2.3 Who is involved in identifying dyslexia?

Everyone has the skills and abilities to recognise early signs of dyslexia in children at all stages, and take appropriate action in response. In Scotland pupil support begins with the class teacher. However this does not mean that class teachers are responsible for the formal identification of dyslexia. It means they play an important role in the initial stages and the continuing monitoring and assessment of learning – as they do for all their pupils.

It is the responsibility of all who work with children to respond appropriately to their needs. Recognising early signs of difficulties and adapting learning and teaching approaches are a regular part of the daily routine for teachers supporting all children in an educational environment. For those who may have additional learning needs such as those arising from dyslexia, it is important that these needs are met in the best possible way by accurate and timely identification.

The identification of dyslexia is a collaborative process. A range of professionals may be involved in the identification process over a period of time and working together collaboratively will support the identification and the needs of the child/young person. The role and views of the parents, carers, child or young person are very important. Parents, carers or someone else involved with the family (e.g. social worker, health visitor) may have brought concerns to the teacher's notice in the first instance.

Figure 10 Collaborative assessment

2.2 How is Dyslexia identified?

3 Enquiry and research