We can’t all, and some of us don’t. That’s all there is to it. (Eeyore)

 Students who are limited by dyslexia are not a homogenous group; they have specific, different learning needs. Classrooms are usually frustrating for students limited by dyslexia.

A verbally intelligent boy who loved school, and who was seen by his year one, two and three teachers as capable began not wanting to go to school in year four. Because he was struggling his teacher tested him and placed him in the bottom groups for reading, spelling and maths.

He went from experiencing himself as bright to feeling dumb and he began to hate school. His learning abilities hadn’t changed but the learning expectations had.

A year five girl with unidentified dyslexia spent a 20 minute silent reading time tidying the classroom library. She had perfected the art of avoidance.

A secondary school student limited by dyslexia reported he was ‘invisible’. He did nothing to draw attention to himself. With effort he managed to usually get average grades. None of his teachers knew his name.

Some students with dyslexia describe school as boring; school is too easy, too hard and/or not emotionally engaging. These students often feel angry or sad and they can learn to practice behaviours that will disadvantage them.

Students limited by dyslexia form a vulnerable group. They often focus on what they feel they can’t do and not on what they can do.
They regularly don’t complete assigned tasks; rush and make mistakes, leave things out or over simplify their work just to get it completed.

Many students limited by dyslexia can clearly describe a time where they could not find any reason for continuing trying; they can be emotionally, socially and behaviourally at risk. Low self esteem is far more disabling than the specific learning disability dyslexia.

Dyslexia needs early accurate identification. Studies indicate you cannot teach dyslexics the way you teach non dyslexics and you can’t teach all dyslexics the same way.

All dyslexic children benefit from skilled one to one assistance. These children need to be able to access a variety of intervention programmes.

— Lynn Berresford
Registered Psychologist