In the headlines
8 December 2018
Ann Clucas, who has worked as a teacher, a head of department and a SENCO has shared the three classroom strategies she discovered dyslexic pupils most want their teachers to use. Firstly, they want to be given enough time to do a task, secondly, they need visual support for example using diagrams, pictures and mind maps to convey information and using a font size of between 12 and 14 pts for any text and providing printed out copies of any PowerPoint slides so they can follow along easier in class and thirdly, they would like discreet help by having a prearranged learning buddy or using red and green cards on their desk to signal if they need help or not.
12 December 2018
Cathryn Knight, Lecturer in Education at Swansea University writes on the website The Conversation about her recent research into what teachers know about dyslexia. Her survey found that three quarters of her sample understood it to be having problems with writing, reading and spelling. They had no knowledge of the potential additional issues for dyslexics of trouble expressing themselves, phonological processing differences, decoding difficulties and memory problems. She also reports that the teachers themselves felt they did not receive enough training on dyslexia.
18 December 2018
Caroline Henshaw reports in the TES that the Department for Education (DfE) is scrapping the need for multiple dyslexia assessments from February 2019. Previously, students who had been assessed with dyslexia at school had to undertake costly second assessments after the age of 16 to receive support at university or work. Fees for the assessments could range from £600 to £800. The move has been welcomed by dyslexia charities as ‘dyslexia does not go away’.