Dyslexia Awareness for International Schools

Introduction
Welcome to your course on Dyslexia Awareness for International Schools endorsed by Dr Sarah Whittingham,
Independent Child and Educational Psychologist.

This course will cover:

• what dyslexia and visual stress are, and what causes them
• diagnosing dyslexia
• how dyslexia can affect learning
• reporting concerns about dyslexia
• practical tips to support those with dyslexia
• case studies.

Scenario

Abidan, male, age 14 years old

We will use this scenario to aid your learning throughout the course.

Abidan is a popular boy with a large friendship group. He thrives on attention and loves to talk about his interests.

Abidan is generally a happy boy, but he finds learning very difficult; this can lead to him feeling upset and frustrated.
He is aware of his learning needs, and this is starting to have a noticeable impact on his confidence and self-esteem.
He will often engage in work avoidance behaviours as a way of masking to other students just how much he is
struggling.

Based on your own experience, answer these three questions about Abidan.

• How might Abidan present in the classroom?

• What may you see him doing if you were observing him?
• How could the teacher respond to him?

What is dyslexia?
Dyslexia primarily affects word-level reading and spelling skills (rather than comprehension) and second, that
dyslexia is typically associated with difficulties in phonological awareness, verbal memory and verbal processing
speed. Dyslexia can be observed across the range of intellectual abilities and that ‘an indication of severity’ can be
provided by how well a child responds to well-founded intervention.

Dyslexia is one of a family of ‘Specific Learning Difficulties’ or SpLD for short. They are characterised by a person
having difficulties in areas such as working memory, auditory processing and phonological awareness (the sound
structure of words).

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representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

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The difficulties are neurological and affect the way the brain receives, processes and learns information.
Specific learning difficulties may occur singly or together.

Dyslexia is not related to intelligence. Dyslexic children can learn, but learning can be challenging. This is especially
the case with literacy-based tasks such as reading, spelling and writing.

A child with dyslexia may mix up letters within words and words within sentences while reading and/or spelling, in
spite of appropriate teaching and intervention.

Children and young people with dyslexia can also have difficulties with one or more of the following areas:
• organisation and planning
• memory
• speed of processing
• motor coordination
• concentration.

The other specific learning difficulties which may sometimes occur together with dyslexia are:
• Dyspraxia or developmental coordination disorder (DCD.) This is associated with both fine and gross motor
control which may lead to poor handwriting. DCD is commonly referred to as dyspraxia. It is a condition
which is not just associated with movement and coordination, but is also associated with skills such as
planning, sequencing and problem solving.
• Dyscalculia is a difficulty with mathematics and the concept of numbers.
• Attention Deficit Hyperactivity Disorder (ADHD) and Attention Deficit Disorder (ADD). These disorders may
mean problems with maintaining attention and concentrating.
• Visual stress is where words lack clarity or stability. We will cover this in more detail later.

Scenario

Abidan’s learning

Abidan’s strengths include maths, ICT, PE and art. Adults who support Abidan estimate that he is working at the level
of a child aged seven – eight years old. It is important to remember, he is 14 years old.

Reading, spelling and writing are significant areas of concern and Abidan’s needs in these areas are impacting on his
progress in all areas.

• What else may Abidan be struggling with in the classroom?

Suggested answers
o Thinking about organising himself for each lesson, in terms of books or equipment.
o Processing and remembering more than one or two instructions at a time.
o Working out where to start with a learning task and how to complete it in an organised way.
o Concentrating for the full hour.
o Recording his homework independently.

Dyslexia is a spectrum disorder

Dyslexia affects individuals in different ways and by varying degrees, so it is more of a spectrum.

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aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

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Examples
One child may have much greater difficulty recognising and matching the sound of letters to their corresponding
letter shapes than another child. Another may have much more of a challenge learning to write, although reading
may be easier.

Abidan needs support to organise himself within the classroom and when packing his bag for school. Abidan is not
yet able to tell the time and has no concept of the value of money. He is often late to lessons.

Schools cannot unlawfully discriminate against pupils because of their disability.

Diagnosis
The early identification of any issues with reading, writing or spelling is important for every child so that appropriate
intervention can help them correct any poor habits and gaps in their learning.

