More resources and dyslexia-specific learning interventions In addition to physical and environmental changes in the classroom, there are some dyslexia-specific learning interventions that can be valuable. These need to be matched appropriately to the student’s needs and schools need to ensure that they are effective. Reading accuracy and the role of phonics in addressing dyslexia is another area that may be useful to explore. Detailed information on this is available in the 4D Schools Guide V2. Professional development for teachers is also valuable, and DFNZ is committed to assisting teachers to access resources in this area. It is currently developing a further series of workshops to be hosted by international dyslexia expert Neil Mackay in 2010 click here for more.

For everyday classroom use, there are many programmes (computer and non-computer) which will help in supporting areas of difficulty. Talk to other schools about which ones work for them. Some are expensive but can be viewed as an investment.

Ensure teacher aides have adequate training and understanding of the issues and how best to tailor a programme if a child is to be removed for one-on-one support. If a programme is not working, more of the same does not work! In terms of personnel, RTLBs (Resource Teachers Learning and Behaviour), RTLits (Resource Teachers Literacy), SLSTs (Specialist Learning Support teachers) and SENCOs (Special Educational Needs coordinators) are also a valuable resource for schools that are engaged with the dyslexia agenda. It can also be useful to ask a known dyslexic, maybe a parent, to come and talk to staff as a whole to share their perspective on how it is for them, their experiences and things that help.

Some parents opt for support from tuition offered from outside the school. Encourage this tutoring to be done at school if possible and in school time. Thus it isn’t seen as a punishment by the child in having to do it in “their own time”. Also, the child is fresh and not tired after a day at school. Many of these interventions provide significant benefit to the student and the student's family and the dyslexia-aware classroom teacher will acknowledge this and help integrate any new learnings back into the classroom environment.

The DFNZ website has information and contact details for organisations which provide understanding, tools and skills to enable dyslexic individuals to address learning and other differences. You can find these on the Solutions & Assessments page at www.dfnz.org.nz