Dyslexia at school
In general, it is the school system that makes a child’s dyslexia transparent. Traditional teaching practices focus heavily on developing literacy and numeracy skills, which are often the basic skills that children with a learning difference, or preference, find difficult to acquire. |
In most instances, parents and schools can work together to find solutions for children with special learning needs. However, there may be some circumstances in which you may need to contact the Ministry of Education directly – click here for more information.
As well as the information shared below, why not also check out the ‘notice and adjust’ classroom recommendations from Neil Mackay. These commonsense and practical suggestions will give you a good understanding of what may be needed in the classroom to support your child. Finally, remember that an acid test of a school that is working is parental confidence. You need to know that the school is taking positive action and this needs to be clearly communicated to you. One of the things that defines a dyslexia aware school is the willingness to proactively identify students with issues. In essence, we want our child’s teachers to look for trouble – not to confer a label, but to action a response.
Working with your school
Common questions:
The term “special need” usually refers to a child’s ability to learn in comparison to others of the same age. Learning covers a range of activities including learning to read and write, learning to communicate, learning to socialise and relate, learning to behave appropriately, learning to shape letters, as well as many other areas of school life.
It is also important to establish what can be done at home to support the school and to work with your child in the same way that s/he is taught in school, to avoid confusion and misunderstanding. |
Below is a list of steps you should take when your child’s school informs you of their concerns. In many cases, changes in the way things are done in the classroom will be all that is needed for progress to be made. Step 1: Make an appointment to go into school to discuss your child’s needs. Below is a list of questions that you may want to ask. You may wish to cut and paste these questions, then print them out to take with you to the meeting. Don’t feel that you have to ask all of the questions – they are intended for guidance and for you to choose.
Step 3: Use the questions below, supplemented with your own questions, to ensure that you will cover all the issues relating to your child. Take careful notes throughout the meeting to ensure that you have a full understanding of what is being said and or offered.
You also need to know:
If it is agreed that a teacher should monitor progress for a while, you need to know:
You may wish to support your child at home. If this is the case, ask the school what you can do and to help you with advice and materials. Questions to ask your school: In the first instance many schools will try to respond to a lack of progress by asking the class teacher to do things differently in the classroom. This is a perfectly acceptable response but it is important to get answers to the following questions:
If the school suggests that extra support outside the classroom is needed, important questions to ask include:
Sometimes a child still fails to make progress, despite good teaching and extra input from the school. Helpful questions to ask at this stage include:
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You may wish to talk with your child’s school, even if the school itself has not expressed any concerns about his/her progress. When this happens, it may be useful to ask some or all of the below questions. It will be useful to take a support person with you to the meeting, and for both of you to take notes from the school’s responses.
Once a problem has been established, these follow up questions can be helpful in finding solutions for your child:
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This is likely to arise in one of two main situations:
Either way, parents should expect to have an opportunity to express their concerns in a formal meeting at the school. It is reasonable to expect the school to produce some evidence to support its view. This evidence is likely to include reading and spelling scores, a child’s work and, ideally, the results of some testing done by the school. Important questions to ask include:
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When it comes to obtaining a reader, writer, or reader/writer for NCEA exams, current Ministry of Education guidelines are that you will need a 'current' assessment ( one done in the past 2 years by an educational psychologist) in order for your child to be able to qualify. In order for this assessment to be valid across 3 years of NCEAs you will need for it to be done in the first year of NCEA study. This 'ruling' may of course be subject to change, but we have no other information on this at this stage. |
Taking your concerns to the Ministry of Education
In most instances, parents and schools can work together to find solutions for children with special learning needs. However, there may be some circumstances in which you feel your child’s school isn’t doing enough to recognise that there is a problem or, having recognised it, aren’t doing enough to find a solution. Or, the school may tell you that while they recognise the need for a solution, they don’t have the resources to support it.
When this happens, you may need to contact the Ministry of Education directly – schools have an obligation to provide a suitable learning environment for all pupils, and when they are in breach of this obligation, you have a right to take action.
The Ministry of Education website contains information on the steps you can take if you are concerned that your child's special education needs are not being met at school. DFNZ encourages you to read and follow the instructions contained on the site.
If you have been unable to find a solution by working with your school, and you have followed the Ministry’s own instructions but still haven’t resolved your child’s education issues, we encourage you to contact the Ministry directly.
There is a list below of information that we suggest you include in your email. Be as non-emotive as possible, but be specific and factual about what you feel the problem is, the steps you’ve already taken to resolve it and what you feel needs to be done to help your child/school. The address to send this to is special.education@minedu.govt.nz. We would also suggest you cc us at info@dfnz.org.nz on the email you send, and any response you get to your inquiry. This will help us monitor the issues that our members are experiencing, and how the Ministry is dealing with these.
Information to include:
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Name
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Child’s name
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Contact number
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School child attends
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Nature of issue
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What I’ve done to try and resolve it
Although we do suggest setting your concerns out in writing as the best approach, you can also opt to call the Ministry on 0800 622 222