Dyslexic students in english language classes

World Conference on Education for All (Jontiem, Thailand, in 1990) People should “be able to benefit from educational opportunities designed to meet their basic learning needs” (Article 1)

“Steps need to be taken to provide equal access to education to every category of disabled persons as an integral part of the education system” and “should be met through a variety of delivery systems.” (Article 5)

“The focus of basic education must, therefore, be on actual learning acquisition and outcome, rather than exclusively upon enrolment...” (Article 4)

The World Conference on Special Needs Education (Salamanca, Spain June 1994 with representatives of 92 governments and 25 international organisations)
Signatories to the Salamanca Statement agreed that:

• 
  every child has unique characteristics, interests, abilities and learning needs
  
• 
  education systems should be designed and educational programmes implemented to take into account the wide diversity of these characteristics and needs
  

The Salamanca guidelines included


... a need to take full account of individual differences (Statement 21)
... adapting to the needs of the child (Statement 28)
... providing additional assistance and support to children requiring it (Statement 29)
... identifying difficulties and assist pupils to overcome them (Statement 31)
... appropriate teacher training (Statement 42)

International Convention to Promote and Protect the Rights and Dignity of Persons with Disabilities

This convention is currently under discussion and debate (2004). It has been argued that there is little point in taking part in these discussions as they have little influence. (One only has to look at human rights abuses with respect to prisoners and detention around the world, and the failure of similar UN declarations, to appreciate that there is more than a grain of truth in this.) However, the following modifications were suggested (in bold) which would have made it more consistent with the needs of the dyslexia community.

Article 13
States Parties shall adopt all measures necessary to eliminate discrimination against persons with disabilities and ensure - in conditions of equality of opportunity - their inclusion, continuance, and participation in formal education activities at all levels: For this purpose, States Party must:

1. 
   Include education for persons with disabilities in national teaching plans, in the preparation of study programs, and in scholastic organization so as to guarantee their access to the formal education system.
   
2. 
   Guarantee appropriate public education free of charge at all levels and types for persons with disabilities.
   
3. 
   Promote the creation, production, and distribution of educational materials and technical support tailored to the education needs of persons with disabilities.
   
4. 
   Promote regulations to ensure that the design of school buildings includes the infrastructure necessary to meet the specific needs of persons with disabilities.
   
5. 
   Create, design, and perfect special teaching and evaluation systems tailored to the specific needs of persons with disabilities, to be included in formal education programs.
   
6. 
   Establish permanent training and updating for teachers and other professionals involved in the education of persons with disabilities.
   
7. 
   Conduct consultations with disabled peoples' organizations to effect adaptations in education plans and programs.
   

8. 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.

Special note should also be given to this applying not just to primary and secondary education, but also to lifelong learning.