Numerical
Operations
Written expression
Phonological
Processing
Handwriting
Other Other
Signature and stamp of Psychologist
CONTACT DETAILS FOR DISABILITY SUPPORT SERVICES
Dublin City University - Disability & Learning Support Service
Tel: 01-700 5927
Email: disability.service@dcu.ie
Admissions Policy Information for students with disabilities – web link:
http://www.dcu.ie/students/disability/applying.shtml
Eligibility criteria: Students are deemed eligible for inclusion in the supplementary admissions
procedure for students with disabilities if the following criteria are met:
· a completed CAO Supplementary Information form is returned to the CAO
· specific disability documentation provided is deemed acceptable.
· students must meet University Minimum Entry Requirements (Grade C3 in TWO
Higher Level subjects and Grade D3 in FOUR Ordinary or Higher Level subjects
including Maths and English or Irish) and meet the course requirements.
· Achieve minimum 300 points - It must be noted that these are minimum entry
requirements and students cannot always be guaranteed entry at this level for
high demand courses
· where demand for places exceeds the number of places available, places are
awarded on merit
.
Trinity College Dublin - Disability Service
Phone – 01-896 3111
Email – disab@tcd.ie
Admissions Policy information for students with disabilities – web link:
http://www.tcd.ie/Admissions/undergraduate/apply/eu/disability/
Eligibility criteria: Students are deemed eligible for inclusion in the supplementary admissions
procedure for students with disabilities if the following criteria are met:
· a completed CAO Supplementary Information form is returned to the CAO
· specific disability documentation provided is deemed acceptable.
· students must matriculate (three honours and three passes, six Leaving
Certificate subjects, including English, Mathematics and one other modern
language) and meet the course requirements and be above the minimum entry
levels
· where demand for places exceeds the number of places available, places are
awarded on merit
University College Dublin - Disability Support Service
Phone: 01 716 7565 E-Mail: dss@ucd.ie
Admissions Policy information for students with disabilities – web link:
http://www.ucd.ie/access/downloads/Pre%20Entry%20Handbook.pdf
Eligibility Criteria:
· If you have enough points and have the matriculation requirements for your chosen
programme, you will receive a place on that course in line with CAO procedures.
· If you didn’t get enough points for your chosen programme you can become eligible for
inclusion in the supplementary admissions procedure if
· you return your Supplementary Information Form on time and in full to the CAO,
· Late applications or applications without an up-to-date (no more than three years old)
consultant’s/educational psychologist’s report are not considered. Check www.cao.ie if you
have any questions.
· Your Supplementary Information Form is reviewed carefully using strict guidelines.
· Applicants must matriculate and meet the course requirements to be considered for
admissions to all programmes.
· If you have any exemptions to matriculation, like a foreign language waiver, you need to
contact the NUI Registrar at registrar@nui.ie
University of Limerick - Disability Support Service
Phone: 061 202346 E-Mail: Disabilityservices@ul.ie Text: 086 0487825
Admissions Policy information for students with disabilities – web link:
http://www.ul.ie/disabilityservices/Admissions
Eligibility criteria: Students are deemed eligible for inclusion in the supplementary admissions
procedure for students with disabilities if the following criteria are met:
Eligibility Criteria:
· If you didn’t get enough points for your chosen programme you can become
eligible for inclusion in the supplementary admissions procedure if
· a completed CAO Supplementary Information form is returned to the CAO
· specific disability documentation provided is deemed acceptable.
· your Supplementary Information Form is reviewed carefully using strict
guidelines.
· you must meet University Minimum Entry Requirements (Grade C3 in TWO
Higher Level subjects and Grade D3 in FOUR Ordinary or Higher Level subjects
including Maths or another language and English) and any relevant specific
programme requirements. Where there is no specific maths requirement
foundation level maths is acceptable in fulfilling general - minimum entry
requirements, except for Nursing Programmes
Please outline any medication the student is taking and any possible side-effects. If the student
is undertaking any therapies please outline these and time required to participate.
What recommendations would you make for reasonable adjustments to enable equal
participation in Higher Education (e.g. examination accommodations, adaptive
equipment etc.)?
Please indicate any reasonable accommodations that that you consider necessary for the
student to participate effectively in Higher Education (e.g. extra time in examinations, use of
assistive technology etc.)
