As the old saying goes, ‘knowledge is power’ so think about how much you know about dyslexia. If your answer is ‘not much’, then Dyslexia Awareness Week could be a great time to improve your knowledge! The British Dyslexia Association’s website is a great place to start, with articles, webinars and more information to help you become more Dyslexia aware! As a proud partner of the British Dyslexia Association, we have created the following list of top tips which you can follow to create a dyslexia-friendly environment in your classroom…
In their recent article with Open Access Government, Pamela Hanigan and Rachel Gelder, founders of Lancashire Dyslexia Information Guidance and Support (LDIGS), explain how teachers and SENDCOs can assess children’s post-lockdown reading development and give the best support to their learning back in the classroom.
The development of working memory is crucial to pupil engagement and academic success. In order to retain what they are learning; pupils need to develop strategies which support their memory and ultimately improve their ability to retain information and ultimately learn. The following blog post will look at the various areas of memory and suggest strategies and resources which may help.
The announcement of lockdown 3 has seen huge numbers of parents and carers once again challenged with the task of home-schooling their children. Many will feel anxious and have concerns about their child’s mental health, or the impact that the another lockdown and unpredictable periods of self-isolation will have on their progress. We have put together some of our favourite tips to help parents support children from home in these challenging times.
With partial school closures and periods of isolation, the Coronavirus outbreak has seen huge numbers of parents and carers suddenly getting to grips with the challenges of home-schooling children with neurodiverse differences such as dyslexia, autism or ADHD for the very first time…
Following a long period out of the classroom, many children may have taken a step backwards in literacy learning but, music, the world’s first and most popular language could help fill the gaps. In her recent article, dyslexia specialist tutor and assessor Dr Anne Margaret Smith, who has previously taught English for 30 years in Kenya, Germany, Sweden, and the UK, explains why music offers a fun and stress-free way to get these children back on track with their reading.
As the Recovery Curriculum is implemented in schools, how can all students be supported within their ‘bubbles’, to ensure that they don’t get left behind? In their recent article, Pamela Hanigan and Rachel Gelder, founders of Lancashire Dyslexia Information Guidance and Support (LDIGS), discuss how schools can build targeted interventions into classroom bubbles.
In the following blog post, Rossie Stone, the creator and founder of Dekko Comics, shares the story of his struggles during education and discusses how his comics can help to smash reading and learning barriers in the classroom, by making the curriculum accessible for all and improving children’s confidence.
Despite affecting around 10% to 15% of the population and being the highest incidence learning difference, Dyslexia is still perhaps of one the most misunderstood. Indeed, when we see statistics or hear discussions relating to the learning difference they all too often focus on dyslexia as an educational barrier and a challenge. Looking towards this years’ Dyslexia Awareness Week, it is important to recognise that Dyslexia is not a disadvantage but simply a different way of processing and interpreting information.