As it is Dyslexia Awareness Week it is good to reflect on the progress that has taken place in this area. Successive campaigning over a long number of years by groups such as the BDA, Dyslexia Action and the Helen Arkell Dyslexia Centre has resulted in dyslexia having a voice at all levels – in government, local education authorities and at school level. Some years ago dyslexia was seen very much as a specialism in the UK and therefore intervention was in the hands of a few highly trained and skilled professionals.
Since then there has been a widespread movement towards creating more awareness of dyslexia at all levels. As a result, a greater number of schools now acknowledge that dyslexia is a whole school issue and therefore it has an impact upon staff development.
From my own perspective as a trainer and an author I find that I am now frequently asked to do presentations on dyslexia to the whole staff in a school. Additionally, I find that the attendees at presentations that are organised by regional groups tend to be more diverse than before, demonstrating that clearly more and more professionals from different sectors of education are becoming more aware and more involved in dyslexia. The BDA are also accrediting increasing amounts of quality professional courses in dyslexia.
It is for that reason that books such as 100+ Ideas for Supporting Children with Dyslexia have been successful. Teachers now have a greater awareness of dyslexia, and a clearer understanding of the needs of children with dyslexia. The book provides them with strategies that they can slot into their every day teaching, and they now have the knowledge and understanding to appreciate the rationale behind the ideas.
We (Shannon Green and myself) have taken this further in the new editions of our book, which will be available in a primary version and a secondary version. We feel that these sectors do have different needs and in the secondary edition we have focused on specific approaches for different subjects, as well as general cross-curricular suggestions.
These books have been very successful and the development of the awareness of dyslexia has certainly helped to pave the way for books such as ours which teachers can pick up, understand the rationale behind the ideas and implement straight away in the classroom. We are eagerly anticipating the publication of 100 Ideas for Primary Teachers: Dyslexia and 100 Ideas for Secondary Teachers: Dyslexia next year.