Dyslexia is a neurologic difference, and as such people’s experience of it is unique to them. Due to this unique nature, it is best thought of as a continuum that ranges from mild to severe with no clear cut-off points (Rose, 2009). It is formally defined as ‘a specific learning difficulty which primarily affects reading and writing skills’ by The British Dyslexic Association (BDA) (2019). However, it is not limited to these skills and often dyslexic people can find it challenging to process new information, remember information and with their organisational skills (BDA, no date).
It is also important to note that due to dyslexia being a neurological difference. The charity Made by Dyslexia (2021) report that strengths such as creativity, problem-solving skills, and communication are also commonly found within those with a formal diagnosis.
Strengths on school experience
Students feel that their strengths in school can include:
- demonstrating empathy with children who have dyslexia or pupils with other learning difficulties
- having advanced skills in visual and spatial awareness
- being creative and very imaginative
- being good at problem solving
- demonstrating higher levels of determination and resilience
- having developed and established skills and routines from previous study that support them with learning.
Made by Dyslexia also report strengths including visualising, imagining, communicating, reasoning, connecting, and exploring.
Potential challenges on school experience
As dyslexia is unique to the individual, students may experience a combination of the various challenges. Students shared that barriers on school experience might include:
- spelling, especially when put on the spot and there has not been time to prepare in advance
- writing in front of the children or other staff when it has not been previously prepared
- inconsistent handwriting, especially on the whiteboard or on displays
- remembering names of pupils, staff, or parents
- remembering dates and events
- organisation and time management, which can be exacerbated when working in a space that is not their own
- the process of lesson planning as it relies heavily on writing
- checking written work
- reading documents with short notice or reading documents aloud to the class.
Disclosing your needs on school experience
One of the most useful ways to ensure you are supported while on your placement is to disclose your diagnosis to your mentor, if you feel comfortable to do so. It is important that your mentor understands what your strengths and your unique challenges may be. Delay in disclosure or not disclosing could mean that you do not have access to the support you deserve. To help you with the conversation, follow what, when, and how guide.
- What: state what is relevant, you do not need to disclose everything. Suggest the challenges you may need support with and how you mentor can support you with this.
- When: as early as possible at a convenient time, or when specific support is needed.
- How: in conversation with your mentor. Position your disability positively and come prepared for the conversation.
Strategies for students on schools experience
St Mary's University encourages students to advocate for themselves and take ownership over their school experience. Students may wish to consider different strategies to address the previously listed barriers.
Spelling
- Have words ready and prepared.
- Use students to help, especially if they are key words for that year group.
- Have a dictionary closeby so to model to the children how to find a word they are unsure about.
- Disclosing that this is a barrier for you.
Writing
- Use additional adults to write in front of the class.
- Pre-prepare comment banks ahead of writing tasks.
- Use assistive technology.
- Disclosing that this is a barrier for you.
Names
- Consistently practise saying their names.
- Consider using an association game to support you.
Dates
- Have a clear routine and a consistent place to store key information, such as a diary.
- Ask colleagues to support you by reminding you.
- Disclosing that this is a barrier for you.
Organisation
- Have a routine and a consistent place to store this information, such as a notebook.
- Use post-it notes or other strategies as reminders of key tasks.
- Disclosing that this is a barrier for you.
Lesson planning
- Use mind mapping to share ideas with your mentor.
- Seek access to previous planning well in advance of deadlines.
- Check your written work through carefully in advance of deadlines.
Reading
- Practise and prepare for reading aloud.
- Plan in regular pauses to question the students and to give you time.
- Segment the text into manageable chunks for yourself.
- Make use of assistive technology.
Strategies for mentors supporting students
Mentors play a significant role in supporting our trainees in school. Trainees may be best supported by mentors if they:
- understand dyslexia and how it may affect a student’s placement
- discuss individual needs and strengths with their student and how they can best provide support
- are clear with weekly teaching and administrative expectations – providing the student with a timetable in advance will support them with planning and preparing
- provide the student with the teaching materials they require for planning in advance of their PPA time
- allow students to use their own computers, where possible, as they may have assistive technology on them
- avoid feedback that is centred around an element they struggle with and phrasing it as needing to ‘try harder’.
Support if issues arise on school experience
Students should:
- speak to their personal tutor and programme staff for support
- seek support from the Wellbeing Service
- refer to wellbeing on placement handbook.
Other resources for students, link tutors, and mentors