Let's talk about Dyslexia
There are many ways to consider the issues around dyslexia for your child both at school and in their lives.
Letter and number reversals at 5 and 6 years, do NOT mean that a child has dyslexia !
More often than not this can reflect a developmental issue, incorrect teaching of handwriting, poor pencil grips rather than full blown dyslexia. In fact, you are more likely to notice language processing issues, dislike of reading and writing (may love being read to ) and a certain level of disorganisation with personal items, but well developed verbal skills, ( talk their way out of a paper bag !), great social skills, good coordination and advanced drawing or construction skills.
In the early 2000's the Ministry of Education finally recognised “dyslexia” . Since then, teachers, schools and parents have been catching up with what the implications are for supporting “dyslexic “ students in our schools. .
THE presenting challenges are always on a continuum of severity. The good news is that technology is an amazing tool for dyslexics today.
What pathways can you consider ?
Find the child’s strengths and encourage them.
Formal Assessment – with an Educational Psychologist
Class and School adaptations - Additional support may include: Reading Recovery, Rainbow Reading, Steps to Literacy Programme ( spelling skills ) , maths support, writing groups, use of technology ( Apps for dyslexic students), applications to the MOE for assistive technology and SACs( Special Assessment Conditions) assessments as secondary school for reader writer support.
Additional Tutoring to fil in the gaps either in school time or out of school.
Neuro developmental issues – Retained childhood reflexes, eg ATNR, Moro, Developmental issues around balance, eye tracking, laterality ( left and right body knowledge)
Visual issues – Behavioural Optometric assessment, Irlen Screening.
Familial links, who else would understand?
Find great role models who have overcome their dyslexic issues.
What can you do at a school level?
Approach the class teacher or Senco ( Special Needs Coordinator or Learning Support Coordinator ) with your concerns and discuss ways your child can be accommodated. This may be in literacy and/or numeracy
Share any assessments that you have had done.
At Secondary level - SACs assessment ( best for the student to have a charted history of difficulties with literacy.
Dyslexia Foundation of NZ www.dyslexiafoundation.org.nz
www.dtsl.co.nz Nz specialists of assistive software for dyslexic students.
If you would like some help to NAVIGATE a pathway email me at firstname.lastname@example.org