SENDhelp
Dyslexia can be a special educational need where it has a significant impact on a child’s literacy development. This guide explains when dyslexia qualifies as SEN, what specialist provision looks like and how schools in London can support dyslexic pupils.
Dyslexia is a specific learning difficulty that primarily affects the acquisition of reading, writing and spelling skills. It is the most commonly identified specific learning difficulty in UK schools. Dyslexia can be a special educational need where its impact on a child’s literacy development is significant, persistent and resistant to normal classroom teaching, requiring specialist educational provision beyond that provided for most children of the same age. Dyslexia falls within the cognition and learning area of SEN in the SEND Code of Practice 2015.
SENDhelp supplies specialist SEN teachers, teaching assistants and support staff to schools and provisions across London and the surrounding counties. Whether you need cover today or are planning ahead, we can help you find the right person quickly.
Dyslexia becomes a SEN when its impact on literacy development is significant and persistent despite appropriate teaching, and where specialist provision is needed to make progress. Children with dyslexia who make adequate progress with some additional classroom support and differentiation may not require SEN support. Children whose reading and writing remain significantly below expected levels despite targeted support, who cannot access the curriculum effectively because of their literacy difficulties, require SEN support or potentially an EHCP.
Dyslexic pupils typically benefit from structured, cumulative, multi-sensory literacy programmes that differ from mainstream literacy teaching. Evidence-based programmes such as Alpha to Omega, Reading Recovery or programmes following the principles of Orton-Gillingham are used by specialist SEN teachers and teaching assistants to support dyslexic pupils. These programmes require training to deliver effectively. Schools with specialist dyslexia teachers or teaching assistants trained in structured literacy programmes achieve better outcomes for their dyslexic pupils than those relying on standard differentiation.
Pupils with dyslexia may be entitled to access arrangements for public examinations, including extra time, the use of a reader, the use of a scribe or the use of a laptop for word processing. Applications for access arrangements are made by the school through the Joint Council for Qualifications and must be based on evidence of the pupil’s normal way of working in class, not simply on a dyslexia diagnosis. The school’s SENCO typically coordinates access arrangements applications.
Most dyslexic pupils do not need an EHCP: their needs can be met through school-level SEN support with appropriate specialist provision. EHCPs are more typically needed for pupils with more complex profiles, such as those with dyslexia alongside significant other needs including ADHD, autism or severe learning difficulties. Where dyslexia is so severe that it prevents access to the curriculum across all subject areas despite intensive school-level support, an EHC needs assessment may be warranted.
Dyslexia screening can be carried out by schools using validated screening tools. Formal dyslexia assessment is typically carried out by an educational psychologist or a specialist dyslexia assessor qualified to Level 7. A formal assessment provides a detailed profile of strengths and weaknesses and specific recommendations for provision. Some London schools carry out dyslexia screening as part of their SEN identification process; others wait for concerns to be raised before referring for assessment.
London’s diverse population includes many children learning English as an additional language. Identifying dyslexia in EAL pupils requires careful assessment to distinguish genuine dyslexia from the normal challenges of learning to read and write in a second language. Some aspects of dyslexia assessment, particularly those involving English phonological processing, may not be appropriate for pupils whose first language is not English. Specialist assessment that takes linguistic background into account is important for accurate identification in London’s multilingual schools.
For related information see our articles on Special Educational Needs Meaning and Types of Special Educational Needs.
Dyslexia can be a special educational need where its impact on literacy development is significant, persistent and requires specialist provision beyond normal classroom teaching. Dyslexia falls within the cognition and learning area of SEN. Not every child with dyslexia has SEN: the level of impact and the provision required determines whether SEN identification is appropriate.
Dyslexic pupils typically benefit from structured, multi-sensory literacy programmes that are delivered by trained specialists. Schools should also make classroom adjustments including providing materials in accessible formats, allowing the use of technology, adjusting the amount of reading and writing required and providing additional time for literacy-intensive tasks. Access arrangements for examinations may also be appropriate.
Most dyslexic pupils can be supported through school-level SEN support without an EHCP. An EHCP is more likely to be needed where dyslexia is severe and co-occurs with other significant SEN conditions, or where the specialist provision required cannot be funded from the school’s own resources. An educational psychologist assessment is typically a key piece of evidence in an EHCP application for a dyslexic pupil.
Visit our SEN London Resource Hub for more guides on EHCP rights, SEN legislation, staffing costs, agency use, Ofsted expectations and borough-by-borough funding variations across the capital.
The information in this article is provided for general guidance only and does not constitute legal or professional advice. Legislation, funding and local authority policies change: always verify current requirements with the relevant authority. SENDhelp Education Limited accepts no responsibility or liability for any loss or damage arising from reliance on this content. Any links to third-party websites are provided for convenience only and do not constitute endorsement of their content.
To stop receiving marketing emails or SMS’s from SENDhelp, kindly complete the form below. We strive to promptly remove your information, aiming to complete the process as soon as we receive your submission.