My story and the bigger picture…
Supporting dyslexic learners has been one of my biggest passions for a long time. It began years ago when I was doing my teaching degree & discovered that my husband (then boyfriend) was dyslexic. It made sense on so many levels!! He was incredibly quick witted & clever, especially visually/spatially & in problem solving yet had left school with little qualifications, unsupported through school (that’s a positive take on it) & very angry!! I remember when he told me his GCSE grades it just didn’t match with the person I knew. I knew then that something didn’t add up and I could never understand why not even one of his teachers had taken the time to look a little more deeply into things? Throughout my 16 years teaching in mainstream primary school I saw so many children who reminded me of young versions of my husband & I found the support for them and their parents to be far from what I thought it should be. It frustrated and saddened me deeply.
So, when I got into private tutoring, I decided to retrain (part time with the British Dyslexia Association or BDA) and qualify as a specialist dyslexia teacher and recently as an assessor. Currently I teach dyslexic and non-dyslexic learners through my private tuition, carry out dyslexia assessments and work part time in a local school (when Covid 19 allows), giving specialist teaching to pupils as well as supporting staff and working together with the SENDco (Special Educational Needs and Disabilities Co-ordinator). Generally speaking, there is so much work: I could split myself into 10 and still not meet all the needs.
The BDA explains that 10-15% of the population are dyslexic, so at least 3 students per class on average, but despite this 80% of people with dyslexia leave school without a diagnosis or receiving the support they need to succeed. I believe we need to train, empower and support our wonderful teachers (including those who are in training) to identify, understand and support dyslexic learners and to be able have open and informed conversations with families and pupils, so that they can understand why they are struggling, what strategies can help and how they can use their individual strengths. The British Dyslexia Association have a current petition to help every child get the support they need through an increase in early identification, staff training including training of specialist teachers (such as myself) who can support staff/pupils in a school/cluster of schools and government funding for diagnostic assessments in schools. This is more important than ever, during the Covid-19 lockdowns, with lockdowns creating an even greater inequality in support and achievement for dyslexic learners. Further details can be viewed at www.bdadyslexia.org.uk/news/sign-the-petition-and-share-our-goal
In 2019 a report was published from the All-Party Parliamentary Group for Dyslexia and other SpLDs (specific learning difficulties/differences) on “The Human Cost of Dyslexia,” reporting on the psychological impact of undiagnosed and unsupported dyslexia for individuals and their families. Research has shown that higher levels of mental health and behavioural difficulties were reported in young people with dyslexia/literacy difficulties, adding to already stretched services such as CAMHS (Child and Adolescent Mental Health Services), Gloucestershire. Increasing numbers of school exclusions and numbers of children, including those of primary age, entering pupil referral units (PRUs) showed disengagement from education. Further research has found high proportions of dyslexia in young offender institutions and prisons. For instance, in one study 50% of juveniles in the largest young offender’s institute in Scotland were found in have dyslexia. Again, further details can be viewed at www.bdadyslexia.org.uk/about/all-party-parliamentary-group-dyslexia-and-spld-appg
Why should all of this still be the case today when it is largely preventable? Why is it that on viewing the Gloucestershire County Council Education and Learning SEND website, I cannot find the word dyslexia mentioned once?
There is another side to dyslexia. It can bring many strengths which are sought after by employers today. The organisation Made By Dyslexia says that dyslexics have exactly the thinking skills needed to thrive in the workplace of today including visualisation and complex problem solving. A survey taken for a BBC2 2003 series “Mind of a Millionaire” found evidence that 40% of entrepreneurs are likely to be dyslexic, four times the national average.
Through living with my husband for all these years I have a really unique insight into the daily benefits and challenges of dyslexia, which enables me to empathise and much better understand learners. I have had the privilege of working with many dyslexic students, who have taught me a great deal and I have been able to help bring about positive changes for the better in their lives and futures. For all of this I’m very grateful but there is still much work to be done.
Kate Morris
BA Hons QTS, BDA ATS APC AMBDA
For further information on dyslexia and neurodiversity please see www.katemorristutoring.co.uk