"Powys Educational Psychology Service has actively promoted and encouraged the use of Lucid CoPS in all Powys schools over the last five to six years. It forms part of an LEA strategy to empower schools in their early identification of special educational needs. It is now used by schools as part of an assessment and intervention practice built around the Derbyshire File for Dyslexia Friendly Schoools."
Dr Alun Flynn, Principal Educational Psychologist, Powys, Wales
"CoPS is the best way to solve the problem of identifying dyslexia...and the best way to prevent pupils from developing reading and writing difficulties."
Karin Ohlis, Specialist Teacher, ReLS, Bollnäs, Sweden.
"At Heathcote School we have found CoPS to be extremely helpful in identifying the strengths and weaknesses of our lower school children, singling out those of unusual ability as easily as those with marked weakness in certain areas. CoPS picked up children with colour perception problems and gave us real insight into the abilities of children who have joined the school mid-term, before their records from previous schools caught up with them." (Heathcote is a small Independent Primary school in Danbury, Essex. It is entirely mixed-ability, non-selective and is regarded as having a good reputation in dealing with children with problems including dyslexia and ADD/ADHD)." Shirley Charlton, Heathcote School, Danbury, Essex
"A major problem facing children, parents and schools is how to identify those children who have difficulty learning to read. CoPS is the only means we now have to identify these children in every school at ages 4 to 6."
Professor Donald G Kubler, Furnam University, South Carolina, USA
"Early intervention is the key to tackling the challenge of dyslexia. We are putting the principle into practice using CoPS 1 in a pioneering project in LEA's".
Paul Cann, (1997), Director of the British Dyslexia Association's (BDA)
"We have used CoPS for approximately a year now. It has proved most valuable, and is appreciated for a variety of reasons. The print-out of information is brilliant, it is clear and informative and cuts down on something normally incredibly time consuming. The children actually enjoy it, it is viewed as a treat and totally non-threatening. It is possible to pick up potential problems before a busy class teacher even registers a pattern of difficulty, and structure a suitable support programme for use in class... All in all, excellent."
Pat Guy, Northampton High School, Northampton
"We have been using CoPS to screen all Year 3 children in order to identify strengths and limitations of each child. We have found the system invaluable. It has helped us devise specific Individual Education Plans and teaching strategies."
Greenwood School, Plumstead
"CoPS 1 has been of great assistance to me in my work in drawing up Individual Education Plans that pay regard to pupil's preferred learning styles. The program gives a good indication of pupil's strengths and weaknesses. Pupils with a low opinion of their ability can receive a real boost when they examine their progress chart and see that they are often very able in most of the areas tested."
Tim Nichol, Adviser SEN, Service Children's Education Inspection Advisory Service
"We have been involved with CoPS 1 from the outset and are very impressed with the package. It is easy to use and needs very little adult input, which is an important consideration when working in a class of over 30 children. The reports generated are clear and...by identifying areas of weakness before the child begins to fail, we are able to intervene at an early stage."
Pat Osborne, Oak Farm Infant School, Uxbridge, Middlesex
"We have been using the CoPS 1 system to screen all Year 3 children in order to identify strengths and limitations of each child. We have found the system invaluable. It has helped us devise specific Individual Education Plans and teaching strategies."
Kelly Ott, Greenwood School, Plumstead, London