Areas you should think about:

• Is English their first language, and if not how long have they been learning English?*
• Do they already have any identified speech and language needs?
• Are there any other conditions or a diagnosis that could impact the development of literacy skills?

Note
*English as an Additional Language is not a special educational need.
If English is not a child’s first language, it usually takes two years for them to become conversationally fluent, but
academic language can take up to five to seven years to develop.

Children, if undiagnosed, run the risk of being labelled lazy and this could result in a lack of confidence, low self-
esteem and potentially the child not meeting their full potential.

Scenario

Abidan

• How may teachers or teaching assistants describe Abidan in terms of his presentation in the classroom?

Answer
Abidan has been described as lazy, disruptive, doesn’t care, argumentative, immature and the class clown.

A correct identification of how dyslexia affects each individual is important because:

• the child’s learning needs and strengths can be clarified
• appropriate intervention strategies can be planned and delivered
• classroom practice can become more informed
• loss of self-esteem and confidence can be overcome.

Abidan

At this point Abidan’s learning needs are not yet understood.

Quotes from the teacher, parent, and Abidan.

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aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

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SEND Teacher

“Abidan is becoming increasingly disengaged; he has started to refuse to go to lessons. When he is in lessons, he is
disruptive and shows no indication of wanting to learn, he would rather play up to his peers to get a laugh from
them. When any pressure is put on him to complete work, he becomes argumentative and refuses to do what is
asked. This leads to a negative cycle of behaviours and often results in internal isolations or even fixed term
exclusions. We have tried to put in additional support, but he rejects this support and we are now at a loss of how to
help him.”

Parents

“Mathew is usually a happy boy at home, however recently he has started coming home upset and angry. He keeps
saying he is stupid and cannot do the work the other kids are doing. It is becoming a battle to get him to school now,
it is heart breaking to see him struggle so much and not know why or how to help him. We just want Abidan to be a
happy boy again and for him to see he is good at lots of other things. We want school staff to stop treating him as a
naughty boy and for them to understand how much he is struggling and the impact it is having on his confidence. We
have wondered if this is the right school for him or if we should home school him as we cannot bear to see him so
upset every day.”

Abidan

“I hate school, the teachers think I am naughty and thick. They only see all the things I cannot do. They don’t really
help me; they just tell me to try harder and stop messing about. They have given me a laptop, but I don’t know how
to use it, I cannot type or spell any better on it. I hate using the laptop and overlays as all the other kids laugh at me.
I try and sit next to a mate so I can copy their work. I would rather get sent out of the lesson so that I don’t have to
do the work and so the other kids don’t think I am stupid.”

How dyslexia can affect learning

Writing

Children may struggle with knowing how to plan different types of writing. They may know what they want to say
and be very articulate when describing ideas, yet their written content does not match their oral explanation.

Children’s writing may show the following features:

• handwriting is difficult to read or illegible
• process of handwriting takes a long time to complete
• poor punctuation and grammar
• strange spelling patterns
• letters may be put the wrong way round; for example, writing a ‘d’ instead of a ‘b’
• incorrect word order within sentences
• reduced vocabulary and shorter sentence length.

Consider allowing the pupil to use technology to support the writing process.

Scenario

Abidan

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aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

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Abidan accesses targeted literacy interventions during his English lessons, which are delivered on a one-to-one basis.
Despite this high level of literacy intervention, he is yet to make the expected progress. Abidan also has a laptop
which he takes to all lessons. He is being taught how to touch type and a reader pen has been ordered for him.

• How might Abidan write words presented to him?

Suggested answer
Writing – letters different sizes, not on the line, some letters reversed, capital letters in the middle of words,
missing letters, no punctuation.

Reading

Pupils with dyslexia may spend a lot of time feeling anxious about reading. They tend to read slowly and make errors
when reading aloud.

Their issues with decoding words and reading fluency also affect their ability to understand the passage being read.

Scenario

Abidan

• How might Abidan say words presented to him?

Suggested answer
Pronunciation – Spoken language was very good, he could say words clearly when communicating verbally. He
was unable to sound out and blend letter sounds when reading text.

