[senco-forum] [SENco-forum] Dyslexia and general learning needs

From: SEN at tringham.net

Yes exactly - diagnosis or not there are a lot of children who respond to the structured, multi sensory eaching we do for dyslexic children................so as far as all teachers being aware and using strategies which help, I am in agreement
Janice

Janice Wray

Secondary SENCO, Herts

> From: SEN at tringham.net
> To: eddiecarron at btconnect.com; senco-forum at lists.becta.org.uk
> Date: Fri, 14 Mar 2008 15:10:18 +0000
> Subject: Re: [senco-forum] [SENco-forum] Dyslexia and general learning needs
> 
> Well that would correlate with today's news announcement on a study by the
> charity "Extraordinary People" undertaken for the government that 1 in 5
> children have dyslexia.
> 
> I'm glad as I was thinking I was going mad. I could easily pick 6 children
> from some classes that would benefit from dyslexia type support -regardless
> of whether I could be 100% sure that they have dyslexia. Some of these are
> GLD/SpLD and it breaks my heart to see them struggling, despite lots of in
> school support,  until they give up on themselves.
> 
> My local college picks up 17% every year using Quick scan. They are
> predominately ones who have slipped through the Primary/Secondary net and
> not been identified and/or supported previously.
> 
> Sharon
> 
> -----Original Message-----
> From: senco-forum-bounces at lists.becta.org.uk
> [mailto:senco-forum-bounces at lists.becta.org.uk]On Behalf Of Eddie Carron
> Sent: 14 March 2008 14:59
> To: senco-forum at lists.becta.org.uk
> Subject: [senco-forum] Dyslexia and general learning needs
> 
> 
> The first step in any problem solving strategy is to define the problem and
> in dyslexia, there is no single widely accepted of definition - there are a
> number of widely accepted definitions which is of course a recipe for the
> kind of confusion which in fact prevails. We do tend to think of dyslexia as
> primarily a reading disability because that is the usually its most obvious
> manifestation in school -  but we don't even have a professionally accepted
> definition of reading let alone dyslexia.
> 
> In Education we have two indisputable realities. They are
> 
>   1.. Total indecision about the definition of reading
>   2.. A consistently high number of children leaving school less than
> functionally literate (about 1 in 5)
> 
> 
> It is possible to demonstrate that this situation has prevailed for at least
> seven decades and I would hazard a guess that these two realities are not
> unrelated.
> 
> 
> 
> Eddie Carron
> 
> 
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> 
> 
> 
> 

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