Resource Centre: Library

What Schools Can Do

Mainstream international schools that carry out policies of integration and equal opportunities whilst at the same time offering final examinations at a high academic level are faced with a dilemma. On the one hand the school has to accept children of all levels of ability with the aim of developing the potential of each child evenly, but on the other hand the qualifying examination is likely to be beyond the grasp of a whole sector of children with learning difficulties, including those dyslexic pupils who have not been taught the necessary strategies for coping.

But still the responsibility for preventing ‘school failures’ lies squarely on the shoulders of the school. Failure creeps in with behaviour labelled ‘disruptive,’ ‘lazy’ and ‘uncooperative.’ These labels attach too easily to the dyslexic learner who is not succeeding in coping with the written word. Once he accepts these labels as part of his identity and loses his self-esteem at school, he becomes vulnerable. All too easily he finds himself involved in antisocial, even criminal behaviour outside school. This phenomenon is well documented.

So what are the solutions – apart from broadening the curriculum to include technical and vocational subjects, and offering a wide range of qualifying examinations to allow each pupil a chance of success? How can schools face the challenge of preventing failure and realising the potential of their dyslexic students? What can be done at management and organisational level?

The following measures might be included.

• Improving the flow of information between the school and the community, so that the learner and parent fully understand the extent and limitations of the what the school offers. A simple one-page sheet of information outlining school policy, its practices and procedures, could be given to parents and learners to consult and use as a point of reference.
• Setting aside regular scheduled time for consultations between school, specialised staff , the dyslexic learner and his family, to allow a collaborative, co-operative joint approach to reach solutions.

Training

Induction

A teacher training pack, such as the Language Shock Multimedia Training Pack covering:

• recognition of the symptoms of dyslexia
• how to adapt teaching methods to address different styles of learning
• understanding culture shock and
• the implications for children taking on new languages

should be made available to every subject teacher before he or she starts to teach any class in a mainstream international school. New staff might be linked to a mentor or experienced specialist member of staff to discuss issues raised.

In-service

At least one half-day of training should be set aside per term to focus on:

• how to recognise the symptoms of specific learning difficulties and adapt teaching methods
• exchange of information on latest research findings
• good practice and different cultural approaches and styles.

Staffing

To provide equal opportunity for children facing learning difficulties, staff with appropriate qualifications must be recruited. Expertise is required from the specialised educational psychologist and/or speech therapist for a full initial assessment.

• The following members of staff may all be involved in the follow-up teaching programme:
• school educational psychologist
• special education adviser, special education or qualified dyslexia-trained teacher
• resource centre tutor who can make appropriate back-up teaching materials available
• class teacher, classroom assistant or personal tutor.

The school inspectors should also be consulted.

Allowing time

Channels of communication must be kept open between the professionals at regular re-assessment meetings, to ensure goals are met.

For the dyslexic learner, who may take three times longer to study a given piece of work, it is important to assign time for extra help when he is not tired out or having to miss the subjects at which he may well succeed, such as sport or art. Well-targeted regular intervention by qualified staff should will eventually save time for all concerned.