Behaviour

Of course, all children and young people will present a range of behaviours and responses in different situations for
different reasons. Those with dyslexia may express frustration at their inability to carry out what others feel are
simple tasks and this may cause them to have low self-esteem and lack confidence. They may use certain behaviours
as a coping strategy to avoid or deflect attention when asked to engage in an activity that is difficult for them
because of their dyslexia.

Examples

Introverted: very well behaved, quiet, withdrawn, internally very stressed, often described as ‘the invisible child’.

Extroverted: shouting out, moving around the classroom, noisy, messy, talking to others, argumentative, often
described as the ‘disruptive, badly behaved child’.

Physical

Some children may not have a dominant side, which means that they may switch between their left or right hands or
feet. They may have issues with fine motor tasks such as tying laces. Some children may appear to be ‘clumsy’. This
may impact on practical subjects and activities where they are asked to carry out a sequence; for example, a set
movement in PE or following a recipe in home economics.

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aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

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They may also have some gross motor coordination issues such as moving around the classroom, bumping into
things and may often be described as ‘clumsy’.

Cognitive

Some children may have greater difficulty with organising and planning. This can impact on timekeeping,
remembering messages and returning homework or other resources. They may have difficulty in planning essays or
revising for exams.

Scenario

Abidan likes routine and predictability. If there are unexpected changes to his day, he can become very unsettled
and agitated. He needs to be prepared in advance for any changes to try to alleviate any additional stress.

Children may be unable to process at speed and require extra time to take notes or to complete written tasks. They
may have issues remembering and carrying out multiple instructions, yet they are able to perform the individual
tasks.

Abidan can process and follow one instruction at a time. He needs tasks to be simplified and broken down into single
steps.

• Think of a typical classroom, how much language is used? How much do you think Abidan
• can follow or remember?
• What do you think the outcome for him will be?
• What would help him?
• How do you think Abidan would manage with timed tasks?

Suggested answers
o He will not know what to do, he may only remember the first or last instruction (if any).
o He is not likely to know how to complete the task properly. In Abidan’s case, rather than asking for help, he
is more likely to become distracted, mess around and get into trouble.
o Visual cues, demonstrations and practical examples will help him.
o An adult to repeat instructions, one at a time and not move on to the next one until he has completed it. Ask
Abidan to repeat back or show you he understands.
o Timed tasks – Abidan will feel he is rushed, so not process all of the information. Or it will take him longer
than everyone else so he is likely to not finish the task in the allocated time. This can result in detentions or
more homework.

Raising concerns about dyslexia

A formal diagnostic assessment of dyslexia can be carried out by an Educational Psychologist or a qualified Specialist
SpLD teacher who holds the appropriate certificate. This should be undertaken when the child is of school age and
other interventions have been explored, as the child would still be developing their language and cognitive skills.

The Plan, Do, Review cycle

The Plan, Do, Review cycle should be actioned with a minimum of two full school terms of targeted interventions.

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representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

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 • Plan – The plan should be discussed and written in consultation with the parents and child. It should include
what intervention and support will be put in place, the expected impact and outcome and date for review.
• Do - Agreed interventions are implemented.
• Review - The effectiveness of the support is reviewed.

This cycle is then repeated.

Internal routes for concerns

In an educational environment, if there is a concern about a child, this should be reported to the appropriate
member of staff in line with school policy. The terminology relating to Special Educational Needs varies between
different countries. You should understand what terminology is used in the country where you work. However, the
principles are broadly the same.

Any concerns in relation to dyslexia would need to be discussed with the appropriate staff member. They may be
able to do an initial screening test.

With parental consent, the school can arrange requests for any specialist assessment or special needs support
services.

Parents may raise a concern with the school which should be followed through. The school may use screening tests
and gather observations from staff and the child’s parents to help evidence the problem.

Some parents may decide to pay for an independent assessment from a qualified assessor. The assessor may send
out observation response forms for the pupil’s parents and school staff to complete and return.

Dyslexia-friendly good practice

The learning environment should consistently use dyslexia-friendly strategies.

