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International Book of Dyslexia a Guide to Practice INTERNATIONAL BOOK OF DYSLEXIA AGUIDE TO PRACTICE AND RESOURCES Edited by Ian Smythe, John Everatt and Robin Salter JOHN WILEY & SONS, LTD INTERNATIONAL BOOK OF DYSLEXIA INTERNATIONAL BOOK OF DYSLEXIA AGUIDE TO PRACTICE AND RESOURCES Edited by Ian Smythe, John Everatt and Robin Salter JOHN WILEY & SONS, LTD Copyright © 2004 John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex PO19 8SQ, England Telephone (+44) 1243 779777 Email (for orders and customer service enquiries): [email protected] Visit our Home Page on www.wileyeurope.com or www.wiley.com All Rights Reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except under the terms of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency Ltd, 90 Tottenham Court Road, London W1T 4LP, UK, without the permission in writing of the Publisher. Requests to the Publisher should be addressed to the Permissions Department, John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex PO19 8SQ, England, or emailed to [email protected], or faxed to (+44) 1243 770620. This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold on the understanding that the Publisher is not engaged in rendering professional services. If professional advice or other expert assistance is required, the services of a competent professional should be sought. Other Wiley Editorial Offices John Wiley & Sons Inc., 111 River Street, Hoboken, NJ 07030, USA Jossey-Bass, 989 Market Street, San Francisco, CA 94103-1741, USA Wiley-VCH Verlag GmbH, Boschstr. 12, D-69469 Weinheim, Germany John Wiley & Sons Australia Ltd, 33 Park Road, Milton, Queensland 4064, Australia John Wiley & Sons (Asia) Pte Ltd, 2 Clementi Loop #02-01, Jin Xing Distripark, Singapore 129809 John Wiley & Sons Canada Ltd, 22 Worcester Road, Etobicoke, Ontario, Canada M9W 1L1 Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library ISBN 0-471-49646-4 Typeset in 10/12pt Times by SNP Best-set Typesetter Ltd., Hong Kong Printed and bound in Great Britain by Antony Rowe, Chippenham SN14 6LH This book is printed on acid-free paper responsibly manufactured from sustainable forestry in which at least two trees are planted for each one used for paper production. CONTENTS Introduction: Dyslexia – different contexts, same problems Ian Smythe and Robin Salter 1 Dyslexia in Argentina Maria Jose Quintana 5 Dyslexia in Australia Paul Whiting 9 Dyslexia in Austria Maria Götzinger-Hiebner and Michael Kalmár 16 Dyslexia in Bahrain Haya Al-Mannai 20 Dyslexia in Belgium Elena Grammaticos and Anny Cooreman 25 Dyslexia in Brazil Ian Smythe 29 Dyslexia in Bulgaria Vanya Matanova 34 Dyslexia in Canada Linda S. Siegel 38 Dyslexia in the Caribbean Rosey Palmer 43 Dyslexia in Catalonia Dolors Juanola, Neus Buisán and Mercè Gonzàlez 48 Dyslexia in Chile Luis Bravo-Valdivieso 51 vi CONTENTS Dyslexia in China Xiangzhi Meng and Xiaolin Zhou 56 Dyslexia in Croatia Nada Lovri´c58 Dyslexia in Cyprus Costas Apostolides 62 Dyslexia in the Czech Republic Olga Zelinkova 68 Dyslexia in Denmark Birgit Dilling Jandorf, Dorthe Haven and Helen Nielsen 72 Dyslexia in Egypt Gad Elbeheri 79 Dyslexia in England Carol Orton 86 Dyslexia in Finland Heikki Lyytinen, Mikko Aro and Leena Holopainen 92 Dyslexia in France Myriam Risser 96 Dyslexia in Germany Christiane Löwe and Gerd Schulte-Körne 100 Dyslexia in Greece Maria Sp. Mazi, Styliani Nenopoulou and John Everatt 103 Dyslexia in Hong Kong Suk-han Lee 109 Dyslexia in Hungary Éva Gyarmathy and Emöke Vassné Kovács 116 Dyslexia in India Philip John, Susan K. George and Anu B. Mampilli 122 Dyslexia in Iran L.G. Tehrani 128 Dyslexia in Ireland Anne Hughes 132 Dyslexia in Israel G. Malka Lipkin and Harry J. Lipkin 136 Dyslexia in Italy Giacomo Stella 139 Dyslexia in Japan Eiko Todo 143 CONTENTS vii Dyslexia in Jordan Radi Waqfi 147 Dyslexia in Kenya William Eric Ferguson 152 Dyslexia in Luxembourg Lucien Bertrand 155 Dyslexia in Malaysia Caroline Gomez 158 Dyslexia in Malta Christine Firman 164 Dyslexia in Namibia Kazuvire Veii 168 Dyslexia in the Netherlands Kees P. van den Bos 171 Dyslexia in New Zealand James Hawkins 176 Dyslexia in North Cyprus Ersin Öztoycan and Catherine Martin 179 Dyslexia in Norway Berit Bogetvedt 182 Dyslexia in the Philippines Dina Ocampo 184 Dyslexia in Poland Marta Bogdanowicz 190 Dyslexia in Russia Tatiana Boldyreva and Olga B. Inshakova 197 Dyslexia in Scotland Elizabeth J. Reilly 201 Dyslexia in Singapore J.S. Daruwalla 205 Dyslexia in South Africa Catherine Hattingh 208 Dyslexia