The Effects Of Dyslexia On Children Face

Moving on, dyslexia is one of the most common learning difficulties amongst SEN learners with one in ten of the population estimated to have dyslexia (Dyslexia Action, 2015). Dyslexia’s “most frequently recognised characteristics include severe reading, spelling and writing delays and reversals of symbols” (Davis, 1995, pg. 6). Likewise, “short - term memory, maths, concentration, personal organization and sequencing” (Dyslexia Action, 2015) could also be affected. Potential co – occurring difficulties might also include aspects of language, motor coordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia (Rose, 2009). Consequently, the biggest challenges dyslexic children face is with reading and writing. A strategy which might benefit a child, which teachers should be aware of is, early intervention consisting of the right people who are trained and available to recognise the signs of dyslexia, so that as a school they can offer the best support available (Dyslexia Action, 2012). Without this support put in place and as early as possible, children and young people may continue to struggle.

In mainstream education teachers must apply strategies to support dyslexic children. For example, multi – sensory teaching allows teachers to outline, write down and show the children activities which are going to take place in the classroom. Therefore, teachers can model examples from an activity which they want children to be able to do in the lesson using a number of aids. Simultaneously, they should encourage a daily checklist. If possible, dyslexic children should be sat close to teachers in order to maintain good eye contact. On the other hand, they could give childr...

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In conclusion, it is clear that inclusive practice is essential for SEN learners, becoming prepared for the expectations of the wider world. For teachers, trainee teachers and parents alike the benefits present opportunities to gain a deeper understanding of SEN. Consequently, children with SEN make progress if a number of approaches are used to differentiate lessons. The latest Code of Practice has to be read and understood in order for everyone to benefit from deeper understanding. Legislations such as this make it clearer for everyone involved to comprehend what their role demands as a result. Although, with regular updates the impact of inclusion on schools, children and young people with SEN will only be understood in due course. With regards to EHC plans it cannot be said how effective they are going to be, until several SEN children have one.