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Workshop on learning difficulties and formal assessemnts lnkd


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Workshop on learning difficulties and formal assessemnts lnkd

  1. 1. Greetings from Ripples!We are pleased to announce Pearson’s first workshop in Hyderabad on Psychological assessment, the details ofwhich are given below:Name of the Test:- Dyslexia Screening Test-Junior (DST-J)-Raven’s Coloured Progressive Matrices & Crichton Vocabulary Scale (CPM / CVS )Date: 26th August 2012Timing: 9.00 am to 5.00 pmLearning Outcomes:-The participants will learn how to administer, score and interpret the above mentioned test-Certification of participation from PearsonParticipant’s Eligibility Criteria:Special Educators, School Teachers, Psychologist and School CounselorsFee: 2100/- (includes lunch, tea and handouts, does not include assessment kit Pay either in cash or Cheque /D.D in favour of Afshan Jabeen payable at HyderabadFacilitator: Chhaya Sinha (Clinical Psychologist) Afshan Jabeen (SIS Dyslexia Therapist & Psychologist)Venue: you will be notified soonLast Date of Registration: 20th August 2012To register call: 9160030175 / 040-23521506
  2. 2. It is estimated that about 12 to 15 % of all school children in India, struggle with learning disorders. Takinginitiative, at the earliest, to identify students who are ‘at risk’ of developing learning disorders and taking activemeasures to empower them will pre-empt severe learning issues later in life. A stitch in times saves nine holdstrue here Dyslexia Screening Test-Junior (DST-J)DST-JINDIA is a powerful screener, developed for use with school children in India in order to identify thosewho are at the risk of dyslexia. The India norms will not only facilitate in providing a more precise measure ofliteracy skills but will provide increased opportunities to a greater number of children to be screened at an earlyage.The DST-JINDIA consists of twelve subtests which focus to evaluate accuracy and fluency in reading, writing,and spelling. These subtests also assess motor coordination, attention span, reasoning ability and vocabularyskill which are vital for attainment of literacy skills. These tasks appear to children as interesting since theyinvolve identifying pictures, solving puzzles, and answering simple questions.Benefits of the DST-JINDIA Ensures early identification, essential for timely intervention and support Can be administered by a wide range of professionals Standardization sample collected from schools across India Wide age range covered - 6 years 6 months to 11 years 5 months Child Friendly Guides the development of in-school support for student Findings can facilitate referral for further in-depth evaluation Used in conjunction with the Ravens Progressive Matrices and Vocabulary Scales to comprehensively screen for learning difficulties Offers a profile of child’s strengths and weaknesses
  3. 3. The Ravens Educational Coloured Progressive Matrices & Crichton Vocabulary ScaleRaven’s Coloured Progressive Matrices and Crichton Vocabulary Scale enjoy a long and famous history in theassessment of general cognitive abilities in children.The Progressive Matrices provide an assessment of non-verbal ability, an important feature for a linguisticallyand culturally diverse population such as that of India. Vocabulary Scales provide scores in the verbal domain.Raven’s Educational has been extensively redesigned, simplified and updated. This makes the test moreattractive and easier to use.Raven’s Educational - CPM / CVS features: Norms for Indian children which offer an accurate measure of general abilities A standardization sample collected from schools across India Administration and evaluation which can be undertaken by wide range of professionals Raw score conversions to standard scores, Percentile Ranks, and Age Equivalents Discrepancy analysis provides enhanced understanding of differences among verbal and nonverbal abilitiesUse the Raven’s Educational: CPM/CVS To evaluate non-verbal and verbal aspects of general ability for children As a nonverbal tool that can provide a fair measure of ability for children from diverse populations with different language and cultural backgrounds As a nonverbal measure for children with hearing difficulties As a fairer assessment for children who experience disorders of language abilities As a screening measure for the assessment of children who have learning difficulties , along with the Dyslexia Screening Test-Junior As a tool to evaluate potential for achievement To measure the difference between verbal and nonverbal aspects of general ability To effectively identify children who require further in-depth evaluation of intelligence