Keynote2

The Role and Influence of the Dyslexia Specialist in the Mainstream Classroom

Dr Lindsay Peer CBEEducational Psychologist, Speaker & Author

Dr Lindsay Peer CBE 2

Current political arena Many LA dyslexia trained teachers losing jobsMany 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 needsLong waiting times - CAMHS

Dr Lindsay Peer CBE

Want to do well ...soon fail


Reality in many schools ... TAs / LSAs delivering support – often minimal

/ no training (MacBeath 2005)Unless most severe, no additional teaching /

supportClass 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!


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 stylesKnowledge - suitable programmes Up to date CPD


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


Comorbidity & consequent impactLinks 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

Stress and anxiety


Working with professionals SpLD centres – where remaining Speech and Language Therapists – if lucky!Occupational Therapists – if lucky!Educational Psychologists – if lucky!Head Teachers SENCosMainstream teachers Support assistants


Proactive staff Demand highest achievement Zero tolerance of failure; immediate action

when targets not metPromote whole staff awarenessTeachers 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

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


Within inclusive classroomsDyslexia teaching = good teaching for allEmpowerment of staff and learnersClassroom management by subject needSet by ability not literacy levelShort bursts of teaching; movement breaksStructured, sequential m-s teaching /

overlearning Structured differentiation Marking policySelf-esteem


Everyday working e.g.Structure paperwork Structure work on board What is important? What is not?Organisation Managing ICTPlanners - day, week, month, year Colour and over learningStudy skills across the curriculum Memory techniques

Dr Lindsay Peer CBE

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’


Preparing staff for examinations For the day:TA – not the usual people!Familiarise learner - exam conditions Practice Reading Practice ScribingPractice using computers for this purposePractice Additional Time Practice use of Rest Breaks

Dr Lindsay Peer CBE

Encourage learners ...& you too!Needed...your skills &

passion!!Challenge conventionLet no-one stop youLive your dreamDevelop your ‘A’ team!Be focussed and

determinedReach for the stars!