Specific Learning Difficulties

Specific learning difficulties (Dyslexia)

Information for

parents and carers What is dyslexia?

Dyslexia literally means “difficulty with words”. It results in difficulties with reading and spelling and can affect writing and number work.

Dyslexia is often referred to as a specific learning difficulty to show that it is not an all-round learning problem, but is of a particular nature.

Other problems associated with dyslexia can include:

 An organising difficulty – for example, a younger child putting clothes on in the wrong order, or back to front, or a secondary school pupil not remembering which books are needed for which lesson.

 A word finding difficulty – for example, being unable to supply a word which is known and understood.

 A difficulty noticing how spoken words are broken up into syllables and individual sounds, and in hearing rhyme.

 A memory difficulty – poor short-term memory, a poor auditory memory (remembering things they hear), or a poor visual memory (remembering things they look at).

 Being poorly co-ordinated which could make a child appear clumsy.

It is estimated that up to 10% of the whole population may have some degree of dyslexia. In most cases this is likely to be fairly mild and can be managed within the classroom. In some cases, additional help will be needed form the school’s special educational needs co-ordinator. In exceptional circumstances outside advice from the Pupil Support Service may be requested.

More boys than girls tend to experience difficulties and some dyslexic children have a parent, or close family relative, with dyslexia. How can I tell if my child is dyslexic?

Early indicators which you child may have, include:  Learning to talk and difficulty pronouncing long words.  Learning nursery rhymes.  Dressing – especially with buttons and shoe laces.  Colouring and using scissors.

Later indicators include:  Letter and number reversals. Letters and number in wrong order.  Long-term difficulty remembering sequences such as the alphabet, days of the week and months of the year.  Poor awareness of time.  Concentration difficulties.  Experiencing difficulty remembering messages and instructions.  Is late in learning to read and spell.

Remember – ALL children have to learn these things. If your child does experience some of these difficulties it does not mean that your child is dyslexic but noticing them will make you more aware of the possible problems.

Is there a cure?

Dyslexia is not an illness – it is a feature of how some people learn. Many dyslexic people have strengths in other areas. Given the right support dyslexic children can learn to cope with, and manage, their difficulties. Early recognition is important, so that your child can be given help before they become frustrated by their difficulties.

What should I do if I think my child may be dyslexic?

Speak to your child’s class teacher or head teacher. The Special Educational Needs Co-ordinator may also be involved. He, or she, will know about dyslexia and the type of help your child will need. The school may also consult a specialist teacher or an educational psychologist. What will the school do?

Your child may receive additional interventions as part of the school’s provision mapping. An Individual Education Plan (IEP) may be drawn up recording the small steps your child will need and to record and monitor progress. The plan may include specifically designed programmes for reading and spelling. Additional support may be provided either in the classroom or in smaller teaching groups. This plan will be discussed with you at least twice a year.

Your child may also be encouraged to record their work in other ways including:  Using a recorder.  Using a word processor with a spell check.  Writing in note form, with labelled diagrams.

How can I help?

Remember – your child has to work harder than most in school and is likely to be tired when they get home. Children can be helped by their parents at home by:  Being read to as often as possible with the child looking at the words.  Playing memory games.  Being helped to organise themselves – using lists, diaries and timetables.  Not being compared with brothers or sisters. Finding things which they do well and providing plenty of praise and reassurance.

For more information: The Pupil Support Service Provincial House Kendrick Road Barry CF62 8BF 01446b 709180