Dr. Lindsay Peer discusses the current challenges facing dyslexia-trained teachers and students with dyslexia. She notes that many dyslexia-trained teachers are losing their jobs, schools lack access to such teachers, and there are limited training and resources. As a result, teaching assistants with little to no training often provide support. She emphasizes the importance of having dyslexia-trained staff who understand dyslexic learners' needs, can link testing to teaching, and provide appropriate support programs. Schools need to be proactive in achieving high standards for all students and addressing issues before they escalate.

1. Dr Lindsay Peer CBE
Educational Psychologist, Speaker & Author

2. Current political arena
 Many LA dyslexia trained teachers losing jobs
 Many schools no access to dyslexia trained teachers
 Lack of training opportunities – finance
 Lack of resources – finance
 Limited ITE opportunities
 Limited Dyslexia INSET – wide range of special needs
 Long waiting times - CAMHS
Dr Lindsay Peer CBE 2

3. Want to do well ...soon fail
Dr Lindsay Peer CBE

4. Reality in many schools ...
 TAs / LSAs delivering support – often minimal / no
training (MacBeath 2005)
 Unless most severe, no additional teaching / support
 Class teachers guide support staff – themselves not
dyslexia trained
 Lack of understanding – link between testing and
teaching
 Schools in great need of dyslexia trained teachers
 Future ... Back to the past!
Dr Lindsay Peer CBE 4

5. Dyslexia trained staff ...
Professional attributes, skills and knowledge:
 Link between research and practice
 Understand dyslexic learners
 Link between emotional & learning needs
 Understand Emotional Intelligence
 Understand pre-requisites to learning
 Learning / teaching styles
 Knowledge - suitable programmes
 Up to date CPD
Dr Lindsay Peer CBE 5

6. Areas of responsibility
 Ideally on SMT! SEN policy and practice e.g.
inclusion, setting, support, marking policies
 Internal staff training:
- General
- Subject specific & library
 Administration / paperwork – ongoing
 Monitoring / assessment - staff
 Models of good practice
 Guiding parents / carers
Dr Lindsay Peer CBE 6

7. Comorbidity & consequent impact
Links and influences of other challenges e.g.
- Asperger’s Syndrome
- DCD (dyspraxia)
- Speech, language and communication
- AD(H)D
- Hyper-reactivity (Peer, 2000)
- Auditory Processing Disorder
- Glue Ear impact e.g. phonics, memory, spelling,
languages etc (Peer, 2005)
- Mental health issues ...
Dr Lindsay Peer CBE 7

8. Stress and anxiety
Dr Lindsay Peer CBE

9. Working with professionals
 SpLD centres – where remaining
 Speech and Language Therapists – if lucky!
 Occupational Therapists – if lucky!
 Educational Psychologists – if lucky!
 Head Teachers
 SENCos
 Mainstream teachers
 Support assistants
Dr Lindsay Peer CBE 9

10. Proactive staff
 Demand highest achievement
 Zero tolerance of failure; immediate action when
targets not met
 Promote whole staff awareness
 Teachers counsel at times
 Adopt flexible approaches: “If a child does not
learn the way we teach…then teach him the way he
learns” (Dr Harry Chasty DI)
 If angry / demotivated ...ask why and take action?!
Dr Lindsay Peer CBE 10

11. Do staff really understand dyslexia?
 If you BELIEVE you are
no good, you WILL BE
no good. This negative
cycle can and must be
broken
 Failure can lead to
anger, frustration and
anxiety
 Failure becomes a
self-fulfilling prophecy
Dr Lindsay Peer CBE

12. Within inclusive classrooms
 Dyslexia teaching = good teaching for all
 Empowerment of staff and learners
 Classroom management by subject need
 Set by ability not literacy level
 Short bursts of teaching; movement breaks
 Structured, sequential m-s teaching / overlearning
 Structured differentiation
 Marking policy
 Self-esteem
Dr Lindsay Peer CBE 12

13. Everyday working e.g.
 Structure paperwork
 Structure work on board
 What is important? What is not?
 Organisation
 Managing ICT
 Planners - day, week, month, year
 Colour and over learning
 Study skills across the curriculum
 Memory techniques
Dr Lindsay Peer CBE 13

14. Thoughts of Dyslexic Children
 ‘I must be stupid’
 ‘Too much paper’
 ‘Too much to learn’
 ‘I lost my worksheets’
 ‘No-one understands’
 ‘My ‘friends’ laugh at me’
 ‘I do silly things to make
people laugh’
Dr Lindsay Peer CBE

15. Preparing staff for examinations
For the day:
 TA – not the usual people!
 Familiarise learner - exam conditions
 Practice Reading
 Practice Scribing
 Practice using computers for this purpose
 Practice Additional Time
 Practice use of Rest Breaks
Dr Lindsay Peer CBE 15

16. Encourage learners ...& you too!
 Needed...your skills &
passion!!
 Challenge convention
 Let no-one stop you
 Live your dream
 Develop your ‘A’ team!
 Be focussed and
determined
 Reach for the stars!
Dr Lindsay Peer CBE