REPORTS FROM EDUCATIONAL PSYCHOLOGISTS
Each year a large number of applications are assessed as ineligible, as documentation is either
incomplete, inappropriate or insufficient. To assist applicants in gathering correct
documentation, an Educational Psychologist’s report should contain the following core
components. Reports must be no older than 3 years by the 1 February in the year of
application to the CAO.
1. Cover sheet, including the student's name, date of birth, age at assessment, date of
assessment, university attended, degree course and year of course. Assessments should
be no more than three years old.
2. Introduction. Referral information; family, developmental and educational history; any
relevant medical information and the student's perceptions of his/her difficulties. Any
previous assessments should be summarised. Where English is spoken as a second or
additional language, details of the student's language history and current levels of
competence should be included.
3. Test behaviour, i.e. behaviour during the assessment that may have affected the results.
4. General Level of Intellectual Ability. Measures of verbal and non-verbal ability should be
reported. Students' profiles of scores should be discussed, with particular reference to any
significant discrepancies between verbal and non-verbal ability. Results should be reported
in both standard scores and percentile points. Age equivalent scores are not sufficient.
Tests should be age appropriate as described by the test publisher.
5. Cognitive Processing, including working memory, phonological processing and speed of
processing. A full IQ test (WAIS III UK, or WISC IV) will have been administered and
reported in the previous section, so some of these aspects may have been covered.
Performance in other tests, such as numeracy, motor control and/or attentional functioning,
may be included. Tests should be age appropriate as described by the test publisher. For
example, where the limit of a test is set at 16.11 years, the applicant should be no older than
this age when the test is administered.
6. Attainments in Literacy, including single word reading, non-word reading, text reading and
reading comprehension. Results should cover qualitative analysis of errors, evidence of
strategies being used, fluency, reading speed and ability to extract information from text.
Information about spelling will come from a graded spelling test and from a piece of free
writing, which will also yield information about ability to write grammatically, the complexity
of sentence structures, the coherence of writing, use of vocabulary, writing speed and
legibility of handwriting. Results should be reported in both standard scores and percentile
points. Age equivalent scores are not sufficient. Tests should be age appropriate as
described by the test publisher. For example, where the limit of a test is set at 16.11 years,
the applicant should be no older than this age when the test is administered.
7. Attainments in Arithmetic, should be included if the student will have any mathematical
content in their course of study.
8. Attainments in Language, and if the student will have difficulty studying a modern
continental language.
9. Conclusion. It should be stated whether or not the student has an SpLD and whether their
condition is disabling in the context of studying at Third level. The effects of SpLD on the
students' literacy and study skills should be outlined, taking account of compensatory
strengths.
10. Recommended Support. As students are likely to have an Assessment of Need it is not
necessary or appropriate to make detailed recommendations about technical support. A
brief statement about the type of support which might help the student should be made here,
particularly in relation to study skills tuition.
11. Appendix, including a list of tests used in the assessment (with references) and scores
achieved in the tests.
12. Summary.
A list of suitable tests is available from:
http://www.texticweb.com/patoss/downloads/STEC_DfESGuidelines_200708.pdf
Reports are only acceptable where they have been provided by qualified psychologists; this
does not include educational consultants or specialist teachers.
An educational psychologist would normally be expected to hold:
· a primary degree in psychology at Honours level, which is recognised by the PSI
· a teaching qualification
· professional training in educational psychology, preferably at Masters level.
Summary of Evidence of a Specific Learning Difficulty
You are strongly advised to review the contents of your report to ensure that it meets the above
criteria. If the information outlined above is not available in the psycho-educational assessment,
applicants should contact the report author and request any missing information.
To assist you in obtaining additional or missing details, a Summary of Evidence of Specific
Learning Difficulty form is available below. This document should be forwarded to the
educational psychologist for completion, and should be attached to your application.
