Dyslexia is a difficulty in learning to read, spell and write and is different for everyone.
It can make learning and communicating with others more difficult and can result in low self-esteem, high stress and low achievement.
There are often associated difficulties such as:
- auditory and/or visual processing of language-based information
- phonological awareness
- oral language skills and reading fluency
- short-term and working memory
- sequencing and directionality
- number skills
- organisational ability
Motor skills and co-ordination may also be affected.
If you think your child has dyslexia
People with dyslexia benefit from early assessment and identification.
First, approach your child’s school with your concerns. Primary school parents should talk to their child’s class teacher or a member of the school’s senior management team. At secondary school parents should ask to speak to the Principal Teacher (Additional Support Needs).
Once concerns have been raised, the following process will be followed. You should be kept informed at all stages of the process.
How we identify and support learners who have dyslexia
Schools in Angus follow procedures for assessing and supporting children and young people who may have dyslexia. These procedures were designed to make sure that there is a consistent, effective approach to identifying and supporting learners with dyslexia in Angus.
When there are concerns about your child's progress in reading, writing and/or spelling, the following will take place:
Firstly, classroom staff will look at their own teaching strategies and classroom environment to ensure that they meet the needs of all learners in their class.
Information about the learner’s progress will be gathered. This may include gathering samples of class work, observing the learner in class, seeking views from teachers, support staff, parents and the learner themselves, and carrying out any additional assessment that may be beneficial. At this stage, a class teacher will often be supported by an Additional Support Needs teacher. It should be noted that a single test or screener will not establish that a learner has dyslexia. However, results from such tests will be considered alongside all other assessment information gathered.
With your consent, the school may also consult with other professionals, such as an educational psychologist. If there are concerns that other factors are affecting a learner’s progress, advice/input from professionals from other services such as speech and language therapy or occupational therapy may be sought.
If required, a programme of additional support will be put in place for learners. You and the learner should be part of this process.
If a learner struggles to make progress with reading, writing and/or spelling, despite appropriate provision, then consideration should be given to identifying the learner as having dyslexia. This will be done in consultation with you and (where appropriate) the learner.