If you think your child may have working memory issues, here is a good article than can be shared with their teacher. It details how to identify which children are loosing focus due to memory issues.
The British Dyslexia Association has started a mentoring scheme.
The BDA’s mentoring scheme, in conjunction with Cass Business School, City University London, and Dyslexia Scotland, will link adults with dyslexia with successful dyslexic people who will share the benefit of their experience and knowledge.
Fin is too young to attend (the minimum age is 18) but I felt it would be of interest to anyone dyslexic reading this blog. I wonder whether there is a similar mentoring programme planned for school children (I have emailed the BDA to ask). We would definitely be interested!!
I have been viewing the lists of famous or notable people with dyslexia. I’ve had a bad evening with Fin. He told me he doesn’t understand what sounds are, that he is stupid and he can’t do it (read and write). He was in tears. I feel terrible and anxious for his future. Tomorrow is school and I don’t want to send him. Why would I? It will only make him feel worse.
I’m still mulling the tutor vs. change school debate. It rages daily in my head. I have found a school, it has a special dyslexia centre. A wonderful purpose built sedum roofed number, bulging with technology, special tables and chairs and more draws of letters, games and teaching aids than I have ever seen. It’s a state school. Fin would get to attend the centre for 2 x 45 minute sessions a week. The rest of the time, he’s back in class with the other kids. There-in lies my dilemma. Why move him? He’ll only get an extra 45 minutes a week of 1-1 tuition. A tutor would do the same thing, he could keep his friends and maybe we could muddle through.
Only, I’m really not enjoying muddling through. I want to ditch the constant anxiety and I want a happy child, who has some self-esteem and confidence. Only I don’t know the best way to do it…
Sally Gardner was originally called Sarah, but as a child she couldn’t spell her name. She knew that it started with an s, but the minute that was on the page the h would start to bug her. Did it go before or after the r? “I know people say ‘at the end’ but I couldn’t make it stay where it was supposed to go. I never got it. My mother had a friend who was an actress called Sally who said, ‘Look, darling, the best thing to do is Sally because the s is like a snake, you have a little a and two long lines and a y to catch it all.’ And I thought, I can do that.” She changed her name.
I really enjoyed her explanation of the dyslexic child.
We are very keen on a very straight track in learning. You get on a train, the train stops and there are lots of flowers outside. The ‘proper’ children stay in the train and look at the flowers. The dyslexic child jumps off and says, ‘Wow, there’s lots of flowers’ and goes off to explore.
The train goes through the stations, while the child meanders through stream and fields. Then the child joins the train miles up the road and there’s been no logical steps along the way, and it drives teachers and educators demented. That dyslexic child is incredibly stupid and incredibly clever at the same time – you haven’t done the obvious bits but you’ve found other stops which education doesn’t credit you for.
We are the people we’ve been waiting for
There are many talents and many paths to success, but our education system is not currently meeting the needs of all young people. A new film presents a compelling call for a fresh approach
This landmark independent documentary, inspired and guided by Lord Puttnam and Sir Michael Barber, explores the education system in the UK and asks whether the current system provides young people with the opportunity to develop their talents. High-profile figures sharing their personal experiences and views include Sir Richard Branson, Germaine Greer, Henry Winkler, Bill Bryson, Sir Ken Robinson and a wide range of education experts from around the world.
