2.5 Communication & Support
Effective communication, respect and partnership working are key requirements between individuals who are experiencing issues as a result of dyslexia and practitioners who are supporting them. Good communication is essential in supporting appropriate and effective identification, planning and monitoring of literacy difficulties and in developing and maintaining positive relationships. These competences should be recognised and practised by CLD practitioners who are familiar with theand are highlighted in Figure 3 of the introduction to this module.
It is important to note that although CLD practitioners will not be able to formally identify dyslexia they may well be involved in supporting learners through this process and adopting an effective communication style to do this will be essential.
Dyslexia is hereditary and there may be situations where a learner’s children or parents/carers also have literacy difficulties. Therefore increased sensitivity may be required if this is disclosed and discussed. If the learner is concerned about their children section 1.1 of this module includes an overview of the Scottish education system and helpful contacts are included in section 2.2.
An individual may experience a range of emotions following an assessment. Some people feel relieved or euphoric. Others might feel angry that they have not been able to get help earlier.
It is important that:
- Individual learners feel respected that they are being listened to and their views are valued.
- Effective consultation takes place with the learner and they understand what is happening and what the next steps are.
- Sources of advice and support are shared: for example Dyslexia Scotland and Enquire. Dyslexia Unwrapped (for children and young people 8 –18 years)
Dyslexia Scotland runs Adult Networks for people with dyslexia to share experiences and learn from each other. There is also a network of volunteer-led branches across Scotland. Dyslexia Scotland also has a Careers and Employability Service to support people with dyslexia in looking for jobs and in getting support in the workplace.
For further details, see the leaflets related to adults and the workplace on Dyslexia Scotland’s website.
Activity 5 - Reflective log
Having worked through section 2 in your Reflective Log consider the following two questions. The first requires a small amount of investigative research and the other requires personal reflection:
- Where would you go for support at a local and national level regarding assessment for dyslexia?
- How could you adapt your practice to communicate with someone who felt they may be dyslexic?