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Learning with dyslexia
By Joan McFadden
"The mat sat on the cat while the bish ran away with the psoon," writes Tom, aged 6. Tom is not wrong, but dyslexic, a condition that affects about one in 10 people in Britain today.
What is dyslexia?
Dyslexia is a specific learning difficulty. It can affect reading, spelling, writing, memory and concentration - not to mention maths, music, foreign languages and self-organisation.
It tends to run in families and around four per cent of the population is severely dyslexic. A further six per cent have mild to moderate problems - so if your child is dyslexic, he is unlikely to be alone. Having said that, it is crucial that he gets the appropriate support for his individual needs.
How does it affect the learning process?
About 60% of dyslexic people have phonological difficulties, which means they have problems sorting out the sounds within words and this affects their reading, writing and spelling. The majority of dyslexic children have difficulty with language, memory and sequencing processes of basic mathematics. Some children have behaviour problems, which usually improve when the right kind of teaching for reading, writing, spelling and basic maths is provided. To find out more about what to look for if you suspect your child has dyslexia, click here
Getting an assessment
The most efficient way to plan an effective teaching programme is following a full assessment, and this is where difficulties can first arise. Some schools are reluctant to instigate an assessment until a child has been at school for at least a year, but this could mean losing valuable learning time. You may find that you have to arrange (and pay for) a full assessment by an educational psychologist.
This type of assessment, through a body such as the Dyslexia Institute (DI) takes about two-and-a-half hours and tests for underlying ability, thinking skills, organising and planning, using words and patterns, vocabulary, reading, writing, spelling, memory and sound skills. The result is an individual profile, from which an experienced psychologist can see whether a child is dyslexic, and what should be done to help.
Can my child stay in a mainstream school?
For a tiny minority of children who suffer from severe dyslexia, then an integrated approach in a specialist environment would be the best solution.
However, for the majority of children, especially those whose dyslexia is identified early, a great deal of support can be given in mainstream schooling.
It is impossible to generalise about schooling to the extent that private education is recommended. If that is the preferred option then it is wise to remember that many such schools pride themselves on academic excellence, without providing the required supported learning for the less obviously able.
Kerry Bennett, communications officer for the DI, says provision for dyslexic children varies greatly throughout the country: 'We recommend asking other parents who've gone through this situation in your area for their experiences of the system.'
What type of supported learning?
To enable your child to be included in the full curriculum he will probably need to be withdrawn from the classroom for targeted specialist teaching. The amount of weekly withdrawal time will depend on funding and the degree of your child's dyslexia, but is likely to range from one to three hours a week.
If a school does not have specialist expertise on its staff it can buy it in - or arrange for it at the nearest DI centre. The DI's policy is to work as closely as possible with schools and many parents arrange extra sessions themselves in addition to the school's provision.
The ideal scenario is a programme devised by the school and the DI, using structured multisensory methods for both teaching and learning. This means using as many senses as possible at a time to make learning easier - looking, listening, saying and doing.
How can I help?
The programmes are highly structured and individually prepared, but for many children suffering from dyslexia one of the main stumbling blocks can be the feeling of sheer hard work required by everyone involved in the process.
- Reassure him that his difficulties are not his fault. Be encouraging and find things he is good at. Building up confidence and praising effort are all vital.
- Give support in homework from school, or from any special needs lessons - but don't do his homework for him.
- Help him to be organised and encourage out-of-school activities and hobbies.
On a final note, Bennett adds: 'The DI has 25 centres across the country and are ready to offer practical help. If your child is not getting support tailored to them as an individual we can help change that situation. Don't worry alone.'
Joan McFadden is a journalist and mother of four. She lives in Glasgow.
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