in Sweden Bodil Andersson 215 Dyslexia in Switzerland Susanne Bertschinger 222 Dyslexia in Taiwan Wei-Pai Blanche Lue 224 viii CONTENTS Dyslexia in Thailand Jareeluk Jiraviboon 229 Dyslexia in Tobago Helen Sunderland 232 Dyslexia in the USA Jane Browning 236 Dyslexia in Wales Ann Cooke 240 Welsh Dyslexia Project/ Prosiect Dyslecsia Cymru Michael Davies and Ian Smythe 246 Index 253 INTRODUCTION Dyslexia – different contexts, same problems Ian Smythe and Robin Salter Whereas Part 1 of this book considered aspects of dyslexia that are related to individual languages, Part 2 focuses on aspects that relate to individual countries. These chapters include discussions of many issues, including those relevant to the education system, public and professional awareness, legislation and policies, definition and terminology and prevalence within the country discussed. Practical issues of identification and assessment, intervention and resources, provisions for children and adults, as well as teacher training, advocacy groups and details of where to obtain help (voluntary and professional organi- zations) are also given in many chapters. In addition, some authors include further dis- cussions of the language-related issues, such as the language context of the country and aspects of dyslexia difficulties specific to the language(s) used. Although the information provided cannot be totally comprehensive, it can be used as a guide to what is happening around the world, as well as to views and perspectives held by many individuals in a wide range of countries. When reading all the diverse approaches to dyslexia represented in this volume (research perspectives, teaching methods, definitions, services), it is easy to get lost in the wealth of information and provision available. But, as Steve Chinn, principal of a UK specialist dyslexia school, often says, where is the dyslexic individual in all this? We should celebrate diversity, of approaches and viewpoints, of policies and practice, but only if it leads to answering the central question: how best can we help this dyslexic person? The formation of this question in terms of ‘this dyslexic individual’ is deliberate to emphasize the idea that there is no ‘one size fits all’. Every dyslexic individual is different. So too is every country, culture and educational context. From these pages there International Book of Dyslexia: A Guide to Practice and Resources. Edited by Ian Smythe, John Everatt and Robin Salter. ISBN 0-471-49646-4. © 2004 John Wiley & Sons, Ltd. 2 IAN SMYTHE AND ROBIN SALTER can be little doubt that dyslexia is an international concern. However, perceptions, aware- ness and understanding within the community, the resources available, whether financial, manpower or teaching resources, will dictate the importance at the personal, school or leg- islative level. Given the perceived importance of dyslexia assessment and support, and the importance recognized at least among some educationalists from different countries and language backgrounds, there is a need for systematic research which identifies similari- ties and differences between these contexts which will aid in the development of appro- priate diagnostic and remediation tools. LEGISLATIVE SUPPORT Legislation does not equal provision. As just one example, visitors to the UK are frequently surprised to learn that despite apparent legislative provision, case after case comes before the special educational needs review tribunal of children who are five or even more years behind in terms of their literacy skills and still have not been appropriately assessed or provided with appropriate support. The framework for provision has been with us for some time. For example, in 1948 the UN General Assembly, in Resolution 217, Article 26, declared that ‘Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory.’ Sadly, that goal has never been met, with large numbers of parents being forced to pay for basic education, both in terms of attendance and for the resources available in classrooms, such as books. Furthermore, in the context of dyslexia, what the Resolution failed to emphasize was the need to make that education appropriate. By the end of the Jontiem conference (1990), some progress had been made. The Jontiem declarations stated that the individual should ‘be able to benefit from educational opportunities designed to meet their basic learning needs’ (Article 1), and that ‘Steps need to be taken to provide equal access to education to every category
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