Whatever your view, dyslexia is neurological and the effects are real. In simple terms, dyslexia robs a student of time.
Tests, assessments, and NCEA exams are a fact of school life and a ticket to opportunities beyond the classroom. They are stressful for most, but dyslexic students are at a distinct disadvantage because their basic skills including accurate spelling and fluent reading hold them back.
In NCEA exams the playing field must be leveled. This is done by way of special assessment conditions and they come in the form of extra time, use of a computer, a reader / writer, or a less distracting room, to name the most common. Secondary schools are legally required to identify students who qualify for these, accumulate evidence to support this view, and apply to the NZ Qualifications Authority to have the appropriate assessment condition [or any combination] put in place.
Although many NZ secondary schools met these obligations very well, the harsh reality is that the majority unfortunately do not - for a variety of reasons. Parents play a critical role here, and must advocate strongly. Dyslexia does not go away and it robs a student of time. Special Assessment Conditions make a significant difference, and can very often mean the difference between success and failure.
Special Assessment Conditions are a necessary entitlement for dyslexic students sitting NCEA. Science, the law, international human rights, and equitable access to learning are why Special Assessment Conditions are provided. Clearly, it follows, that the same approach should be commonly applied in all years and in each and every situation where a student is being asked to show what they know - whether this be a test, assessment, or presentation.
In the early school years, teachers should offer similar accommodations and other teaching and environmental adjustments. They should encourage alternative forms of evidence to show learning, such as mind-maps, oral presentations or videos. Every effort should be made, and anything that supports learning should be considered. Many teachers don't think they have permission to do this, and even some principals - this is simply untrue.
You could say that the provision of accommodations, adjustments, and special assessment conditions is where the "rubber hits the road". Its where the education system delivers or it doesn't. Its certainly where parents can have the greatest influence over their child's school journey.
A parents advocacy should seek specific outcomes of this nature.
It’s not rocket science!
It's not rocket science!
Imagine a classroom in which the initial response to dyslexic type learning needs was to view them as "preferred ways of learning" rather than automatically as difficulties or even worse, as disabilities.
Recognising that dyslexic students have the right to be dyslexic might for some seem obvious, but for many it is a major paradigm shift. When teachers fully accept that their dyslexic students have needs that must be met, it automatically alters the way inclusion in the classroom is planned and achievements are measured. The surprising outcome is that when a classroom becomes dyslexia aware, all students benefit.
Whilst the education system does not recognise and respond automatically to this right [and the legislation that underpins it], dyslexic students will require strong advocacy by parents and others who wish to see these students succeed and reach their potential.
Dyslexic students’ brains work differently. They generally prefer, and feel more comfortable, working visually - and are big picture / concept driven. The acquisition of basic skills like reading and spelling uses a different part of the brain and therefore provides an unexpected difficulty to both student and teacher.
This difficulty will be become a major learning barrier unless teachers take the right approach and provide the necessary support. When teachers take steps to remove stress, and are empathetic, students become ready to engage in learning challenges - and success can be achieved.
For many, the dyslexia aware classroom will be enough. Others will require interventions that are carefully matched to their learning profile.
Dyslexia doesn't go away, so when students need to show what they know through exams or assessments, simple accommodations are needed, like extra time or the use of a computer. In the early school years, teachers should encourage alternative forms of evidence to show learning, such as mind-maps, oral presentations or videos.
With this simple approach dyslexic students become confident and success follows naturally. They begin to understand themselves and what their true potential is which allows students to advocate themselves, for their needs and rights.
Until the education system fully embraces this, schools are a battlefield and parents the advocacy army. Parents must, on a daily basis, demand that rights are recognised and dyslexic students are given a genuine opportunity to succeed.
It's not rocket science!
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