Between 10 to 15 per cent of people have dyslexia. This means that dyslexia is the most common specific learning difference, effecting between 6.6 and 9.9 million people in the UK and between 800,000 and 1.3 million young people in education.
The human cost of dyslexia, All-Party Parliamentary Group for Dyslexia, April 2019
Whilst dyslexia does not affect intelligence and the contribution of dyslexic thinking to our country is undoubtedly great, almost all adults you speak to with dyslexia however successful they have been – will tell you they have at times felt less than their peers in the general population and have irrational feelings of failure that hark back to their childhood. At the extreme end of the situation, dyslexia leads to disengagement from society, reflected in share of dyslexics in the criminal justice system being manyfold higher than in the general population.
Sharon Hodgson, MP, Chair, APPG for Dyslexia
It is crucial that all teachers have an awareness of dyslexia in order to identify those children who may have some of the characteristics of dyslexia and that they can be spotted early before the student starts to fail. The research clearly shows that once a child begins to fail it is extremely difficult to reverse that process and particularly to reverse the negative effects on self-esteem.
Dr Gavin Reid, Specialist Psychologist, Dyslexia
This course will help you understand how the dyslexic brain works and how you can utilise strengths within your whole class teaching. It will teach you strategies that will help support students and lock in learning. Knowing how memory can be affected and how to help improve retention of skills is key to supporting the dyslexic children in your class whilst meeting the needs of all students.
Good practice for dyslexic students is good practice for all
Creative teaching strategies to support all students
Memory training as a tool to support all students that works especially well with dyslexic students
Explode the myths surrounding dyslexia
Research-based best practice for supporting dyslexic students
From terminology to teaching: using the research to make a real impact
What is neuro-diversity and how does it affect our teaching?
How do I understand neuro-diversity in terms of my students and what can I do with this knowledge?
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