The government are currently passing a new ‘Dyslexia Screening and Teacher Training Bill’ to ensure that all pupils in primary schools are screened for dyslexia. This marks a significant advancement in the journey toward inclusive education, recognising the unique challenges faced by children with dyslexia and taking definitive steps to ensure their needs are met within the educational system. This may also mean that Local Authorities who don’t recognise dyslexia need to rethink and acknowledge the definition. But we may have to wait as it is still being considered by the House of Commons.
This really matters to me as a teacher, SENCo and dyslexia teacher as reading opens doors and is a right that everyone deserves. However, we hear the government acknowledge the fact that schools need to close the gap, particularly that bottom 20%, but hasn’t really given any guidance on how to identify and understand why ‘normally’ phonics and reading teaching isn’t working. This Dyslexia Bill will help people start to understand the brain difference and how to teach to this style of learning.
Understanding Dyslexia and Its Impact
Dyslexia is a specific learning disability that affects reading, spelling, and writing skills, impacting a child's ability to decode and process language effectively. Many people also don’t realise that dyslexia also effects processing speed, memory and verbal understanding. It is estimated that dyslexia affects more than 10 percent of the population, which means millions of children are struggling with this learning difference in the classroom. At the moment the DFE estimates that 80% of pupils with dyslexia leave education without a diagnosis. Despite its prevalence, dyslexia often goes undiagnosed for years, leading to academic struggles, low self-esteem, and a lack of confidence in students.
Key Provisions of the Bill
The Dyslexia Screening and Teacher Training Bill introduces several critical provisions that are poised to make a transformative impact:
Mandatory Early Screening: One of the most significant components of the bill is the requirement for early dyslexia screening for all children in Primary Schools. This early intervention is crucial, as it allows educators and parents to identify children who may have dyslexia and provide them with the necessary support from the start of their educational journey. However, I know that there are a whole range of screeners with differing results. Some only focus on attainment while others look into brain function. Schools will need to spend time finding an appropriate screener and then administering it to all of their pupils. Another significant challenge is how these screeners are interpreted and how support is implemented. Do schools have this knowledge and expertise.
Teacher Training and Professional Development: Recognising that early screening alone is not enough, the bill also mandates comprehensive dyslexia-specific training for teachers. This includes understanding the signs of dyslexia, implementing evidence-based teaching strategies, and providing targeted support for students who are identified as having dyslexia. The goal is to equip educators with the skills and knowledge they need to support all students effectively, fostering an inclusive classroom environment where every child has the opportunity to succeed. The concern is that there are millions of teachers already in post who don’t understand the complexities of dyslexia. However, a change in training for new teachers is absolutely needed.
Development of Support Programs: Beyond screenings and teacher training, the bill emphasizes the need for developing structured literacy programs that cater specifically to the needs of dyslexic students. These programs are designed to be multisensory, explicit, and systematic, offering a more personalised learning experience that can help bridge the gap for students struggling with traditional reading and writing methods. For me this is the main challenge. Some schools do take on dyslexic interventions such as ‘Toe by Toe’ with great results but this is on a one to one basis each day, very time consuming and costly. Schools will need help to find suitable interventions which can be delivered to more than one pupil at a time.
The Road to Legislative Success
The journey to passing the Dyslexia Screening and Teacher Training Bill has been a collaborative effort involving educators, parents, policymakers, and dyslexia advocacy groups. For years, these stakeholders have been vocal about the need for legislative action to address the gaps in support for dyslexic students. However, it still hasn’t been passed!
Supporters of the bill argue that it represents a necessary step in closing the achievement gap and ensuring that no child is left behind. By investing in early identification and targeted support, the bill aims to level the playing field for dyslexic students, allowing them to reach their full potential and thrive in an academic setting. It goes hand in hand with the governments focus on how schools support the lowest 20% in reading and writing.
Potential Challenges and Criticisms
While the Dyslexia Screening and Teacher Training Bill has been met with broad support, it has not been without its critics. Some educators have expressed concerns about the implementation of mandatory screenings, citing potential costs and the need for additional resources to conduct the screenings effectively. There are also concerns about the accuracy of screenings and the potential for over-identification, which could place unnecessary stress on already overburdened special education resources.
However, proponents of the bill argue that these challenges are outweighed by the benefits of early identification and intervention. They emphasize that the cost of not addressing dyslexia effectively far exceeds the investment required to implement the screenings and training. Moreover, they point to the long-term economic benefits of supporting students with dyslexia, who are less likely to drop out of school or require remedial education when given the appropriate support early on.
Even as a SENCo and Dyslexia specialist it can be a challenge to ensure that no child is left behind and has the most effective support. Schools will need guidance on which interventions to use, how to use then and the best reasonable adjustments to put in place within the classroom. Using technology is one of the most powerful tools available to schools. As an adult we use spell and grammar checks, AI to check and plan out essays, or voice to text software to get our ideas down on paper. So why don’t we do this in most primary schools. In Uganda it is standard practise for every child at primary school to have a laptop to use so that they can learn how to use these tools to overcome any barriers. So why can’t we do that?
Looking Ahead: The Future of Dyslexia Support in Education
As the Dyslexia Screening and Teacher Training Bill moves toward full implementation, the focus will shift to ensuring that the legislation is effectively put into practice. This will require continued collaboration between schools, districts, and Local Authorities, as well as ongoing support and resources from the government.
As a dyslexia specialist and SENCo I really hope this gives schools a better understanding of the challenge’s dyslexia brings and how to support pupils. It can’t be done by using screeners alone, but it is a good start.
Primary schools should look into:
· Selecting a screening tool which tells them more than their current phonics, reading or writing assessments,
· Focus on interventions that really support whole word teaching, multisensory teaching with lots of overlearning and fluency opportunities,
· Help students understand and use technology to remove any barriers from the curriculum,
· Get in touch with their local Dyslexia Association to support with training and whole school CPD.
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