Response to the Dyslexia Foundation of New Zealand
New Zealand First is very aware of the current lack of support for students with the educational challenges faced by those with Dyslexia. And while there have been some steps towards providing support for these students at NCEA level. It is our view that not only should these supports in the later educational years be strengthened but that these solutions must be delivered down into the earlier education years.
New Zealand First is a strong advocate for “front ending the spend”. And I am currently working on a policy presentation around enhancing the collection of School Entry Assessment data so that children with educational needs can be identified earlier and provided with these supports, along the lines of the Finnish education system, earlier rather than later when damage to self-esteem has already taken place.
It is our view that it is inappropriate for any students family to have to privately fund an educational psychologists report in order for their child to access academic support for dyslexia. At a recent financial review of NZQA I raised the topic of digital independence from human reader/writers for our NCEA students. For example, a screen reader is an essential piece of software for a blind or visually impaired person which could be also be of use to those with dyslexia. Simply put, a screen reader transmits whatever text is displayed on the computer screen into a form that a visually impaired user can process (usually tactile, auditory or a combination of both). It does not take a large stretch of the imagination to see that this technology could be used to “read” for those with dyslexia. And the fact that there are several screen reader programmes that are free to the user and we see that cost now no longer becomes a factor. What about the challenge of writing for our dyslexic students – well voice recognition has been around for a very long time now and with many schools moving to a “bring your own device environment” a headset microphone and cool earphones should not even raise an eyebrow in a modern learning environment.
It is our view that National Standards has not identified anything new for these or other New Zealand students. New Zealand Teachers were already aware of those children who were having difficulty due to a variety of reasons. New Zealand First would have preferred to spend the close to $38 million budgeted to date for National Standards on the actual identification of children with challenges and providing the appropriate resources to support them participate to their best ability inside our schools. While current and recent governments have finally acknowledged that Dyslexia exists they have taken no concrete steps to assist these students as early as possible through the appropriate resourcing of schools to support these students with identification testing (as you are aware dyslexia has an enormous range and require very individual assessment) and digital resources so that the student, at the earliest possible time in their development, can learn alongside their peers with pride, can meet success inside an educational environment that supports their specific challenge while celebrating the alternative and creative perspective these same students bring to the classroom environment.
Should New Zealand First have influence after the 2014 election this is an area we would seek to invest in.
It's not rocket science!
Imagine a classroom in which the initial response to dyslexic type learning needs was to view them as "preferred ways of learning" rather than automatically as difficulties or even worse, as disabilities.
Recognising that dyslexic students have the right to be dyslexic might for some seem obvious, but for many it is a major paradigm shift. When teachers fully accept that their dyslexic students have needs that must be met, it automatically alters the way inclusion in the classroom is planned and achievements are measured. The surprising outcome is that when a classroom becomes dyslexia aware, all students benefit.
Whilst the education system does not recognise and respond automatically to this right [and the legislation that underpins it], dyslexic students will require strong advocacy by parents and others who wish to see these students succeed and reach their potential.
Dyslexic students’ brains work differently. They generally prefer, and feel more comfortable, working visually - and are big picture / concept driven. The acquisition of basic skills like reading and spelling uses a different part of the brain and therefore provides an unexpected difficulty to both student and teacher.
This difficulty will be become a major learning barrier unless teachers take the right approach and provide the necessary support. When teachers take steps to remove stress, and are empathetic, students become ready to engage in learning challenges - and success can be achieved.
For many, the dyslexia aware classroom will be enough. Others will require interventions that are carefully matched to their learning profile.
Dyslexia doesn't go away, so when students need to show what they know through exams or assessments, simple accommodations are needed, like extra time or the use of a computer. In the early school years, teachers should encourage alternative forms of evidence to show learning, such as mind-maps, oral presentations or videos.
With this simple approach dyslexic students become confident and success follows naturally. They begin to understand themselves and what their true potential is which allows students to advocate themselves, for their needs and rights.
Until the education system fully embraces this, schools are a battlefield and parents the advocacy army. Parents must, on a daily basis, demand that rights are recognised and dyslexic students are given a genuine opportunity to succeed.
It's not rocket science!
close onClick
|
