Dyslexia Support South: Where hope meets learning
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Increasing dyslexia awareness

Why it is important

What we can do

How we can help

This week is Dyslexia Awareness Week and our focus is on increasing awareness of what it means to be dyslexic. We do this so the general community better understands what being dyslexic means and also for those who are dyslexic (recognised and unrecognised) so they can develop self belief and advocate more fully for themselves.

Why increasing awareness is important

There are two main areas our Trust works in to increase awareness, that is the general community and also unrecognised dyslexics (dyslexics who don’t know they have dyslexia).

The general community, unless they have lived experience of a close relative, will naturally not be dyslexic experts. They can hold the views that dyslexic’s cannot read and spell, may not be that smart and reverse their b’s and d’s. They will also not see the correlation between dyslexia and mental well being, how they may behave in class or at work as they try to mask their learning struggles or the value they bring with their different way of thinking.

Unrecognised dyslexics don’t think or know they can be dyslexic and generally think they are not very smart compared to others. It can be for a variety of reasons. It may be they can read okay and their spelling is not too bad, have done well at primary school, high school or with tertiary studies even though always with extra effort and needing more time (these dyslexics have compensated with their dyslexic strengths to learn to read and manage school work). They may be unrecognised because their masking behaviour was what was noticed first rather than why they were behaving like that. They may have tried so hard but made no progress that they disengaged from the learning and left school or they masked their struggles so well no one noticed.


It is estimated that at least 10% of the population is dyslexic (USA states it is 20%).

According to recent UK data they indicate that just over 80% of dyslexics leave school not knowing they are dyslexic.

Population of NZ 5 million

Dyslexics in NZ 500,000

Unrecognised dyslexics when they left school 410,000


What we can do

Advocate

Parents are very good advocates for increasing dyslexic awareness within the general community. When you have lived experience of a child with dyslexia or you are dyslexic yourself you develop knowledge and a passion to make it better for your child and in doing so automatically try to increase the knowledge of those who interact with your child.

Do not underestimate the ripple effect you can create by being aware and talking about it with other parents and your child’s teachers and schools.

Adapt

Southland schools are on a journey to support our dyslexic children. There is definitely increased awareness among our regions schools to upskill their staff, increase their knowledge and bring in supports, accommodations and programmes that recognise the dyslexic learner’s strengths and challenges.

Alternative language

To reach the unrecognised dyslexic we have to change our language for explaining what dyslexia is. We are more able to do this when our own awareness has increased to seeing the whole picture of what it means to be dyslexic.

Instead of it being a black and white question of can you read or not read it is more along the lines of “do you struggle to read for long periods?” or “ do you like reading?” or “what kind of books are your favourite books and why?”.

It can be “do you struggle to say what is in your head” or “do you struggle to get down on paper what is in your head?” . It may be “did you like school?”

It may be around their poor short term memory or ordering and sequencing “ do you struggle to follow verbal instructions?” and “do you find it hard to write emails in a logical order so they make sense?”

We then start to expand to the way dyslexics process information “ do you need to see the big picture before starting?” or “ can you see a picture of how it is all going to work together before you start?”

Incorporating their empathy strength “do you have a good understanding of how people feel?”

It may be around their extra effort “Does it take you longer to write reports?” and “How long does it take for you to do your homework?”

Asking these questions starts to help an unrecognised dyslexic to clarify what their specific learning struggles are.

How we can help

To support these conversations Learning Differences Aotearoa Trust have developed a series of posters based on this alternative language to describe what it means to be dyslexic.

We also run a variety of programmes and services

  • Growing Stars for children aged 6 -12 years
  • Free information sessions for school communities
  • Adult Dyslexia Support Group
  • Professional development for schools, organisations and support agencies

If you would like to know more about how to have these conversations or any of our services please contact us at or speak to us on 027 201 6951

Chris Cole

October 2021

Learning Differences Advisor for Learning Differences Aotearoa Trust.

