[senco-forum] dyslexia

In a message dated 06/03/2008 18:49:21 GMT Standard Time,  
juliecozens at yahoo.co.uk writes:

The  question I am still wrestling with  is just how, exactly is 'dyslexia' a 
 good starting point?   How would this label in itself inform what  you do,  
- what would you do differently for a 'dyslexic' pupil as  opposed to another 
struggling pupil who had presented similarly but who didnt  get the label?  
For me, the label just isnt important - certainly not  when there is still no 
one agreed definition of dyslexia, and when it does not  in itself highlight a 
particular path of  intervention.

So if there is no one agreed definition of dyslexia why is there a  
subscription to the British Psychological Society definition in some quarters?  Forgive 
my paraphrasing, but as I recall it, it says that if you have been  taught 
well, attended school consistently and don't have some all prevailing  medical 
condition and you still have problems at an individual word level  (reading 
and/or spelling) then you are dyslexic. For details Google BPS and  dyslexia

Am I missing something or does this make most of the MLD (Moderate Learning  
Difficulties) children dyslexic? But hang the label. It is of no use anyway. 
It  seems not to inform intervention. I have a bit of a problem with this.

There is, for me, a qualititative difference between the "more aware"  
dyslexic person and the "less aware" dyslexic person when it comes to  intervention 
(no mention of IQ here). The former is perhaps better able to  appreciate the 
process of, reason for and function of the support and take a  more active 
role in it which is underpinned by an increase in motivation.  Similary, these 
people may also be more aware of their own shortcomings, the  frustration this 
brings and disengage. My own research into the use of voice  recognition 
software, probably one of the most sophisticated intervention  strategies, has shown 
a need for an understanding of the process and how best to  make use of it. 
For some, the process is too difficult to manage. There is a  differential 
response to intervention based on "awareness".

I diverge. I am happy to acknowledge the acceptance of the BPS definition  of 
dyslexia by some, but continue to believe that there is a qualitatively  
different sub-group of dyslexics which responds to and requires a different  
approach.

The label is, perhaps, not important, but a recognition of the different  
learning profiles is and informs intervention. EP assessments make a significant  
contribution to an understanding of these profiles and so inform intervention 
 strategies.

Martin