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Welcome to our special resource for parents – packed with extensive information and advice for parents with dyslexic children and/or those who don’t seem to be making the same progress as other children at school.

Working with your school

When children don’t seem to be making the same progress as others at school they need help and support. And, as a parent, you need to know how to make sure this happens. Understanding what to do in this situation, how to approach the school and what to ask are all key to having your child’s needs properly met. This section contains advice on what to do if you are told your child has a problem through to what to do if you are worried but the school does not seem to share your concern.  It also contains information on questions to ask to get the right information from the school. Click here for more information.


Taking your concerns to the Education Ministry

In most instances, parents and schools can work together to find solutions for children with special learning needs. However, there may be some circumstances in which you feel your child’s school isn’t doing enough to recognise that there is a problem or, having recognised it, aren’t doing enough to find a solution. Or, the school may tell you that while they recognise the need for a solution, they don’t have the resources to support it.

When this happens, you may need to contact the Ministry of Education directly – schools have an obligation to provide a suitable learning environment for all pupils, and when they are in breach of this obligation, you have a right to take action. Click here for more information.

Contacting the Ministry

If you have been unable to find a solution by working with your school, and you have followed the Ministry’s own instructions but still haven’t resolved your child’s education issues, we encourage you to contact the Ministry directly. To make this as easy as possible, we have included appropriate email addresses and information you should include in your correspondence. Click here for this.



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