Dyslexic students in english language classes

Policies

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  Education policies should recognise that every individual has unique characteristics, interests, abilities and learning needs, and education systems should be designed to provide informed evaluations and derive appropriate educational programmes to accommodate the wide diversity of these characteristics and needs.
  

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  Work and life related policies, eg disability discrimination legislation, should ensure that no individual is excluded or penalised because they learn in a different way.
  
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  All policies should reflect that these rights are irrespective of the individual’s first language.
  

Resources

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  Screening and assessment of the dyslexic individual should be freely available for all, using a well-researched, widely accepted test (or range of tests) based on current theories. These tests should be relevant to needs and support, and provide the basis for the formation of an individual education plan, including additional resource support (e.g. ICT requirements), and/or guidance for personal development.
  

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  Teaching and learning resources (e.g. paper and computer based teaching materials) should be available to teach the dyslexic individual literacy and life skills, and help strengthen other area of weakness that may be identified.
  

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  Support material and devices (e.g. text readers) should be widely accessible and acceptable for education and employment purposes.
  

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  Guidance and awareness information should be widely available (e.g. web based) to the general public, and to all professionals who may be working with or supporting the dyslexic individual.
  

Training

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  Every educational establishment should have staff trained in the identification of individuals with specific learning difficulties.
  

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  All staff in educational establishments should be trained in the awareness and understanding of dyslexia, and how to provide accommodations within a normal teaching/learning environment.
  

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  All those concerned with education (e.g. Governors, learning support assistant and policy makers) should know their responsibilities towards dyslexic individuals.
  

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  All those working with or caring for the dyslexic individual, (e.g. parents, educational and occupational psychologists, speech and language therapists, disability officers, human resources personnel, community workers) should be trained to identify specific learning difficulties using the latest tools, and to provide recommendations with respect to the latest developments, including ICT.
  

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  Every dyslexic individual should be provided training to understand, discover, explore and capitalise upon their strengths and weakness to ensure they gain the maximum benefit from support and recommendations resulting from their needs assessment.