Knowledge Centre topic
Working with schools, colleges and universities: screening, exam access arrangements, SENCos and classroom support.
Articles
A complex or incomplete history does not necessarily make a dyslexia assessment impossible. It makes careful evidence gathering, professional judgement and multidisciplinary working particularly important.
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Mock exams can show where the real barriers appear under timed conditions. Here is why a dyslexia diagnosis does not automatically mean extra time, and how understanding a young person's learning profile helps more.
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If your child has been assessed with dyslexia, you may have heard the phrase exam access arrangements. It can sound bureaucratic, and many parents are unsure what it actually means in…
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Secondary school brings a step change in demands. There are more subjects, more teachers, more reading, and more writing under pressure. For a young person with dyslexia, that step…
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Dyslexia at primary school is often easy to miss. The child in question is usually bright, curious and full of ideas. Reading and writing simply do not click in the way they do for…
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If you have raised concerns about your child's reading, writing, or spelling and felt like you were talking to a wall, you are not alone. Many parents describe the same experience. A…
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If you've spent any time navigating the world of SEND support, you may have encountered a deeply frustrating experience, and being told by your local authority that dyslexia isn't…
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If you've raised concerns about your child's learning and been told by the school that they can't diagnose dyslexia, you're not alone. It's one of the most common things parents hear,…
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If you have concerns about your child's learning, one of the most important steps you can take is building a good relationship with your school's SENCo. Their Special Educational Needs…
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Miss Calloway had been teaching for three years, which was long enough to feel competent and short enough to still feel uncertain about feeling competent.
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Laura knew before anyone told her. That was the thing she would say afterwards, when there was an afterwards to speak of.
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