In the headlines
2 October 2017
Christopher Rossiter, Director of the Driver Youth Trust shares his thoughts on the state of dyslexia support in schools. He knows that many dyslexic children do get the necessary support in school that they are entitled to but he is also very aware of lack of funding in many local authorities where SEND provision is slipping away. He stresses the continued importance of Dyslexia Awareness Week in raising the issues for schools and teachers.
3 October 2017
The website whatusersdo.com has compiled a useful set of dos and don’ts for making websites more accessible for dyslexic readers. They state that website owners should make reasonable adjustments to their websites to make them more accessible and user-friendly. Recommendations include using sans serif fonts e.g. Arial, using icons on the page as visual signposts and using lists of information rather than dense sections of text.
4 October 2017
Aisling McGuire, Head of Learning Support in Belhaven School, Dunbar makes the case for using the teaching style adopted to teach dyslexic learners for everyone in the class. She discusses 5 strategies that have application for all learners including breaking tasks down to facilitate comprehension and memory processes, repetition and teaching organisational skills in the classroom.
5 October 2017
Sarah Driver, Founder of the Driver Youth Trust has written an article for The TES for Dyslexia Awareness Week about how important it is for school leaders to take dyslexia seriously. She makes 5 recommendations including deciding to make special educational needs and disability (SEND) a priority within schools and to follow through on this by ring-fencing SEND funding. She also stresses the importance of workforce development by buying in specialists to train teachers and Sencos.
18 October 2017
French scientists Guy Ropars and Albert le Floch based at the University of Rennes have published their research theory that dyslexia is caused by physiological differences in dyslexic people’s eyes. They have discovered that the tiny light-receptor cells in the eyes of a dyslexic person are arranged in matching patterns in both eyes whereas in a non-dyslexic person the cells are arranged asymmetrically allowing the image from one eye to be dominant. In dyslexic people neither eye is dominant which leads them to make ‘mirror errors’ when reading. The researchers are testing an intervention technique using an LED light to erase the mirror image.