ABSTRACT
While there are a number of programmes that are specifically geared for learners with dyslexia much of the responsibility for dealing with children with dyslexia rests with the class teacher. The class teacher usually has the responsibility for differentiating the curriculum to accommodate the individual needs of the student. Differentiation of the curriculum in terms of presentation, content, assessment and resources is necessary without exception. This would enable all students with dyslexia to have full access to every aspect of the curriculum. Although this is inherently challenging in some situations, a good starting point for such adaptations would be an acknowledgement of the learner’s individual needs and strengths. There are a number of factors that need to be considered in relation to curriculum access for students with dyslexia. These are: Factors to consider for curriculum access
Obtain relevant and accurate information to provide a full picture of the student’s learning profile – including strengths and difficulties.
Ensure that opportunities and materials are available in the school to conduct appropriate assessments to identify the nature of the learner’s challenges.
Acknowledge the student’s strengths, interests and learning preferences through classroom observation or from the results of any assessment carried out.
Deal with the student’s challenges through collaborative approaches to planning and developing learning support plans.
Develop a ‘within school’ dyslexia-friendly bank of resources to help make all staff more aware of the types of materials and appropriate resources for children with dyslexia.
