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If you've found this article, chances are either you, your child, or a child under your care is facing challenges with reading, writing, or spelling, and you suspect it may be due to dyslexia. Or perhaps the school has indicated they suspect dyslexia. Fear not, you're in the right place. Navigating the process of obtaining a dyslexia diagnosis through your child's school can feel overwhelming, but we're here to help clarify it for you.
First things first, let's shine a light on dyslexia. It's a learning difference that primarily affects reading, writing, and spelling, but it can impact much more. Dyslexia has nothing to do with intelligence – in fact, some of history's smartest folks, like Einstein, Steve Jobs, Thomas Edison, and Nikola Tesla, were dyslexic. The dyslexic brain simply processes information differently, which isn't always a bad thing.
Here are some additional interesting facts about dyslexics: We comprise 40% of self-made millionaires, which is above the average.
So, how do you spot dyslexia? Look out for common signs like:
- Difficulty with phonics
- Trouble recognising common sight words (such as “the,” “and,” “to,” “of,” “you,” “that,” etc.)
- Mixing up letters and words that look or sound similar
- Confusing left or right
- Poor short-term memory
- Experiencing tiredness easily when reading
Sometimes, your child's school may notice these challenges before you do, and they'll bring them to your attention to work together for the best outcome.
Remember to collaborate closely with your child's school throughout this process for the best outcome.
Alright, you or your child's teacher have noticed some tell-tale signs, and you're ready to take action. If you've noticed these challenges, the first step is to reach out to your child's school. Schedule a meeting with their teacher and/or the Special Educational Needs Coordinator (SENCO). It's crucial to communicate openly about your concerns, and if you have any evidence, bring that along too.
4. A Graduated Approach
Once identifying that your child is having challenges with reading, writing, or spelling, the school should kick off what we call an Assess, Plan, Do, Review (APDR) Cycle. Basically, well your child school will assess your childs needs, then come up with a plan to help your child, put that plan into action, and finally, review how things are going. Typically, this first cycle happens right, following a discussion between the Class Teacher, the SENCo (Special Educational Needs Coordinator)and your the parent or guardian.
At the point of this 'review' if your child has not made progress and continues to experience difficulty with reading, writing and/or spelling, do not hesitate to request a more comprehensive dyslexia assessment for your child. This is likely an option the SENCO will offer, as schools in the UK have a legal obligation to identify and support students with special educational needs, including dyslexia.
This usually involves multiple assessments by an Educational Psychologist or a specialist teacher. These assessments will look at various aspects of your child's literacy skills, cognitive abilities, and overall learning profile.
The way Educational Psychologists and Specialist Teachers approach assessments can differ but will often include the following:
This may take place in one session or likely across multiple visits.
The outcomes of the assessment process will guide another round of the APDR cycle. This time around, the Educational Psychologist and Specialist Teacher’s will rely on the assessment results from our Educational Psychologist (EP) or Specialist Teacher to tailor a broke intervention plan specifically for your child.
This intervention plan will be carefully designed to leverage your child's strengths while targeting the areas where they need support. Once a bespoke intervention has agreed upon and implemented this personalised intervention, we'll closely monitor its impact. It's during this review phase that we may discuss the possibility of dyslexia as a potential factor for your child's difficulties. The school will make sure to keep you informed and involved every step of the way.
After the assessment, intervention and reviewis complete, you'll likely receive a report detailing the findings. If dyslexia is identified, the report will include recommendations for support and accommodations to help your child succeed in school. It's crucial to review this report and discuss the recommended strategies with your child's school.
It's good to know that your child's school is likely already supporting their needs, and you can request support if not. You don't have to wait until your child is diagnosed to get them support. With a formal diagnosis, you and your child's school can work together to ensure the recommended support and accommodations are in place for your child to succeed.
Finally, remember that a dyslexia diagnosis is not a negative thing – it's a stepping stone to unlock the support (and understanding) your child needs to thrive. Encourage your child to embrace their “differences” and unlock their dyslexia superpower. With the right support and encouragement, who knows? Your child could be the next dyslexic powerhouse on our list of dyslexic success stories.
