A growing number of families have raised concerns about the significant barriers to accessing timely and affordable assessments for students with suspected Specific Learning Disorders (SLDs).
In many cases, the cost of a private educational assessment is well out of reach for families already facing financial hardship.
This is currently even more challenging as:
Dyslexia-SPELD Foundation has a 12-month waitlist and a cost of $1,200 for a functional literacy assessment
Lower cost options such as university clinics have closed their intakes for assessments for children
Medicare rebates are not available for psychological assessments.
Unfortunately, without a formal diagnosis, these students may struggle to access the learning and exam adjustments they need to participate equitably in their education.
I wrote to the Department of Education asking for clarification on what support is available to WA students, particularly for those from low income families, who may have a specific learning disorder (SLD), such as dyslexia.
I’ve summarised their response but you can also read the full response below.
Parent FAQ
My child has dyslexia. Is their school required to support them?
Yes. Western Australian public schools are required to support students with diverse learning needs, including diagnosed or undiagnosed learning disorders like dyslexia. This is part of their legal obligations under the Disability Discrimination Act 1992 and the Disability Standards for Education 2005.
What does reasonable adjustments mean?
“Reasonable adjustments” are changes made by the school to help your child access learning on the same basis as other students. These might include:
- Extra time for reading or writing tasks
- Use of assistive technology (like text-to-speech software)
- Modified classroom tasks
- Alternative ways of showing what they’ve learned
How does the school know what adjustments my child needs?
Each year, schools take part in the Nationally Consistent Collection of Data on School Students with Disability (NCCD). This helps schools understand what support and adjustments students need. Your child’s school should work with you—and any relevant professionals—to plan and deliver these supports.
What support services are available in WA schools?
Public schools in WA can access:
- School psychologists, who can assess and support learning needs
- The School of Special Educational Needs (SEN)
- The Speech and Language Outreach Service
- A long-standing partnership with the Dyslexia-SPELD Foundation (DSF), which provides assessments and therapy services
How do school psychologists help?
All public schools have access to a school psychologist. They:
- Help identify learning difficulties through assessments
- Support with intervention plans
- May refer your child to specialist services if needed
Can I access DSF services directly as a parent?
Yes. You can contact the Dyslexia-SPELD Foundation directly to book an assessment or therapy:
Website: dsf.net.au
Phone: (08) 9217 2500
Subsidised services may be available for eligible public school students.
What about NAPLAN and exam adjustments?
Your child may be eligible for adjustments in NAPLAN and Year 12 ATAR exams. These could include:
- Extra time
- Rest breaks
- Use of assistive technology
For NAPLAN, adjustments must follow national protocols. For ATAR exams, schools apply on behalf of students through the School Curriculum and Standards Authority (SCSA). A confirmed diagnosis is required to access these supports.
Does the diagnosis need to be recent?
If your child was diagnosed with a Specific Learning Disorder (like dyslexia) before the end of Year 9, they’ll need a re-assessment by a registered psychologist to confirm that the difficulties are ongoing when applying for Year 12 exam adjustments.
When should we start talking about ATAR exam adjustments?
As early as possible—ideally before Year 12. Schools are encouraged to contact SCSA early to make sure appropriate support is in place in time.
21 May 2025
Dear Dr Peckitt
Access to Assessment and Support for Students with Specific Learning Disorders
I am writing to seek clarification on what support is available to Western Australian students, particularly those from low-income families, who may have a specific learning disorder (SLD), such as dyslexia.
A growing number of families have raised concerns about the significant barriers to accessing timely and affordable assessments for students with suspected SLDs.
In many cases, the cost of a private educational assessment is well out of reach for families already facing financial hardship.
This is currently even more challenging as:
- Dyslexia-SPELD Foundation has a 12-month waitlist and a cost of $1,200 for a functional literacy assessment
- Lower cost options such as university clinics at UWA, Curtin, Murdoch and ECU have closed their intakes for cognitive assessments for children
- Medicare rebates are not available for psychological assessments.
Unfortunately, without a formal diagnosis, these students may struggle to access the learning and exam adjustments they need to participate equitably in their education.
In light of these concerns, I respectfully request information on the following:
- Support for Low-Income Families:
1.1 What public funding, subsidies, or school-based support is available to assist families who cannot afford private educational assessments for SLDs such as dyslexia?
1.2 Is there any diagnostic assessment support available for Grandcarers of children with suspected SLDs or FASD (this excludes conditions like ADHD for which the CDS and Department of Communities provide services)?
