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Dyslexia Awareness Week is 5 - 11 October 2020. This year dyslexia week is all about what dyslexia creates. Dyslexia creates artists, entrepreneurs, and game changers, but we know that it also creates challenges, inequality and prejudice.

Dyslexia is still very misunderstood and can go undiagnosed for many years. Awareness is needed to get us thinking, talking and understanding that young people in our school community need Dyslexia Week 2020 adjustments in the classroom to access learning #Dyslexia Creates and ultimately achieve.

What is Dyslexia?

Dyslexia is a neurological difference and can have a significant impact during education, in the workplace and in everyday life. As each person is unique, so is everyone's experience of dyslexia. It can range from mild to severe, and it can co-occur with other learning differences. It usually runs in families and is a life-long condition. Definition of dyslexia: Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across the range of intellectual abilities. It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points. Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia. A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention. The British Dyslexia Association (BDA) acknowledges the visual and auditory processing difficulties that some individuals with dyslexia can experience, and points out that dyslexic readers can show a combination of abilities and difficulties that affect the learning process. Some also have strengths in other areas, such as design, problem solving, creative skills, interactive skills and oral skills. (BDA, 2010)

What are the facts? 10% of the UK’s population have a diagnosis of dyslexia with 4% of population at the severe end of the dyslexia continuum. This is roughly around 7.3 million people. The Dyslexia Action (2017), say it is more likely to be around 16% of the population, or 11.5 million people.

5-10% (700 million) of the global population experience dyslexia, yet recent research suggests, it is more likely 17% of the world’s population. Dyslexia Myths:  Dyslexia isn’t seeing words backwards.  Dyslexia isn’t caused by poor eyesight.  Dyslexia isn’t a developmental disability.  Dyslexia isn’t the result of an injury.  Dyslexia isn’t curable.

Dyslexia Truths:  Research provides scientific evidence that dyslexia is neurobiological.  Research estimates 30% of those with dyslexia have co-existence with ADHD.  Dyslexia is present in all economic backgrounds and intellectual levels. What is SpLD? (More facts) Dyslexia is a Specific Learning Difficulty (SpLD) and is  Dyslexic people are often talented in areas included in the category of Cognition and Learning in that don’t require strong language skills. the SEN Code of Practice, 2014. The term SpLD is an  Dyslexia is treatable. umbrella term used to cover a range of learning difficulties. These are known as:  Dyslexia  Dyspraxia or Developmental Coordination Disorder (DCD)  Dyscalculia  Dysgraphia  Attention Deficit Disorder or Attention Deficit Hyperactivity Disorder (ADD or AD(H)D)

How is dyslexia diagnosed? Screening is the first stage in identifying whether a person may have dyslexia. This process would look for possible indicators, and then provide an estimation as to whether an individual has a low or high profile indicator of having dyslexia. Screening provides useful insight into broader areas of difficulty and can include a recommendation as to whether a formal diagnostic assessment is required. Sometimes screening tools provide a more detailed profile of strengths and weaknesses, which help inform an appropriate teaching strategy in the classroom. In the educational setting screening can be online using specific software or can be paper based. A checklist can also be completed. An example can be found at: https://www.bdadyslexia.org.uk/dyslexia/how-is-dyslexia-diagnosed/dyslexia-checklists

A formal diagnosis of dyslexia requires a full diagnostic assessment to be conducted by a certified assessor such as an Educational Psychologist (EP) or specialist teacher. The assessments explore a range of skills and cognitive processing capabilities. The Diagnostic Assessment will be followed by a written report. This report will provide evidence of the individual’s dyslexic profile (if the individual has been confirmed as having dyslexia), signposting to other organisations or further assessments for specific learning difficulties (if required), and will include some recommendations about how to support the individual moving forward and in day-to-day life.

Why have a Diagnostic Assessment?  It can help parents to understand their child’s difficulties and know how best to help them at home, or be able to ask for more targeted support within the education system.  It can be used to support an application for Exam Access Arrangements  Students in higher education will need an assessment in order to apply for Disabled Students Allowance (DSA)  Employers can make appropriate reasonable adjustments in the workplace when identified.  Once a person has been formally identified as dyslexic then they are considered to have a recognised disability covered by the Equality Act 2010.

What is the difference between Irlen Syndrome and dyslexia?

Dyslexia is a language-based disorder, and treatment generally focuses on using a multisensory structured language approach to help individuals with dyslexia strengthen the brain pathways that connect speech with print.

