What is Dyslexia
Dyslexia is a neurodevelopmental difference that affects the development of reading and spelling skills. It can also impact working memory, processing speed and organisation, making some aspects of learning more effortful. For many children, these challenges are not always visible and can mask their true potential.
But dyslexia is only part of the story. Many dyslexic individuals demonstrate strengths in areas such as creativity, problem-solving, imagination, big-picture thinking and communication. Campaigns such as Made By Dyslexia's recent work have helped shift the conversation from focusing solely on difficulties to recognising the valuable strengths and perspectives that dyslexic people bring.
Understanding both the challenges and strengths associated with dyslexia helps us see the whole person, not just their literacy difficulties.
See Dyslexia Differently
Dyslexia affects people in different ways. While difficulties with reading and spelling are often the most visible features, dyslexia can affect much more, influencing how a person processes information, remembers verbal instructions, and manages tasks and organisation.
That is why looking beyond literacy scores matters. Understanding how an individual learns can help identify effective support, remove barriers and create opportunities for success.
A dyslexia assessment provides more than a diagnosis. It helps build a clearer picture of strengths, challenges and the practical steps that can support progress both at school and beyond.
The video above celebrates the different perspectives and talents that many dyslexic individuals bring, reminding us that understanding difference is the first step towards unlocking potential.
Checklists for Dyslexia
Checklists can not tell you if someone is dyslexic however they can give an indication of a person's strengths and areas of weakness. This can help build a picture of an individual and begin to explore what support may be able to put in place to help their learning.
Exam Access Arrangements
Exam access arrangements give students with a disability, including dyslexia, the opportunity to show what they can do by creating a more level playing field. Students must undergo a rigorous process to determine if they meet the criteria for this. Students do not need a formal diagnosis of dyslexia to be provided with access arrangements but they must show that any arrangement they are given is part of their normal way of working.
Technology and Dyslexia
There has been huge progress in technology in recent years and now more than ever there are so many useful tools available to support learning. Technology can be very useful to those with dyslexia as it can support key areas of difficulty including reading, writing and study skills. There are some fantastic tools out there including apps for iPads and tablets. Click on the link below to see some of the possibilities.
Call Scotland links:
DEKS - Dyslexia East Kent Support
Dyslexia East Kent Support (DEKS) is a registered charity providing information, guidance and practical support to people with dyslexia of all ages, as well as their families. It offers free monthly drop-in sessions, access to specialist advice, educational resources and a library of books and learning games. DEKS also connects individuals with specialist tutors and assessors, helping them find appropriate support to overcome learning challenges, build confidence and reach their full potential.
Jennifer Jennings is a volunteer at DEKS, where there is a drop-in session once a month where parents/guardians and children can come to chat, play games or borrow resources.
JCQ Guidance for parents, carers and students about access arrangements
The JCQ Guidance for Parents, Carers and Students about Access Arrangements explains how students with learning difficulties, disabilities or other additional needs can receive appropriate support during examinations. This may include extra time, a reader, a scribe or other adjustments to help them demonstrate their knowledge and abilities fairly.
The document outlines who may qualify, how access arrangements are assessed and the role of schools, SENCOs and specialist assessors in identifying and approving appropriate support. It also explains that arrangements must reflect the student's normal way of working and meet JCQ examination regulations.