Photo of Karen Cowan

Karen Cowan

Full Diagnostic Assessments

As a Psychologist, and having taught in both the state and independent sectors for over 23 years, Karen was keen to understand and support bright students who were not able to demonstrate their knowledge and understanding in the way that lessons, tests and examinations typically require. Karen began her journey to retrain as a Dyslexia Specialist Teacher and Specific Learning Difficulties (SpLD) Assessor, in 2008, specialising in the assessment of Dyslexia and Dysgraphia. Karen has been a PATOSS SpLD Assessor (SASC registered) since 2012. In addition to providing reports that identify the nature of an individual’s strengths and needs and - as appropriate - confirmation of a diagnosis, Karen’s reports make clear recommendations of targeted support to bridge gaps and minimise barriers to learning. A full diagnostic assessment will include the assessment of: General Ability (IQ), Phonological Processing, Phonological Awareness, Phonological Memory, Processing Speed, Motor Coordination, Reading, Spelling, Writing, Mathematics (sense of number).

SEND Consultancy - Schools

With over 30 years’ of teaching experience (pre and post qualifying as an SpLD Assessor) and having developed and led the SEND Department in a highly academic girls’ school for over 5 years (managing and delivering all referrals, provision and Access Arrangements to the highest standards, with excellent feedback from students, parents and external Exam Boards), Karen is commissioned to:

  • conducted independent reviews of SEND provision

  • lead in-service training (INSET)

    INSET training provided to independent, academic school settings has included: Neurodiversity, Executive Functioning, Autism in Girls, SEMH and SEND - the missing link, Neurodiverse Teaching - practical and inclusive strategies

  • assess students who may be eligible for Access Arrangements

Review: School SEND Governor

Karen Cowan has excellent instincts, picking up on signs that would otherwise go unnoticed in order to ensure provision as early as possible to those pupils requiring it. She evidently cares a great deal about the pupils. It is clear that she is committed to supporting SEND pupils and developments in the School’s SEND provision are evident.

Review: School Headteacher

Karen is both supportive of and encouraging towards staff and students. She possesses a veritable wealth of knowledge and is always happy to disseminate this in order to develop the understanding and skills of teaching staff, and the wider school community. Her insights and recommendations have had a transformative impact on our provision.

SEND Consultancy - 8-24 year olds & families: pre and post-diagnostic consultation, including support and diagnostic pathway signposting

As a Special Educational Needs (SEN) Consultant, Karen is able to identify and signpost appropriate diagnostic pathway, effectively determining and providing appropriate support for students at school and at home, including the provision of Access Arrangement applications, learning interventions for reading and spelling; Working Memory and Processing difficulties; programmes related to emotional regulation and social interactions, etc.

Dedicated to the identification of individual strengths, Karen is passionate about the importance of devising individualised strategies to target effective support so that students may overcome challenges, access the wider curriculum, enjoy the process of learning and achieve their potential.

Review: Year 13 parent:

I was recommended Karen to help me understand what my daughter's needs are and for what reasons she is finding certain aspects of U6 incredibly challenging. I have felt for the past 2 years that her needs pastorally as well as academically were not being met by her school and was noting a deterioration in her self esteem and academic ability. Karen's ability to help S and myself understand what could help her when she faces challenges in the classroom, why she faces these challenges and where the difficulty lies when it comes to how S is being taught in a classroom environment, compared to the help she could be given. she explained in such an empathetic and nuanced way that S was a clever and able student but found expressing herself in some aspects a challenge in timed conditions whether it be in a classroom discussion or a timed test.

Review: Year 11 parent:

My child was given the tools to be able to self-advocate so that they are able to do so at at school (in order to minimise potential anxieties / difficulties) and so that they have the self-awareness and confidence to do so in life-after-school too!

Autism & ADHD Consultancy and Mentoring; DBT and Social Skills Training

Karen continues to develop her expertise with extensive further specialist training in Neurodivergent conditions including ADHD and Autism (with UKAAN, Kings College). Having supported boys (ages 5 to 24) who have Neurodivergent conditions and complex needs, for many years, Karen’s experience as SEND Advisor at a leading academic school, led her to have a passion for the early identification and effective support of Neurodivergent conditions as they are experienced by bright girls and women.

With a keen awareness of the impact of Neurodivergence upon self-esteem, social isolation and vulnerable Mental Health, Karen has developed programmes, delivered both one-to-one and in small groups, tailored according to the need of the individual, with a unique fusion of PEERS and  DBT-informed skills. (Ages 8 to 24)

In addition to being a qualified SpLD (Dyslexia) Assessor, Karen trained to deliver DBT-informed sessions to Adolescents and their families, having been trained with Marsha Linehan & her team of experts in the USA, and by British Isles DBT in the UK.

Karen is a qualified Provider of the Program for the Education and Enrichment of Relational Skills (PEERS) for Adolescents and for Young Adults, having trained with UCLA, at the Semel Institute for Neuroscience and Human Behaviour at the University of California, Los Angeles.

Parent of daughter age 10 years old:

Karen understood Sophia very quickly and was able to gauge what Sophia needed most (eg how to respond to tricky questions and how to deal with a difficult social situation in a group activity). Really prescriptive advice and gave T, the words to use in response to difficult questions or situations where she needed to buy time or get her point across. Also really helpful advice for me after the lesson and lots of great pointers and resources.