The Delphi papers have been submitted to academic journals for peer review. The study aimed to establish ‘areas of consensus among a wide range of experts’ and to reduce ‘confusion and misinformation’ about how dyslexia should be defined.
The SpLD Assessment Standards Committee (SASC) has advised that assessors are free to use the Dephi definition but advised to look out for any relevant updates if and when the Delphi papers are accepted for publication. Their briefing paper summarises key points from the framework, its rationale, gives links to the full paper and a note on how to reference to the definition. SASC Briefing Paper Delphi Dyslexia Study May 2024
Two papers summarising the findings of Delphi study into the definition of dyslexia have now been published in draft format on the Open Science Framework.
Julia Carroll, Caroline Holden, Philip Kirby, Paul Andrew Thompson and Margaret J. Snowling (2024). Towards a consensus on dyslexia: Findings from a Delphi study. https://osf.io/preprints/osf/tb8mp
Philip Kirby, Caroline Holden, Paul Andrew Thompson, Maggie Snowling and Julia Carroll (2024). Towards a consensus for dyslexia practice: Findings of a Delphi study on assessment and identification. https://osf.io/preprints/edarxiv/g7m8n
The British Dyslexia Association (May 2016) reported, ‘It is important to note that the proposed definition identifies the same or similar underlying cognitive indicators of dyslexia, alongside recognition of its impact on individuals. For this reason, there is no suggestion that anyone diagnosed under the previous definition would not continue to meet the criteria for a diagnosis.’ Findings from the Delphi Dyslexia Study – British Dyslexia Association (bdadyslexia.org.uk)
Here is our latest powerpoint from our 5 minutes for inclusion series
‘What is the impact of Speech Language and Communication Needs (SLCN) on children’s mental health and well-being?’
This presentation looks at both the risk factors, the protective factors and the wider impact on mental health and well-being for young people with SLCN.
Essential reading for educators-‘This report presents five recommendations for mainstream primary and secondary schools seeking to improve their provision for pupils with SEND. Some of the recommendations included here will also be helpful for pupils in special schools.’ Recommendation 1 Create a positive and supportive environment for all pupils, without exception. Recommendation 2 Build an ongoing, holistic understanding of your pupils and their needs. Recommendation 3 Ensure all pupils have access to high quality teaching. Recommendation 4 Complement high quality teaching with carefully selected small-group and one-to-one interventions. Recommendation 5 Work effectively with teaching assistants.
Developmental: starts in childhood, but continues Language: sentences, vocabulary, grammar. Can be understanding and / or talking Disorder: not something that a child will just grow out of It is often called categorised as a ‘Hidden disability’.
Listen to lovely poem read by a child with DLD. (Dorset NHS Trust)
Great learning at Arnhem Wharf Primary School led by LLC advisors Alison Haines and Tracey Grant. Staff delved into current theory and innovative practice leading to classroom success!
Here is our latest PowerPoint from our 5 minutes for Inclusion Series. We’re looking at the browser extension, Helperbird, which brings personalised support to web pages apps and PDFs to make them more accessible.
