When a child shows signs of a high likelihood of dyslexia, it is crucial for schools to work closely with parents and provide a support plan. Dyslexia is a specific learning difficulty that can affect reading, writing, and spelling, but students can thrive academically and emotionally with the right support. This guide outlines key areas to focus on when supporting a child at high likelihood for dyslexia. If you’d like to know more about how Talamo defines dyslexia, you can click here.
If you want to know a bit more about dyslexia (less formally) you might want to have a look at this video by Vox.
Parental Involvement: The Importance of Formal Assessment
Early identification is key to providing effective support for a child at risk of dyslexia. If you feel appropriate and there are dispensations you’d like to unlock, schools should take the lead in pursuing a formal assessment rather than leaving this responsibility to parents. By doing so, schools can ensure that the child receives the appropriate interventions as soon as possible.
During discussions with parents, it’s important to explore the child’s learning difficulties and strengths and any family history of dyslexia or related needs, such as speech and language difficulties. A formal assessment may be beneficial, as it can give additional clarity and can unlock dispensations (particularly if the child would like to go to university.
If you want to know if a formal assessment is right for a child you can look at this article from the British Dyslexia Association (BDA). We recommend getting in touch with the BDA or the Moon Hall Assessment Centre, for the best places to get assessed.
Supporting Mental Health: Managing Overload and Fatigue
Children with dyslexia often experience feelings of overload and fatigue, particularly when faced with challenging reading or writing tasks. It’s vital to monitor their mental health and well-being closely. Schools should provide a supportive environment that reduces unnecessary stress and anxiety. This could involve implementing frequent breaks, offering a quiet space for work, or adjusting homework expectations.
Encouraging open communication with the student and their parents about how the child feels at home can provide valuable insights into their mental health. Addressing these concerns early on can prevent the development of more serious mental health issues.
Celebrating Neurodiversity
Dyslexia is part of the broader concept of neurodiversity, which recognises that neurological differences are a natural and valuable aspect of human diversity. It’s important to celebrate the strengths and abilities of students with dyslexia rather than focusing solely on their difficulties.
Highlight the child’s talents and interests, and integrate these into their learning plan. This positive approach not only boosts their self-esteem but also helps them develop a strong sense of identity and pride in their unique abilities.
Student Feedback: Listening to the Child’s Experience
Understanding the child’s perspective is crucial in providing effective support. Regularly seek feedback from the student about their learning experiences, challenges, and any areas where they feel they need more help. This feedback can guide the development of personalised learning plans that cater to the student’s unique needs.
One thing to also consider is strengths. At an early age, it might be more tricky to see these strengths, but they are so important to establish as they will give a firm footing for thinking about interventions and build much-needed self-esteem. You can see an example worksheet here.
If the child is struggling academically, it’s really important that they have extracurricular activities where they can excel, meaning they don’t tie their self-worth to just one metric.
Introduction to Assistive Technology: Tools for Success
Assistive technology can play a significant role in supporting students with dyslexia. Introducing these tools early on can help the child overcome some of the challenges associated with reading and writing.
Recommended tools
Assistive technology tools like text-to-speech and speech-to-text can be highly beneficial for students with a high likelihood of dyslexia, especially those with dyslexia or other reading challenges. These technologies can also be useful at home - we have written about this in another article, click here for more information.
Transition Monitoring: Supporting Changes in Learning Environments
Transitions, such as moving from primary to secondary school, can be particularly challenging for students at high likelihood of dyslexia. Schools should closely monitor these transitions and provide additional support to ensure a smooth changeover.
Develop a transition plan that includes:
A review of the student’s learning plan and any adjustments needed for the new environment.
Communication between the current and future teachers (particularly if you’re the school SENCo) is needed to ensure continuity of support.
Meetings with the student and their parents to discuss any concerns and expectations.