What is Dyslexia?

Dyslexia is a neurological, language-based Specific Learning Difficulty or ‘difference’ (SpLD) that can manifest itself in a variety of ways. Individuals with dyslexia will usually have difficulty acquiring reading and spelling skills. They may also experience difficulties with writing, oral language, word retrieval and processing speed. Each person's profile of strengths and difficulties will be different.

Dyslexia is the most common cause of reading, writing and spelling difficulties. It can be hereditary and other family members may have experienced similar difficulties.

It can affect an individual throughout their life. Dyslexia can make it very difficult to learn but it is usually responsive to personalised, multi-sensory intervention.

Many of these symptoms will become apparent during the first few years of schooling. If a child continues to show difficulties beyond age-related developmental milestones then advice should be sought. Get in contact with us here.

 

What are Specific Learning Difficulties?

Dyslexia is one type of Specific Learning Difficulty (SpLD). An individual may also experience other Specific Learning Difficulties that are listed below:

 

Dyscalculia

A mathematical difficulty in which an individual has persistent difficulty solving mathematical problems and understanding concepts.

 

Dysgraphia

Dysgraphia is a neurological condition that impairs writing and memory processing.

The individual may have to work very hard to produce written work. Handwriting may be completely illegible. It may also interfere with learning to spell and will affect writing speed.

 

Dyspraxia (Developmental Coordination Disorder):

Affects fine and gross motor coordination in children and adults. Coordination difficulties may present in a range of ways and affect everyday life. Difficulties may be in self-care, typing, riding a bike, as well as many other activities. In adulthood, many of these difficulties will continue.

 

Attention Deficit Disorder (ADD) & Attention Deficit Hyperactivity Disorder (ADHD)

Signs of hyperactivity (ADHD) include restless, impulsive, erratic, inappropriate and unpredictable behaviour. If no hyperactivity is present then the term Attention Deficit Disorder (ADD) is used. Individuals with ADD or ADHD may appear dreamy, are easily distracted and have problems concentrating and focusing for appropriate amounts of time.

 

(Please note that SpLD’s are co-occurring so an individual may experience some or all of the aforementioned SpLD’s. Severity can and will differ in individuals.)

 

When should I think about getting my child assessed for Dyslexia?

Identifying Dyslexia in very young children can be difficult as the symptoms may be attributable to a range of different needs. However, it is useful to identify Dyslexia as soon as possible to give the young person the chance to adapt learning styles and protect their self-esteem. Early identification is also important within school settings as practitioners can set appropriate, achievable targets for the individual.  In addition, Access Arrangements can be put in place to ensure that the individual is not treated unfavourably in examinations and offered reasonable adjustments. Dyslexia is a recognised disability under the Equality Act (2010)

https://www.gov.uk/guidance/equality-act-2010

 

Please be aware that a diagnostic assessment is different to screening for Dyslexia. A screener can be used in educational settings to identify strengths and weaknesses. It may also indicate if further assessment would be useful.

 

Will I understand the results of the diagnostic assessment?

 

Each assessment will include relevant terminology and statistical results that a SEND5 consultant will discuss with you. Recommendations will always be made to advise on provisions which should be put in place for the individual. The results of each report will inform these recommendations.

 

If you have any further questions, please do not hesitate to contact a member of the SEND5 team or email info@SEND5.co.uk

We would be delighted to hear from you.