In this chapter from The Parents’ Guide to Specific Learning Difficulties, Veronica Bidwell looks at the important role parents can play in supporting the learning of their child with dyslexia. Looking at the kind of difficulties typically experienced at different ages and stages of development, she provides some very reassuring and useful advice.
Click here to download the extract
Packed full of advice and practical strategies for parents and educators, her book is a one-stop-shop for supporting children with Specific Learning Difficulties (SpLDs), ranging from poor working memory, dyslexia, dyspraxia, dyscalculia, through to ADHD, Autism Spectrum Disorder (ASD), Auditory Processing Disorder (APD), Specific Language Impairment and Visual Processing Difficulty. Veronica is an Educational Psychologist with expert knowledge of Specific Learning Difficulties. She has been involved in education for over 30 years working with mainstream and special schools. She has run a leading independent Educational Psychology Service and has assessed many hundreds of pupils and provided advice and support to pupils, parents and teachers. Click here to find out more about her book.
Neil Alexander- Passe, author of Dyslexia and Mental Health, talks about the different ways that parents can support their child with dyslexia who may be struggling at school. He explains that, with the right encouragement and communication with teachers, there is every chance that a child with dyslexia will thrive in today’s day and age.
Contrary to public perception, you do not outgrow dyslexia. The dyslexic child who struggles with literacy will likely become a dyslexic adult who also struggles with literacy. What has changed, however, is that today’s schools have a duty of care to support the additional needs of their students. Unlike older generations of dyslexics who quite likely had a negative school experience, teachers have a responsibility nowadays to make sure that SEN students are recognised, that they are made to feel included in the classroom, and that they are not subjected to humiliation and left behind. In fact, teacher training is finally introducing a compulsory SEND element, which means that all teachers will be judged on their ability to support the special educational needs of their pupils. What, though, can parents be doing to ensure their child with dyslexia enjoys school? And how can they help their teachers provide the best support?
Margaret Rooke, author of Creative, Successful, Dyslexic, explains the journey she went through in writing this book. Compelled as a mother to help her daughter, who was diagnosed with dyslexia as a teenager, Margaret set about using her 20 years’ experience as a writer on national newspapers and magazines to approach the 23 high achievers with dyslexia whose stories form the book. Its aim, she says, is “to reassure anyone with dyslexia and their loved ones – together with any others who do not seem to shine naturally at school in these results-driven days.”
When I found out my 13-year-old daughter was dyslexic, my first response was shock. She had ticked all the educational boxes at primary school very happily.
She stopped learning as soon as she arrived at secondary school and we spent a couple of years working out why this was. Was it the school? Was she on some kind of strike? Was she simply unhappy? Continue reading