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Managing Dyslexia

Whatever the origins of the difficulty, the truth is that children and adults with dyslexia learn differently.  If this difference is not accommodated within the education system, the student may have difficulty in learning to read, write, spell and handle numbers.  Some difficulties will be mild and the individual may cope without extra support.  Others are severe and the student will require specialist help and tuition.  Early identification and appropriate interventions are necessary to enable people with dyslexia to achieve their true potential.

An assessment not only diagnoses the difficulty but also gives a great deal of information about an individual’s learning profile.  This information can be used to develop an education plan, and will enable teachers to identify appropriate teaching strategies which are tailored to individual needs.

Research and practice shows us that multi-sensory methods of learning are beneficial.  This means using many sensory channels when learning information such as:

  • auditory (listening)
  • visual (seeing, using diagrams, colour)
  • kinaesthetic (touch, movement, action)

The more channels used the more effective the learning will be.

Technology has been a boon to people with dyslexia. There is a wide range of technological aids available which can also help people to manage their dyslexia independently.

Dyslexia is a life-long condition. It does not go away.  However, with the right supports and aids, an individual can learn to manage their dyslexia and become an independent self sufficient learner and worker.

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DAI activities are part-funded by the Department of Housing, Planning, Community and Local Government (Scheme to Support National Organisations 2016-2019 administered by Pobal), the Special Education Section of the Department of Education and Skills, SOLAS and KWETB.