Irlen Syndrome is a perceptual processing disorder, meaning that it relates specifically to how the brain processes the visual information it receives. It is not a language-based disorder and phonics-based instruction will not help someone with Irlen Syndrome improve in the same way it will help someone with dyslexia improve their reading skills.

There are some similarities such as people with this syndrome may experience light sensitivity, visual stress, and other related problems such as dyslexia.

It is possible for someone to have a diagnosis of both dyslexia and Irlen Syndrome.

Useful Videos: What is dyslexia? https://www.youtube.com/watch?v=zafiGBrFkRM&app=desktop See dyslexia differently https://www.youtube.com/watch?v=11r7CFlK2sc&feature=emb_title Dyslexia | How Do Dyslexics Learn? | Think How Your Learn https://www.youtube.com/watch?v=LFExDAggmQY

Dyslexia is a gift Dyslexia makes individuals unique

People that have dyslexia are unique. Their brains work in a different way which is a real positive and can be seen as a ‘gift’.

People with dyslexia have a tendency to not recognise their strengths or acknowledge what they can do well. Their low self- esteem makes it even harder to recognise these strengths. People who are dyslexic have lots of abilities such as creative ideas, problem solving skills and are often good at coming up with new ideas about how to do things. Lots of inventors and entrepreneurs are dyslexic.

Every person with a learning difference is different. They may be very creative with art or good at sport or in their ability to manage a group of people for a common cause, for example a dyslexic may not draw well but instead they may be very co-ordinated at sports. Some jobs are known to have far higher numbers of dyslexics, these include; creative things like acting, arts, mechanics, architects, computer designers (especially games), engineers and lots more.

Dyslexic strengths include:

 Good problem solvers  Creative  Observant  High levels of empathy  Excellent big-picture thinkers  Good at making connections  Strong narrative reasoning  Three-dimensional thinking

Reasonable adjustments that could be used in the classroom to support a dyslexia profile: It is important to remember that the adjustments made for a student with dyslexia will support the learning in the whole classroom for all learners.

 Using expert teaching models throughout the lesson to ensure all learners including those with a diagnosis of dyslexia are able to access the learning and make progress  Ensuring that you are aware of all the students’ needs in the lesson you are teaching.  Create dyslexia friendly environment with key words for topic focus are displayed around the room  having all instructions written down / emailed / PowerPoint presentations printed to annotate  using creamy or coloured paper across all learning but specifically for dyslexic students  Use creamy and off-white backgrounds on presentations to prevent glare from the board  Use fonts that are dyslexia friendly like sans serif fonts such as comic sans and Arial, as the letters can appear less crowded. Alternatives include Verdana, Tahoma, Century Gothic, Trebuchet, Calibri, Open Sans. Font size should be 12-14 point or equivalent. Some dyslexic readers may request a larger font.  Using Access to Work provisions - for example, having someone to help the individual with proof- reading or organisation tasks  having background music or noise-cancelling headphones when possible  Use mind mapping to allow dyslexic learners to plan work effectively through colour coded maps.  factoring in time extension both in the classroom (written and active lessons) and for homework  having a quiet place to work with no interruption- unsettled unstructured lessons can be impossible  using coloured overlays when assessed by SEND Team and determined which colour is best  Coloured filters for reading or for using with a computer screen can be extremely helpful.  Technical aids such as reader pens, laptops and IPad to offer alternative methods of recording support learners with dyslexia  Speech to text recognition software is really useful for extended pieces of writing  Ensure homework is recorded effectively and is accessible for dyslexic learners.

My child is dyslexic: do they have rights? For information on good practice and supporting young people with dyslexia: Under The Equality Act (2010), educational settings are under a legal duty to make “reasonable  Speak to the SENDCO and the SEND adjustments” for individuals experiencing a disability; Team dyslexia is recognised as a disability within this  The Dyslexia-SpLD Trust 01344 381 564 or info@thedyslexia-s legislation. pldtrust.org.uk Students with dyslexia may be entitled to additional  The IDL Literacy https://idlsgroup.com allowances in GCSE examinations. This is usually extra  www.interventionsforliteracy.org.uk time, or help with reading questions or writing www.thedyslexia-spldtrust.org.uk answers, depending on needs. This kind of support is  Helen Arkell Dyslexia Centre known as access arrangements and entitlement is 01252 792 400 or decided by the Joint Council for Qualifications (JCQ) [email protected]

www.arkellcentre.org.uk

For local support groups and advice:  British Dyslexia Association Helpline 0845 251 9002 or [email protected] www.bdadyslexia.org.uk  Dyslexia Action 01784 222 300 or [email protected] www.dyslexiaaction.org.uk