On the 31/1/19 there will be a discussion about dyslexia at the IoE involving some eminent people in the field: ‘Dyslexia diagnosis, scientific understandings and belief in a flat earth.’
This follows a statement last year from Warwickshire and Staffordshire County Council that a dyslexia diagnosis is ‘scientifically questionable’, with other schools now saying that dyslexia ‘doesn’t exist’…some schools have been saying this for a while.
Where do we go from here?
Perhaps the answer lies with greater teacher agency and autonomy. Too long undermined, perhaps it’s time that teachers be acknowledged as the experts and given the training, status and permission to act.
This is why I so strongly support Alison Peacock and her work with the Chartered College; raising the status of the profession and giving teachers a voice allowing them to have high expectations for all pupils.
I feel there needs to be a focus on how accountability measures are impacting on teachers’ daily practice. What are teachers feeling and experiencing and how can they be better supported moving forwards? It is clear that to better support dyslexia:
I am driven by a desire to experience, to know and understand the plight faced by teachers that can result in dyslexic children being not just overlooked in classrooms, but sometimes treated in a way which undermines their human rights.
My journey is fuelled by hope, not despair.
Rebecca Solnit explains the nature of hope, which is:
‘to bet on the future, on your desires, on the possibility that an open heart and uncertainty is better than gloom and safety’ (2016, p.4).