DFNZ - Newsletter

Australian schools take action rather than waiting for federal government

The recent article in the Sydney Morning Herald 'Report calls for urgent action on dyslexia' paints a picture that we recognise all too well in New Zealand. Effective lobbying along with a healthy dose of common sense is however starting to see teachers being supported resulting in students benefiting and less stress in the classroom.

ANNA PATTY EDUCATION EDITOR SYDNEY MORNING HERALD January 23, 2010
NATIONAL recognition of dyslexia as a disability, with improved training and professional development for teachers to deal with the problem, are needed to address a source of poor literacy skills, says a report to the Federal Government.

The report to the federal parliamentary secretary for disabilities and children's services, Bill Shorten, says up to 10 per cent of people struggle to cope with dyslexia.

It says there are no pathways to diagnosis and support for children and adults with dyslexia. ''In the education system there are few qualified to diagnose, and the wait time for school psychologists is up to a year,'' the report by the Dyslexia Working Party says.

Full article: www.dyslexiafoundation.org.nz/federal_govt_report.html

International Dyslexia Consultant Neil Mackay replies:

Schools take action to support dyslexic students

Neil MacKay is a one of the world’s foremost thinkers on dyslexia, the creator of Britain’s Dyslexia Friendly Schools concept, and consults to the Dyslexia Foundation of New Zealand’s 4D programme.

In New Zealand we recognise the concerns expressed by Australian colleagues about the problems associated with trying to get dyslexic students assessed by Educational Psychologists and the lack of funding and support. We had similar problems until, New Zealand schools started to take action by empowering non-dyslexia specialist class and subject teachers to “notice and adjust” in response to what we are calling “dyslexic type” learning needs. Through school-wide policy and PD, schools and their teachers are now erring on the side of caution and suggesting to parents that the discrepancies they see may amount to dyslexia or other learning differences. By building parent partnerships and raising these questions early, the students' difficulties can be recorded which in NZ helps with special assessment conditions being put in place, but avoids the need for the first 'wave' to undergo Ed Psych assessments to receive support at Primary level.

This is not about conferring a label but it is about conferring a response in the form of front line classroom action. We drove this new paradigm through a series of workshops last year and with well over a quarter of NZ Schools already committed, it is beginning to impact on the numbers of dyslexic students failing to make progress and so needing referrals to Educational Psychologists - more needs are now being met through tweaks to current practice and those that still fail to make "expected progress" are referred on.

This means that , in New Zealand, the expensive and rare resources that are specialist teachers and psychologists will, in the future, find themselves engaging with fewer students with more serious needs. But this approach must be underpinned by School-wide policy and procedures that tie in with curriculum and SEN policies already in place and requires very thorough tracking and monitoring in the classroom – nothing special, just whatever is being used for all students – based on the eclectic principles of assessment for learning and expected progress and driven by the Dyslexia Foundation of NZ / 4D mantra “no student left behind". - is our most effective tool in a climate whereby teacher training has failed to provide teachers with the adequate skills to deal effectively with learning difference.

Exclusive Australian school special - '4 for the price of 3' Dyslexia Workshop limited offer.

Only available in Auckland, New Zealand

This exciting and interactive workshop series has been designed to accommodate all levels of knowledge and engagement with dyslexia. The weeks format also allows you to progress your confidence step by step, day by day:

Sunday 30 May: 4D | Parent & Child - creating the connection

Staying connected to your child and their learning can be difficult when the challenges of dyslexia or other differences arise. Ensuring that your child knows that you understand and are willing to support them is critical for their self esteem and future opportunities.... more

Monday 31 May 4D | Dyslexia aware best practice - the new teaching paradigm

An extended re-run of the acclaimed sell out workshop that took place during Dyslexia Action Week 2009. This interactive training event takes as its theme "no student left behind" and leads participants to develop effective and practical strategies supporting them to "notice and adjust" in response to dyslexic type learning difficulties.... more

Tuesday 1 June 4D | Advanced - achieving the 4D Edge

Building on the ideas and activities of the introductory workshop, this course will offer advanced insights and cover specifically:
Spelling- how to "spell what you can say" and to make phonetically appropriate responses to complex jargon words
Reading - minimising issues with accuracy to develop ability appropriate comprehension skills
Writing - kinaesthetic approaches to getting ideas down on paper.... more

Wednesday 2 June 4D | Interventions - beyond great teaching, un-sticking the 4%

This course is intended to extend the knowledge and skills of participants who already have a background in meeting the needs of dyslexic learners and focuses on the 4% of dyslexic students with significant issues for learning. The interactive and practical course will be close to a Masters level and will lead participants through some of the latest research and apply current thinking to develop effective interventions for students who have failed to respond to "notice and adjust" strategies in the classroom.... more

Thursday 3 June 4D | Leaders - creating change through vision and empowerment

Participants in this workshop will be in positions of leadership and influence. Those from primary and secondary schools will, following this workshop, be well placed to lead their schools along the 4D Quality Mark pathway towards a school culture that truly understands and celebrates difference and diversity.... more

Thursday 3 June 4D | Pre-school - the ABC of early identification

A half day workshop for pre school specialists to identify behaviours that "set alarm bells ringing" without attempting to label or categorise. Dyslexia awareness will be linked with the achievement of typical milestones to support participants to develop their "dyslexia radar" and to develop and implement support strategies before issues become problems.... more

Friday 4 June 4D | Workplace - celebrating difference, discovering the creative edge

At least 10% of any given workforce will be dyslexic to some degree and individuals will typically think faster than they read, write and get their ideas down on paper - at all levels of employment, from graduates to ground workers. This workshop will provide information on how businesses can help employees, and dyslexic employees can help themselves so as to manifest their potential and add value to the business.... more

In recognition of their contribution to dyslexia in NZ these workshops have been sponsored by the Ministry of Education through their Quality Teachers Partnership Fund.

The 4D Edge – Neil Mackay and The New Teaching Paradigm

In June 2009, international dyslexia expert Neil Mackay ran a sold-out nationwide series of workshops for New Zealand educators, sharing tips on how to improve the learning environment for Kiwi schoolchildren. These workshops, as part of Dyslexia Action Week, were attended by more than 1300 teachers, principals, and specialists. The feedback from these inspiring workshops was incredibly positive with significant demand for his knowledge to be made more widely available.

As a result, we have developed a dedicated webspace which shares the expertise of Neil Mackay, and other world leading dyslexia thinkers, with advice and proven strategies to achieve better results in the classroom.

4D Edge – Neil Mackay and the new teaching paradigm brings the ‘notice and adjust’ approach to life in the classroom. This involves noticing those children who are getting stuck and making reasonable adjustments in the way they are taught and assessed, including personalised learning and alternative evidence of achievement. This pragmatic approach can easily be implemented without the need to wait for an official assessment or ‘diagnosis’.

This new teaching paradigm also works with dyslexia as a learning preference. This concept of preference is simple – because dyslexics commonly utilise more visual parts of the brain than neurotypical word-based thinkers, they also prefer to receive process and present information in certain ways, often more oral or visually oriented than the written word. When they are empowered to work in preferential ways, many so called difficulties or disabilities cease to become barriers to achievement.

This breakthrough has major implications for how we can better teach dyslexic students in the classroom. Yet, it is also incredibly simple – if dyslexic students think differently we need to teach to that.

Click here to visit 4D Edge – Neil Mackay and the new teaching paradigm.