Chaired by former Health and Social Care Secretary, Rt Hon Matt Hancock MP, the findings of the first Dyslexia Commission inquiry session will be published in a series of features over the coming days.
The first inquiry session of the Dyslexia Commission focussed on necessary reform to teacher training and the disparity in service provision for students with dyslexia in the UK and bringing together the recommendations of leaders in SEND, local/regional authorities and civil society on these issues.
Dyslexia: A coherent infrastructure
The need for a coherent infrastructure in place to support students with multiple needs was a key focus for the first session of the Commission. What is being taken seriously at a policy level is that not all children learn in the same way. Vice Chair of the Dyslexia and Other Specific Learning Difficulties All Party Parliamentary Group and President of the British Dyslexia Association, Lord Addington gave an example of systematic synthetic phonetics, which although claimed to be one of the best ways to learn, is ineffective for dyslexics. The panel unanimously agreed that an increase in investment for the infrastructure that supports early identification and robust training that tackled all learning difficulties was necessary. This is a crucial step considering children with dyslexia often have other learning difficulties.
“I think there’s a huge injustice that essentially you’re much more likely to get the support you need in the private system”
Matt Hancock MP, Chair Dyslexia Commission
Having conducted a systematic review in 2020, Trustee of the British Dyslexia Association and Chair of the Wiltshire Dyslexia Association, Dr Helen Ross highlighted the fundamental structural problems that needed addressing. Namely, finances, resources, legislation and statutory guidelines, which she argued were not fit for purpose. The current statutory guidelines do not stipulate the detail as to what is required in SEND teacher training, which is a clear indication of where disparities in service provision begins. She urgently called for a robust policy framework, with a unified voice that adequately supports children with SEND needs across the UK.
“What gets measured gets managed”
Matt Hancock MP
From a parliamentary standpoint, Mr Hancock addressed an ingrained attitude that needs to be tackled. To overcome this scepticism, he suggested a refocus on lived experiences, especially with the pandemic exacerbating the already turbulent experience many children with dyslexia face. Another important step highlighted by the Chair was a commitment to improve data to evaluate progress, highlight areas of concern and showcase tangible development in the school system.
Importance of Early Intervention
A key theme that emerged from the session was that accessing assessments was a crucial barrier to improving the experiences and development of children with Dyslexia.
Dr Helen Ross notably pointed out that 80 per cent of students with dyslexia were undiagnosed according to a 2019 study[1].Accessing assessments are not part of a medicalised model; as a result, the costs are not shared across healthcare. This often means that investing in assessments are left to the discretion and resources of schools already hard-hit by rising costs, which in turn leaves pressure on the finances of parents.
“Accessing assessments is the biggest issue”
Gillian Ashley, CEO British Dyslexia Association
As a result, there is a clear disparity between accessing intervention and support for those who can and cannot afford it. Dr Ross and the CEO of the British Dyslexia Association, Gillian Ashley reiterated this sentiment, highlighting that the structure in place was not fit for purpose. Schools are reliant on external assessors as they do not have the capacity to assess. Throughout the session there was a focus on early intervention as a crucial policy area and the subject was highlighted by both panellists and attendees.
“I feel absolutely passionate about…early screening, because everyone knows that’s the way forward to identify problems, risk factors early on, so that we can put in place something which can support those children.” – Angela Fawcett, Emeritus Professor, Swansea University
As the panel turned to ways of improving the situation around accessing early interventions and creating a robust framework, an important question that arose was how can we make sure the findings get through the classroom door?
Dr Ross highlighted there was a value to both qualitative and quantitative research to understand how children feel and learn. She proposes that ITT needs to incorporate findings to bridge the gap between research and practice.
Following this, a question directed to the role of assistive technology was posed by Theresa Leavy, Executive Director of Children’s Services, Dorset Council. Ms Ashley importantly highlighted how technology poverty for students and parents was made obvious during covid-19 and she proposed that the Government continue with the support they provided for the long term. Dr Ross reiterated this view and argued that many schools had the existing assistive technology in their devices but lacked the knowledge to utilise it in the SEND context.
Lastly, a discussion began around the importance of defining dyslexia. The panellists generally agreed that the working definition was appropriate in that it set out generally accepted parameters. An important point was raised by Researcher Development Fellow at Edge hill University, Dr Craig Collinson, on the norms and social attitudes towards literacy being problematic and therefore proposing wider screening.
Final Thought
Coherence, integration, streamlining – whatever you want to call it, services for dyslexic people in this country need to be more joined up.
The first inquiry session identified just how disjointed service provision is for dyslexic people in this country. With significant opportunities presented by new assistive technology, the SEND Review, new schools legislation and the foundation of Integrated Care Systems, never has the policy landscape for dyslexic people looked so positive.
However, what is policy without a thought for effective implementation? There were many examples presented where local government, schools and providers of services had demonstrated transformative change. The important thing for national decision makers is to capture and learn from their achievements.
To find out more about the Commission and to get involved, please contact Policy and Research Analyst Hal Arnold-Forster or visit: https://chamberuk.com/dyslexia-commission/
[1] Schools ‘failing to diagnose at least 80% of dyslexic pupils’ – BBC News