Summary of Evidence of Specific Learning Difficulty
Name of Psychologist
Title
Address
Contact Details
Qualifications
Name of Student
Institution Attending
Home Address
Contact Details
Specific Learning
Difficulty
Cognitive profile:
Test used:
Processing Speed Psychomotor Speed
Auditory Processing Visual Processing
Visual Short-Term
Memory
Auditory Short-Term
Memory
Long-Term Memory Working memory
Receptive Language Expressive
Language
Visual-Motor
Coordination
Vocabulary
Coordination
(fine/gross)
Perceptual
Organisation
Other
Literacy and numeracy
attainments:
Tests used:
Reading
Comprehension
Reading Accuracy
Reading Speed Spelling
Reading Accuracy Writing Speed
Numerical
Operations
Written expression
Phonological
Processing
Handwriting
Other Other
Signature and stamp of Psychologist
CONTACT DETAILS FOR DISABILITY SUPPORT SERVICES
Dublin City University - Disability & Learning Support Service
Tel: 01-700 5927
Email: disability.service@dcu.ie
Admissions Policy Information for students with disabilities – web link:
http://www.dcu.ie/students/disability/applying.shtml
Eligibility criteria: Students are deemed eligible for inclusion in the supplementary admissions
procedure for students with disabilities if the following criteria are met:
· a completed CAO Supplementary Information form is returned to the CAO
· specific disability documentation provided is deemed acceptable.
· students must meet University Minimum Entry Requirements (Grade C3 in TWO
Higher Level subjects and Grade D3 in FOUR Ordinary or Higher Level subjects
including Maths and English or Irish) and meet the course requirements.
· Achieve minimum 300 points - It must be noted that these are minimum entry
requirements and students cannot always be guaranteed entry at this level for
high demand courses
· where demand for places exceeds the number of places available, places are
awarded on merit
.
Trinity College Dublin - Disability Service
Phone – 01-896 3111
Email – disab@tcd.ie
Admissions Policy information for students with disabilities – web link:
http://www.tcd.ie/Admissions/undergraduate/apply/eu/disability/
Eligibility criteria: Students are deemed eligible for inclusion in the supplementary admissions
procedure for students with disabilities if the following criteria are met:
· a completed CAO Supplementary Information form is returned to the CAO
· specific disability documentation provided is deemed acceptable.
· students must matriculate (three honours and three passes, six Leaving
Certificate subjects, including English, Mathematics and one other modern
language) and meet the course requirements and be above the minimum entry
levels
· where demand for places exceeds the number of places available, places are
awarded on merit
University College Dublin - Disability Support Service
Phone: 01 716 7565 E-Mail: dss@ucd.ie
Admissions Policy information for students with disabilities – web link:
http://www.ucd.ie/access/downloads/Pre%20Entry%20Handbook.pdf
Eligibility Criteria:
· If you have enough points and have the matriculation requirements for your chosen
programme, you will receive a place on that course in line with CAO procedures.
· If you didn’t get enough points for your chosen programme you can become eligible for
inclusion in the supplementary admissions procedure if
· you return your Supplementary Information Form on time and in full to the CAO,
· Late applications or applications without an up-to-date (no more than three years old)
consultant’s/educational psychologist’s report are not considered. Check www.cao.ie if you
have any questions.
· Your Supplementary Information Form is reviewed carefully using strict guidelines.
· Applicants must matriculate and meet the course requirements to be considered for
admissions to all programmes.
· If you have any exemptions to matriculation, like a foreign language waiver, you need to
contact the NUI Registrar at registrar@nui.ie
University of Limerick - Disability Support Service
Phone: 061 202346 E-Mail: Disabilityservices@ul.ie Text: 086 0487825
Admissions Policy information for students with disabilities – web link:
http://www.ul.ie/disabilityservices/Admissions
Eligibility criteria: Students are deemed eligible for inclusion in the supplementary admissions
procedure for students with disabilities if the following criteria are met:
Eligibility Criteria:
· If you didn’t get enough points for your chosen programme you can become
eligible for inclusion in the supplementary admissions procedure if
· a completed CAO Supplementary Information form is returned to the CAO
· specific disability documentation provided is deemed acceptable.
· your Supplementary Information Form is reviewed carefully using strict
guidelines.
· you must meet University Minimum Entry Requirements (Grade C3 in TWO
Higher Level subjects and Grade D3 in FOUR Ordinary or Higher Level subjects
including Maths or another language and English) and any relevant specific
programme requirements. Where there is no specific maths requirement
foundation level maths is acceptable in fulfilling general - minimum entry
requirements, except for Nursing Programmes
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