Definition of Dyslexia
The following working definition of dyslexia has been developed by the Scottish Government, Dyslexia Scotland and the Cross Party Group on Dyslexia in the Scottish Parliament. This is one of many definitions available. The aim of this particular working definition is to provide a description of the range of indicators and characteristics of dyslexia as helpful guidance for educational practitioners, pupils, parents/carers and others.
Dyslexia can be described as a continuum of difficulties in learning to read, write and/or spell, which persist despite the provision of appropriate learning opportunities. These difficulties often do not reflect an individual's cognitive abilities and may not be typical of performance in other areas.
The impact of dyslexia as a barrier to learning varies in degree according to the learning and teaching environment, as there are often associated difficulties such as:
· auditory and /or visual processing of language-based information
· phonological awareness
· oral language skills and reading fluency
· short-term and working memory
· sequencing and directionality
· number skills
· organisational ability Motor skills and co-ordination may also be affected.
Dyslexia exists in all cultures and across the range of abilities and socio-economic backgrounds. It is a hereditary, life-long, neurodevelopmental condition. Unidentified, dyslexia is likely to result in low self esteem, high stress, atypical behaviour, and low achievement.
Learners with dyslexia will benefit from early identification, appropriate intervention and targeted effective teaching, enabling them to become successful learners, confident individuals, effective contributors and responsible citizens.
The Scottish Government’s response to the Education Scotland report Making Sense: Education for Children and Young People with Dyslexia in Scotland was published on 27 June 2014. The report makes five recommendations and the response sets out the position regarding each of these.
Please click here to view the Equality Impact Assessment (EQIA) for the report: http://www.educationscotland.gov.uk/Images/EQIADSrecordJan15_tcm4-850733.pdf
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