The word ‘dyslexia’ comes from the Greek language and means ‘difficulty with words or language’ (Hornsby, B Overcoming Dyslexia. 1997:p.3). However, the simplest modern definition of dyslexia suggests that dyslexia includes a ‘difficulty in learning to read and write – particularly in learning to spell correctly and to express thoughts on paper.’ (Hornsby 1997:p.3 1.), Furthermore, The British Psychological Society suggests that ‘accurate and fluent word reading and / or spelling develops incompletely.’ (Terrell 2005:p.56 2.).

In addition, some dyslexics experience difficulties in the area of short-term memory, with mathematics, distractibility and personal organisational skills. Together these factors can give rise to low self esteem and may trigger episodes of frustration. Recent research suggests that there are two main indicators of dyslexia: poor short term memory and poor phonological awareness. It is interesting to note that neither of these factors is related to intelligence (Terrell 2005:p.62).

However, the cause of dyslexia is less than proven and debate continues to focus on certain categories such as:

• minimal brain dysfunction
• complex neurological conditions
• genetic or hereditary patterns; and
• medical conditions such as glue ears in children under the age of 24 months.

In all, the British Dyslexia Association estimates that about 10% of the population will have some degree of dyslexia, while some 2% will be affected severely.

Terrell, C. and Passenger, T. (2005) Understanding ADHD, Autism, Dyslexia and Dysphraxia.

For more information via the BDA web site, click on this link, and for some Frequently Asked Questions and answers click here!

Psychological Assessment.

The GDA can provide a specialist dyslexia assessment for children and adults. The assessment and subsequent report will be necessary for anyone wishing to take up a place in a workshop (unless one has already been completed).

Please contact the Helpline for details.

In addition, you can click on this link which will take you to an on-line Dyslexia screener, recommended by the BDA.

 Helpline: 079 639 329 66

Special Educational Needs: Code of Practice (2001).

The Code of Practice defines children with special Educational Needs as those who have learning difficulty if one or more of the following apply:

1. They have significantly greater difficulty in learning than the majority of children of the same age.
2. They have a disability which prevents or hinders them for making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the LEA.
3. They are under compulsory school age and fall within the definition of a) or b) above or would do so if special educational provision was not made for them.
4. Children are not regarded as having a learning difficulty solely because the language or form of language in their home is different from the language in which they are taught.

Special Educational Needs and Disability Act (2001).

The new duties that came into effect in September 2002 extend the Disability Discrimination Act (1995) and cover every aspect of education. The disability duties in Part 4 are designed to dovetail with existing duties under the SEN framework.

A disabled person is defined as someone who has a physical or mental impairment, which has an effect on his or her ability to carry out normal day to day activities.

For the first time, Dyslexia is regarded as a disability. The act also covers all aspects of school life for example, teaching / learning, classroom organisation, grouping of pupils, homework, breaks and lunchtimes.

SEN – Code of Practice.

In summary, discrimination against a disabled child can occur in two possible ways.

The Disability Rights Commission (DRC: p46) provides an example of a child who was unable to copy down in time all the homework task of the classroom board because he was dyslexic and as a result of this he was unable to complete all of the homework. He was given a detention. The DRC view is that this action by the teacher would amount to unlawful discrimination and the child was treated less favorably (definition ‘a’ below).

• Treating a disabled person less favourably, for a reason relating to his or her disability, than someone to whom that reason does not apply, without justification; or
• Failing to take reasonable steps to ensure that disabled people are not placed at substantial disadvantage in comparison with their non-disabled peers without justification. This is known as the reasonable adjustment duty.

For more information on the Code of Practice (2001) and Special Needs and Disability Act (2001) as they apply to children and adults with dyslexia, please contact the helpline.

Intervention.

There are three stages of intervention:

• School Action

School-based support that is additional and different.

• School Action Plus

As above, but with help from outside agencies, eg the School Educational Psychologist, acting as a representative of the LEA.

• Request for Statutory Assessment, leading to a Statement

A statement is legally binding and reviewed annually.

These stages do not have to be graduated.

A parent can ask for their child to be raised onto a higher level. All children on these levels should have an Individual Educational Plan, preferably with evidence of specific, measurable targets as opposed to general aims.

The plans should be reviewed at least twice a year and if the child is still failing to make progress, then the level of intervention should either increase or change.

 Helpline: 079 639 329 66

Tuition for Specific Learning Difficulties (SpLD).

The GDA can provide details of qualified specialist teachers who are willing to provide private tuition at home or at a Saturday morning workshop. Each teacher provides the GDA with evidence of their professional qualifications, a criminal records bureau check and two references. The multi-sensory tuition is tailored to each student based on information provided by their Psychological Assessment.

Private Tuition: Details of teachers within your area please contact our helpline.

Saturday Workshop: Each student receives 40 minute one to one sessions hosted in Gloucester, Cheltenham, Cirencester, Stroud and Tewkesbury.

Please use both our Membership and Workshop Tuition Application Forms found on our web site. Bursaries are available for those with financial difficulties.

Helpline: 079 639 329 66

Child Dyslexia Checklist.

Does your child exhibit more than one of these symptoms? If so you might wish to have th

1. Difficulty with spelling and reading? 2. Difficulty with writing figures the wrong way? 3. Use fingers to calculate simple sums? 4. Difficulty remembering arithmetic tables? 5. Was she/he late in speaking? 6. Difficulty in telling right from left? 7. Unusually clumsy? 8. Difficulty catching/kicking a ball? 9. Difficulty with shoe laces, ties, dressing etc? 10. Letters left out of words or in the wrong place and words the wrong way round? 11. Poor sense of direction? 12. Lack of self-confidence? 13. Behind with schoolwork? 14. Is any other member of the family dyslexic?

em assessed for Dyslexia.

Information Evenings.

Information evenings are held regularly at various locations. Please see our events page for news about these and our future events.

Useful Publications

Emma Elliott’s book ‘Back to the Sky: How to Fly with Dyslexia’

Need-to-Know Books, Dyslexia and other learning Difficulties, a Parent’s Guide

Barrington Stoke Web Site & Books - written for the dyslexic child

Useful Links