Dyslexia is a complex condition which affects each person differently and it is irrespective of intelligence, race or social background. The severity and different difficulties any one dyslexic person may present can vary. It is for this reason that definitions of dyslexia are not always consistent.

It is life-long, but the effects can be minimised by targeted literacy intervention, technological support and adaptations to ways of working and learning e.g. multi-sensory learning.

For those who have been formally recognised as dyslexic through an assessment with an educational psychologist or specially qualified teacher, and have found to have difficulties as the result of their dyslexia, it is imperative that these students be allowed any concessions recommended. Otherwise it is the dyslexic student who is at a disadvantage. This is outlined under the Disability Discrimination Act. It is damaging to the future success of many dyslexic students and undermines the achievements of those who have been successful within academia to suggest that they should not be entitled to support with their exams.

Once again dyslexia seems to be making the headlines for all the wrong reasons. It is frustrating that the focus should be on whether dyslexia exists or not and claims that it does not is very upsetting to the 1 in 10 people that it effects. The question should be what can be done to help people with dyslexia and those with literacy difficulties?

Both Dyslexia Action and BDA agree that the education system should look to identify and support all children at risk of reading failure. However, the critical difference between a child who has dyslexia and a child who simply is struggling to read is the way in which their difficulties are addressed. It is important to have recognition of a dyslexia problem and to ensure that any such intervention methods are appropriate to meet the needs of that individual.

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