The adults around the child need to understand dyslexia and know what strategies are helpful. These strategies will
need to be used consistently and applied during whole class teaching approaches so that the child or young person
does not feel they are being taught differently to other children, which could further impact on their confidence and
self-perception. So, communication and clear documentation are needed.

The child will need a learning environment where there are opportunities for them to identify, relate to and learn
alongside children with a similar profile and needs to build their self-confidence.

Example

Provide them with access to small-group interventions with other students who have significant literacy difficulties.

Any intervention offered should include opportunities to advance the child’s orthographic (e.g., improving sight
word memory for common exception words) and morphological (reading and spelling common parts of a word, i.e.,
prefixes and suffixes) skills.

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aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
The physical learning environment will be key to supporting engagement in learning and their ability to concentrate.
They will likely benefit from a quiet, distraction-free environment for key learning or when assessments/exams are
conducted. The child’s or young person’s position in the class will also need consideration to minimise distraction.

• Adults should sensitively and subtly check the child or young person understands questions and give them
time to think about their responses.
• The child or young person is likely to require extra time, a reader, or scribe when having to complete time
limited activities or tests. Consideration should be given to future formal examination arrangements (check
the exam board criteria).

Scenario

Precision Teaching

Abidan will require specific interventions to help him gain mastery of very basic literacy skills. Precision Teaching is
most effective if delivered in a one-to-one situation, daily, for five to ten minutes. It is a good, evidence-based
intervention which can help children or students acquire these basic skills. He will need support to generalise the
skills they are learning during these interventions into the classroom and other real-life situations. He will also
require plenty of opportunities to practise his newly acquired skills to help him gain fluency and mastery. Abidan
should be encouraged to practise and apply these skills in a range of subjects and contexts.

Further information

What is precision teaching?

• Planning – A way of planning a teaching programme to meet the needs of an individual pupil.
• Monitoring- A way of monitoring that teaching programme.
• Evaluating- A way of evaluating that teaching programme.

When to use precision teaching

• When a child is making little or no progress over time.
• When development of speed is essential. For example, letter recognition and phonics.

Why use precision teaching?

• To accelerate a child’s progress.
• To measure accuracy and fluency.

Colour

Children with dyslexia may experience visual stress due to high contrast levels when reading. Each child will be
affected in different ways, so time should be spent experimenting with the colour of the paper and the colour of the
text.

These are the general rules that should be followed.

• Using pastel, buff or off-white backgrounds with dark text will help with clarity. Avoid white backgrounds.
• Reading through a coloured overlay that changes the colour of the page will help with visual stress.
• Use matt paper, not gloss.
• Ideally the overlay should be the same size as the paper they are working from.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
Scenario

Abidan wears glasses and uses blue overlays. However, he finds it hard to line up the overlays with the paper.

Communicating

Many dyslexic children and young people have a good vocabulary but find it difficult to use these skills in their
written work. They will benefit from small group interventions which explain the meaning of new words or concepts
prior to a new topic being introduced to the class. As part of these interventions, they should be taught how to read
and spell the word and how to use it in context in their writing. Handouts/word banks may be a useful resource for
them to refer to during lessons.

These tips are also helpful for communicating with children and young people in the classroom.
• Only give one, or at the most, two verbal instructions at a time.
• Ask the child to repeat back what you have said to check their understanding.
• Repeat the instruction at regular intervals and monitor how it is being carried out.
• If children have a cognitive processing issue, allow them time to think about their response.
• Spelling applications may also be effective.
• The child or young person will need the opportunity to share their ideas verbally and then be supported to
write (or type) their answers.
• They should have opportunities or planned interventions to develop functional life skills (e.g. functional
reading skills and strategies for managing day-to-day life).

Scenario

Abidan becomes flustered and forgetful if he is given more than two verbal instructions. He then starts to mess
around rather than ask the teacher to repeat the instruction or admit he doesn’t know what to do.

Presenting information

Children with dyslexia may find it much more difficult to take notes while listening, so providing printouts of the
session will help support them.

• Write instructions, questions or points being discussed on the interactive board, or a printed sheet.
• Use a numbered list of no more than four or five instructions.
• Left-align all text. Use a plain evenly spaced sans-serif font such as Arial.
• Font size should be 12 or 14 points or larger if the pupil requests it.
• Put subject key words on a PowerPoint slide and have them printed for students to refer to.
• Allow the use of highlighter pens to highlight key words in a passage or in exam questions.