- School Responsibilities Without a Diagnosis
2.1 What are the Department of Education’s expectations of public schools in supporting students with suspected learning disorders who have not been formally assessed due to cost or availability barriers?
2.2 Are schools required to implement adjustments based on teacher observation and academic evidence, even in the absence of a formal diagnosis?
- Access to the School Psychology Service:
3.1 What role does the WA School Psychology Service play in identifying and assessing students with suspected specific learning disorders?
3.2 Are educational assessments for SLDs within the scope of services provided by school psychologists, and if so, how is demand being managed?
- Diagnostic Requirement for Exam Adjustments:
4.1 Given that the School Curriculum and Standards Authority (SCSA) requires a confirmed diagnosis to approve special arrangements for NAPLAN and ATAR examinations, how is the Department ensuring equity for students from disadvantaged backgrounds who cannot access or afford a formal assessment, or recent assessment as required for ATAR?
I would greatly appreciate your clarification on the above questions so that I can share this with families who are looking for support for their children.
Yours sincerely
Pia Hazelwood
Perth Kids Hub
Response from Department of Education
Monday 11 August 2025
Dear Ms Hazelwood
Thank you for your email dated 21 May 2025 regarding supports available for students who may have a specific learning disorder (SLD). The Director General has asked me to respond directly to you.
I appreciate your advocacy on this important matter. The Department of Education is aware of the current workforce shortages and resulting waitlists and continues to work with the Department of Health to improve access to services and supports for students.
In meeting their obligations under the Disability Discrimination Act 1992 and Disability Standards for Education 2005, Western Australian public schools make reasonable teaching and learning adjustments for students with a diverse range of learning needs, including those with diagnosed and undiagnosed learning disorders.
All schools are required to complete the Nationally Consistent Collection of Data on School Students with Disability (NCCD) annually. The NCCD process supports schools to understand the teaching and learning adjustments required by students and to develop plans that respond to student learning needs. When implementing adjustments, school staff are expected to work closely with students, their families, as well as other agencies as needed. They have access to a range of professional learning, resources, and supports for students with SLDs, including specialist advice and consultancy from the Department’s School Psychology Service, Schools of Special Educational Needs, and Speech and Language Outreach Service.
In addition, the Department has a long-standing partnership with the Dyslexia-SPELD Foundation (DSF) for the provision of services and support for students with SLDs. Under the current funding agreement, DSF provides subsided clinical and therapeutic services, including assessments, to eligible public school students. Families can access DSF services directly by contacting them at https://dsf.net.au or on 08 9217 2500.
All public schools have access to a school psychologist, who support student learning through direct, indirect, and system services. Direct services can include assessment, case formulation, and intervention targeted toward, and with, individual and cohorts of students.
As part of this process, school psychologists will determine when psychological assessment is required for diagnostic purposes whilst school intervention occurs, and either conduct the assessment themselves or refer students to specialised services.
The School Curriculum and Standards Authority (the Authority) is the Test Administration Authority (TAA) for the National Assessment Program – Literacy and Numeracy (NAPLAN) in Western Australia. NAPLAN is developed by the Australian Curriculum, Assessment and Reporting Authority (ACARA). TAAs are required to administer NAPLAN in accordance with ACARA’s National protocols for test administration. The Protocols set out the criteria for students to access disability adjustments.
In relation to the Year 12 ATAR course examinations, the Authority recognises that access to timed assessment could be significantly affected for students with a diagnosed disability, impairment or medical condition. Adjustments may need to be made for these students to access the assessment equitably. As you are aware, evidence of the diagnosis is required for approval of adjustments for students with a disability and/or medical condition. The Authority’s Equitable Access to Assessment Policy and Guidelines outlines the types of adjustments and evidence required to support a school’s application on behalf of a student for equitable adjustments for ATAR course examinations.
For candidates that were diagnosed with a SLD prior to December of the year the student was in Year 9, a re-assessment of the previously identified areas of functional impact can be provided by any registered psychologist to confirm the continuing nature of the difficulties associated. Examples of the types of assessments used by psychologists may be found on pages. 20-21 of the document on the Authority’s website titled: Schools’ Guide to Special Provisions in ATAR Course Examinations – Information for Case Coordinators.
Schools are encouraged to contact the Authority as early as possible to discuss the situation for students prior to Year 12 with respect to specific adjustments for the ATAR course examinations. The Authority is currently planning a review of its EAA Policy and Guidelines which should consider the evidence requirements to confirm diagnosis of disability.
Yours sincerely
Catherine Shepherd
Executive Director
Statewide Services
Department of Education
