Specialist support for students with dyslexia and other Learning Differences

The International Dyslexia Assossiation gives the following definition of dyslexia: Dyslexia is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. Adopted by the IDA Board of Directors, Nov. 12, 2002.

Yes! If we recognise dyslexia not as a learning disorder, but as a different and often unique learning or processing style that creates talents and abilities. “Neurodiversity may be every bit as crucial for the human race as biodiversity is for life in general. Who can say what form of wiring will prove best at any given moment?” Harvey Blume

Dyslexia exists on a continuum. One person can have mild dyslexia, while another can have profound dyslexia. Both will require remediation. It is important to remember that every child is unique and has her own strenghts and challenges. Therefore, each child will need an individualised remediation programme delivered by a qualified dyslexia specialist, who not only will address the challenges but also put your child's strenghts to work.

Many parents of my students have recognised early signs that something was amiss in their child's learning development. They often describe their children as bright, curious about the world, and fond of listening to stories. However, they notice difficulties in learning letters and sounds, telling time on a clock, or memorizing times tables. It's easy to overlook these signs, especially when well-meaning family members or teachers assure you that it's normal and something the child will outgrow. However, as a parent, you know your child best, and it's up to you to decide when to seek the right support. During the early years, fostering a healthy self-concept and love for learning is vital. If you notice difficulties that might be indicative of dyslexia or other learning differences, do not hesitate to ask for help. The right time for remediation is a highly individual decision, but understanding your child's unique needs is crucial. In essence, if you sense something isn't quite right, trust your instincts. There's no better time to start seeking assistance than now.

I am glad you asked :) I am an experienced teacher and a passionate advocate for dyslexic children. In my work I use Multisensory Structured Language Education (MSLE) Programmes, based on the Orton-Gillingham approach because dyslexic students progress most successfully with cumulative, multi-sensory programmes which offer opportunity for reinforcement and overlearning. In addition, I make effective use of a neurodevelopmental approach to learning and behaviour aiming to improve attention, higher order cognition, neuromotor function and auditory processing. I am also a parent of a dyslexic child, so I see the true extent of the support needed at home and how important it is to build your children's resilience, enhance their strenghts and diminish their weaknesses. I would love to help you with any further questions that you might have. Just get in touch. Here are few questions that my clients often ask me: "How do I ask schools for the right accommodations in the classroom?", "What do I need to know before an IEP meeting?", "How do I interpret my child's assessments?", "How do I monitor their progress?", "How do I select the right school for them?".