We have heard educators say from time to time that they have never taught anyone with dyslexia. With estimates saying that approximately 10% of the population is dyslexic, it is probable that ever classroom and lecture hall in the country with more than 10 students has at least 1 learner with dyslexia. In some subjects, the percentage is likely to be considerably more than 10%.
Dyslexic learners in the classroom can sometimes be identified by their strengths in discussion and explaining things, but difficulty with getting their ideas on the page. They may have issues with speeds of working, feeling as though they need more time, even though the work they produce clearly shows good understanding. They may not be able to take notes effectively, or have difficulty in copying, eg from PowerPoint presentations. They may arrive late without meaning to, or look as though they are 'drifting off' and not paying attention. These are not intentional, but can be misconstrued as showing a lack of respect.
Dyslexic learners are often creative, inventive, good problem solvers and good at practical tasks and 'hands-on learning'. They are often able to devise novel ways of working, using strategies which come naturally to them. There is often a potential to learn best through visual and kinaesthetic methods. 'Chalk and talk' is not the best mode for our dyslexic learners.
We are able to provide assessments and recommendations to identify whether dyslexia is present. Our reports can be used to support an application for Disabled Students Allowance in Higher Education, and can be used to support applications for examination access arrangements for GCSE, A Level, Functional Skills, QTS Skills Tests, and other professional qualifications.
We can also provide bespoke training for teachers, tutors, trainers and lecturers, helping to raise awareness of how dyslexia can present in a classroom, and facilitating the identification of strategies to support learners and ensure potential for achievement is promoted.