Give the child or young person opportunities to participate in multi-sensory learning interventions to promote
engagement and interest in learning, especially literacy-based tasks.

Scenario

Abidan likes history lessons as his teacher writes clear instructions. He is also allowed to use a highlighter pen to
mark key points.

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aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
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Use of technology

The appropriate use of technology can benefit all children and young people, and for those with dyslexia, it can
improve their self-confidence and self-esteem because they can present printed work. Frustration and anxiety
associated with reading and writing is reduced.

Children should have access to ICT equipment so that they are not always required to handwrite their work (when
the focus is not to assess their handwriting, but rather to assess their knowledge). Consider a range of technology
aids to support literacy, such as text to talk or talk to text software. The child or young person may need
interventions which explicitly teach them how to use all supportive software and technology.

There are a range of computer programmes designed to support literacy development that have been created to
help children spell and recognise words and numbers.

Scenario

Abidan would like to be taught how to use the laptop effectively so he can use it independently in the classroom.

Self-confidence and emotional wellbeing

Many children and young people with dyslexia experience overwhelming feelings of worry and anxiety when
presented with learning tasks. Therefore, it is important to consider what support they need to manage these
feelings.

Scenario

Abidan appears to be outwardly confident but struggles with his self-esteem and anxiety.

Adults need to:

• Take time to understand and build trusting and nurturing relationships with the child or young person. They
need to be tuned in to their emotional state and levels of understanding so that they can offer containment
and help the child to develop appropriate coping skills.
• Understand the child’s or young person’s emotional needs to understand their capacity for learning at any
given time.
• Regularly ‘check in’ with the child or young person to see how they are feeling about the tasks they have
been presented with.

The child may benefit from:

• sitting close to the teacher so the teacher can offer a sense of security through non-verbal gestures and
relate to them in a subtle and non-threatening manner
• small group or whole class interventions which teach them how to recognise the early signs of feeling
distress, frustration, and worry.

The child may need to be taught about:

• physiological changes in their body and how to respond
• language which they can use to describe these feelings and attach emotions to them.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
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Mindfulness activities may be an effective method for helping the child or young person in this area (there are many
websites and apps, including The Smiling Mind app which have a good evidence base for supporting children’s
wellbeing).

Concluding comments from Abidan, his parents, and school staff

Abidan

Following a thorough assessment, Abidan felt relieved. He said he felt understood and realised there were lots of
other skills he had, especially number and problem-solving skills. He hoped that his teachers would now see how
much he could do, rather than what he couldn’t. He did not want to be defined by his writing or spelling skills, or as
naughty, but for people to see him as clever with good ideas.

Parent

Mathew’s mum was relieved to finally gain an understanding of his learning needs. She was delighted to know he
has lots of skills and that his difficulties were specific to literacy. She was pleased the assessment had been carried
out and that school staff would now understand how to help her child. She said Abidan already seemed more
confident and settled again at school. He looked forward to going to school again and he was excited to learn how to
use the laptop properly and that other spelling and reading applications were going to be purchased to help him at
school.

School staff

School staff said they felt much more informed of Abidan’s needs and how best to support him. They were planning
to make modifications to his timetable to ensure he could access interventions to develop his literacy skills and build
his confidence. They were also ordering a pen grip, speech to text software and a reader pen for Abidan to use in
lessons.

Video – See dyslexia differently

Young people have said this video helps them to understand dyslexia. They also said that”every adult who works
with children who have dyslexia should watch it”

There is a link to this video in the resources section of this course.

Summary
In this course, you have learnt what dyslexia is and how it can affect children’s perceptions and learning.

We have introduced you to Abidan, his parents and teachers and given you an insight into how difficult the learning
environment can be, and what can be done to support all those involved.

We hope we have highlighted the impact literacy difficulties can have on a child’s self-esteem and confidence,
especially when these needs are not thoroughly understood.

You are now ready to complete the questionnaire. Click Questionnaire to begin the questions.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.