In this section

  • Types of learning differences
    • Dyslexia
    • Dyscalculia
    • Dysgraphia
    • Dyspraxia
    • Visual stress
    • Auditory Processing Disorder
    • Slower processing abilities
      • Slower processing at school and in the home
      • Slower processing and social relationships
  • Interventions available in Southland
  • Support in the Otago Region
  • Emotional impact
    • How parents can support their dyslexic child.
    • Anxiety
    • Low self esteem
    • Growth Mindset
    • Support agencies
    • Should I label my child dyslexic?
    • How can I help my child?
    • Strengths of Dyslexia
    • Increasing dyslexia awareness
    • Wellbeing support programmes
  • Assessment options in Southland and Otago
    • Dyslexia
    • Auditory Processing Disorder
    • Irlen Syndrome
  • School information
    • Choosing and transitioning to a new school
    • Study tips
    • Special Assessment Conditions
      • Special Assessment Conditions for NCEA
      • Assessment tools in Primary Schools
    • Funding and scholarships
    • Assistive technology
    • Who do I speak to at school?
    • Talking with your child’s school
    • Home learning tips
  • Resources
    • Download our printable flyers
    • “The Big Picture” DVD Hire
      • Our printable flyers
    • Books to read
      • Books for pre-teens and teens.
      • Books for parents
      • Books for children
      • Graphic Novels
    • The Value of Games
    • Tips for around the home
    • Decodable books
    • Assistive Technology
    • Ministry of Education dyslexia resource
    • Mind mapping
    • Working with dyslexic strengths
    • Be a ‘Strengths Detective’ - Learn how you can shine a light on your child’s dyslexic strengths to build self-awareness and resilience.
    • Executive Functioning
    • Dyslexia Friendly Invercargill City Library
  • Personal stories
    • Speech on Dyslexia by Milo Henry
    • A Mum’s Perspective
    • Diet and Nutrition for Learning & Behaviour - Our Experience

Dyslexia Support South and Growing Stars are programmes run by Learning Differences Aotearoa Trust.

Disclaimer: The information provided on this website is designed to assist parents, caregivers and educators by providing helpful information on the topics represented. It does not replace information provided by a qualified professional. Parents, caregivers and educators are encouraged to do their own research on programmes mentioned. Dyslexia Support South does not endorse or support any particular product or business.

© Dyslexia Support South 2023

Website by RS

  • Home
  • Parent Toolkit
    • Types of learning differences
      • Dyslexia
      • Dyscalculia
      • Dysgraphia
      • Dyspraxia
      • Visual stress
      • Auditory Processing Disorder
      • Slower processing abilities
        • Slower processing at school and in the home
        • Slower processing and social relationships
    • Interventions available in Southland
    • Support in the Otago Region
    • Emotional impact
      • How parents can support their dyslexic child.
      • Anxiety
      • Low self esteem
      • Growth Mindset
      • Support agencies
      • Should I label my child dyslexic?
      • How can I help my child?
      • Strengths of Dyslexia
      • Increasing dyslexia awareness
      • Wellbeing support programmes
    • Assessment options in Southland and Otago
      • Dyslexia
      • Auditory Processing Disorder
      • Irlen Syndrome
    • School information
      • Choosing and transitioning to a new school
      • Study tips
      • Special Assessment Conditions
        • Special Assessment Conditions for NCEA
        • Assessment tools in Primary Schools
      • Funding and scholarships
      • Assistive technology
      • Who do I speak to at school?
      • Talking with your child’s school
      • Home learning tips
    • Resources
      • Download our printable flyers
      • “The Big Picture” DVD Hire
        • Our printable flyers
      • Books to read
        • Books for pre-teens and teens.
        • Books for parents
        • Books for children
        • Graphic Novels
      • The Value of Games
      • Tips for around the home
      • Decodable books
      • Assistive Technology
      • Ministry of Education dyslexia resource
      • Mind mapping
      • Working with dyslexic strengths
      • Be a ‘Strengths Detective’ - Learn how you can shine a light on your child’s dyslexic strengths to build self-awareness and resilience.
      • Executive Functioning
      • Dyslexia Friendly Invercargill City Library
    • Personal stories
      • Speech on Dyslexia by Milo Henry
      • A Mum’s Perspective
      • Diet and Nutrition for Learning & Behaviour - Our Experience
  • School Toolkit
    • Catering for different types of learners
    • Creating a dyslexia-friendly classroom
      • Tips for the classroom
      • Dyslexia-friendly text and documents
      • Dyslexia-friendly teaching methods
        • 4D for schools
        • Universal Design for Learning
    • Specific learning difficulties and processing disorders
      • Dyslexia
      • Dyscalculia
      • Dysgraphia
      • Dyspraxia
      • Irlen Syndrome
      • Auditory Processing Disorder
        • Classroom accommodations for Auditory Processing Disorder
      • Slower processing abilities
    • Supporting SENCOs
    • Parent information evenings for your school community
    • Accommodations in the classroom
    • Decodable books
    • Information for teachers: Neil MacKay
    • Supporting home learning
    • Executive functioning in the classroom
    • NZQA National Qualifications for Specific Learning Differences
  • Growing Stars®
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    • Our Facilitators
    • Upcoming Workshops
    • Growing Stars resources for sale
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