Getting a diagnosis is just one way to get the support you need for your child. Even if having a “label” isn't for you, you can always ask your child's school to assess your child so that you can better understand their needs. Stay tuned for our next blog where we'll discuss what to do if your school simply doesn't have the budget for assessments. Sign up for our newsletters.
If you came across this article it is likely that you, your child or a child you are taking care is struggling with reading, writting,or spelling and you suspect it may be down to dyslexia or may the school told you they suspect its dyslexia, your in the write place. Navigating the process of getting a dyslexic diagnosis through your childs school can be daunting but fear no more, where hear to help make it a little clearer for you.
First thing frist, lets shed some light on dyslexia. Dyslexia is a learning difference taht primarily effects reading, writting and spelling, however it can impact so much more. It does not have anything to do with intelligence - in fact some of the smartest people in history such as Einstein, Steve Jobs, Thomas Edison and Nikola Tesla are all said to have been dyslexic.The Dyslexic brain simply process information differently and this may not always be a bad thing.
Hear are some more fun facts about dyslexics we make up 40% of the self-made millionaires, and this is above the average.
So, you how would you first recognise Dyslexia you may be asking yourself? You can look for some of the most common signs like:
- Difficulty with phonics
- Troble recognising common sight words (such as “the”, “and”, “to”, “of”, “you”, “that” etc)
- Mixing up letters and words that look or sound similar
- Confusing left or right
- Poor short-term memory.
It is good to know that a lot of the time your child school may notice these challenges before you do - if tehy do they often may bring these to your attention, they may already be helping your child in class, but will need to get your promotion to get a diagnosis.
Remember to work with your childs school, throughout the process you should be partnering together to get the best outcome for your child.
Alright, so you or your child teacher have notices some of the tell tell signs, and youre read to rake action. If you noticed these challenges the first step is to reach out to your childs school. Schedule a meeting with their teacher and/or special educational needs coordinator (SENCO). It is essential that throughout this estrange that you communicate openly about your concerns and if you have any evidence take that with you.
During your meting, do not hesitate to request a dyslexia asessment for your child. It is likely that this is a option the SENCO will offer. It is good to know that in UK, schools technically have a legal obleegation to identify and provide support four students with special educational needs and this includes dyslexia.
Once the assesment is underway the school will likely intitate the assessment process. This usually involves a number of asesment by an educational psyhologost or a specialist tecaher. These assessments will look at a number of aspects of your childs litacy skills, cognitive abilities and overall learning profile.
The asesment usually takes place in two parts:
1. The observation - Where the Educational Psychologist or specialist teacher will visit the school, they will often have a conversation with you and will spend several hours observing your child in a classroom setting.
Based on the observations they will provide the SENCO with a number of interventions to carry on on your child.
2. The second visit - The Educational Psychologist or specialist teacher and return to the school, they will want to see evidence taht the interventions have been put in place and what the outcomes are. Based on the data provided a diagnosis may or may not be provided.
After the asesment is complete, you will likely receive a report detailing the findings, this however can be different from borough to borough. If dyslexia happens to be identified, the report will include recommendations for support and accommodations to help your child sucseed in school. It is essential to review this report and discuss the strategies recommended with your child school.
It is good to know taht your school, is likely already support your childs needs and if not you can request this. You do not have to wait until your child is diagnosed to get your child support.
With a formal diagnosis in hand, you and your child school are not equipt to work better together to help your child meet their full potential by ensuring the recommended support and accommodations in place your child suceed. Recommendations might include extra help with reading and writting, access to assitive technology and adjustment in exams.
Ensure to continue to work closely with your childs school
Finally, remeber that dyslexia diagnosis is not a bad thing - its a steping stone to unlock the support your child needs to thrive. Encourage your child to embrace their “differences” and in so unlocking their Dyslexia superpower. Who knows your child may be the next dyslexic powerhouse that we would welcome to add to our list of dyslexic success stories.
Getting a diagnosis in one of many ways to get the support you require for your child. Even if having a “label” is not for you, you can always ask your school to go ahead to asses your child so taht you can better understand their needs.
There are also occasionals when your school simply does not have the budget. We will be discussing that in our next blog.
