The Dyslexia Support Centre

Head of Dyslexia Support Centre: Mrs G.Bunyan

Dyslexia is probably the best known but the least understood of disabilities under legislation, so one of the primary aims of the Centre is to ensure that both pupils and staff are comfortable with their understanding of its nature. Its implications are far greater than simply having a reading, writing or spelling problem. It can create self-doubt about capabilities, thereby compounding an individual’s vulnerability. A lack of understanding can result in major obstacles to achieving equality of opportunity for dyslexic pupils.

A further vital aim is to highlight the individuality of dyslexia. The extent to which it can affect the pupil’s performance will vary, and it is important to recognise that difficulties associated with it range from minimal to severe. Weak basic skills should not be a barrier to realising potential, as the successes achieved by such a varied range of dyslexics as Leonardo da Vinci, Sir Winston Churchill, Einstein, Richard Branson, David Bailey and Cher amply demonstrate. Early identification of each pupil’s strengths and difficulties is essential in order to build on strengths and strengthen weaknesses.

The screening, profiling and ongoing assessment of pupils who have been identified as dyslexic is essential to ensure successful preparation for work and study in all areas of the Curriculum. Strategies and skills developed in dyslexia lessons must be personalised by the learner in order to be effectively transferable to other areas of the curriculum. Different pupils will adopt their own ways of learning and remembering information, but it is the teacher’s role to convey understanding of the principles associated with study skills to the pupil.

Another essential role of the Dyslexia Centre is to ensure that all the school’s teaching staff have a full appreciation of the learning difficulties associated with dyslexia, and of the diversity of learning styles dyslexics may adopt. This will help them monitor and control learning more effectively. In turn this demands consistent whole-school liaison, ongoing training and the provision of constructive advice and support. Cultivating a ‘dyslexia-friendly’ environment in the school, in which pupils, parents and staff feel secure, is an essential component of our policy. Parental visits to the Centre are encouraged, and a selection of reference books and articles on dyslexia are available.

Structure

Most, but by no means all of the Centre's pupils have been diagnosed as dyslexic prior to entry into the school, but pupils can be referred to the Centre by mainstream staff who have noted specific difficulties which are inhibiting academic progress. In this case assessment by dyslexia-qualified staff can be arranged and entry to the Centre or 1 to 1 support may be offered.

The department offers support from dyslexia-qualified staff in two recently adapted classrooms. The student will always be able to access ICT facilities and specific programmes of support. Specialist dyslexic tuition is given in groups no larger than six, and pupils attend timetabled lessons. These lessons are made available for specialist teaching initially in place of taking a modern foreign language. A bespoke timetable may then be available to study a modern foreign language.

Throughout Year groups, pupils follow structured programmes matched to their individual needs and aiming at developing literacy and, where necessary, numeracy skills. Study skills are vital for dyslexics and are introduced in Year 7 using mind-mapping and other note-taking techniques. The use of computers is essential and keyboard skills can be a compulsory activity for some pupils. Pupils are encouraged to recognise their preferred learning styles and made aware of how skills they develop within the Centre can be transferred to all areas of the Curriculum. In Year 9 attention turns to the skills of independent study and learning as pupils start to prepare for the GCSEs they will take in Year 11. Teaching programmes include revision and examination techniques. Less formal support continues for those Sixth Form students who request it or are recommended for it.

Our aim is that the dyslexic pupil will ultimately have no further need for specialist teaching in the centre, although ongoing support is always available. Their self-esteem and confidence in their unique strengths and talents will have been fostered and they will have integrated fully into the mainstream Curriculum.