The quality of support for adolescents with dyslexia in the partner countries –

Survey results

Riga, 8th May 2015

Daniela Boneva,

Dyslexia Association - Bulgaria

Understanding of dyslexia in partner countries

Dy

slex

ia

Latvia No common or agreed definition of dyslexia; even though the IDA one “dyslexia is a reading problem with roots in difficulty with phonemic awareness” is used it is supplemented with «other cognitive problems».

Bulgaria Dyslexia is a general category of SLD; may affect : the impressive/expressive language, basic reading/writing skills, reading comprehension, understanding of the writing, basic math skills, coordination, attention

Czech Republic Difficulty with reading (other terms are used for writing difficulties – dysgraphia and dysorthographia; for math difficulties – dyscalculia; for coordination difficulties – dyspraxia)

Turkey Dyslexia is a learning disability in reading, which causes children to have difficulty understanding the relationship between letters and sounds. Terms dysgraphia, dyscalculia and dyspraxia are used to name difficulties with writing, math and coordination.

National legislation regarding dyslexia

Dy

slex

ia

Latvia

Dyslexia is listed in the regulations about educational medical commissions that issue a certificate that a student has a special need. This commission does not give a precise diagnosis, though, but only assigns a code of one out of eight special educational programs. Students with dyslexia are usually assigned codes of either language impairment or learning disability (LD) program.

Bulgaria There is no overall governmental policy concerning dyslexia, nor obligatory legal acts which are binding. The main dyslexia related regulation is the Ordinance 1 for education of children and students with special educational needs. Thus, students with dyslexia cannot benefit from any specific compensatory or dispensatory measures.

Czech Republic

A child with dyslexia is considered to be a child with special educational needs (SEN). Once the child starts attending school, his / her special needs have to be treated in accordance with the School Law no. 561/2004 (paragraph no. 16). In accordance with the current legislation, a student with dyslexia is entitled to be offered accommodations (compensatory or supporting) of his / her school work.

Turkey In Turkey, dyslexia is categorized as disability but it is not mentioned in general disability legislation and there are no available data in national statistics . Because dyslexia is not recognized under the disability act, dyslexic individuals can not benefit from incentives that the other disability groups can regularly have as their social rights.

Survey

A set of questionnaires was developed

For teachers/trainers/specialists

For parents of students with reading/writing difficulties

For students with reading/writing difficulties

Translated into partner languages

Delivered to the target groups in the partner countries

Data collected; preparing of the National Need Analysis in process

International Need Analysis will be prepared on the base of the national ones

Target groups

Target groups

Teachers/specialists - 97

Parents –

53

Students –

47

Tea

cher

s/S

pec

iali

sts

Working with

12 630 students

Formally diagnosed – 178 (1,5%)

Latvia – 23 (0,94%)

Bulgaria – 10 (0,35%)

Czech Rep. – 100 (8,3%)

Turkey – 45 (0,78%)

With reading/writing difficulties – 800 (6,4%)

Latvia – 280 (11,4%)

Bulgaria – 144 (4,48%)

Czech Rep. – 160 (13,3%)

Turkey – 216 (3,74%)

Still many teachers believe that dyslexia means to see letters backwards

More than half of the interviewed (from all target groups) believe that dyslexia should be diagnosed by a doctor

All groups are sure that dyslexia doesn’t mean lower IQ

Most of teachers and parents interviewed believe that dyslexia is not an obstacle to get a high school or university degree, while many students think that having dyslexia will prevent them from getting higher education

Most of the survey responders think students with dyslexia need and deserve classroom and testing accommodation

Knowledge about dyslexia

As whole teachers rate the use of accommodation by students with dyslexia higher than other target groups (parents and students);

The use of Assistive technologies in class is rated very low by all target groups; students and parents who use ICT do that mainly at home;

The most used accommodations (reported by all target groups) are:

A seat near the teacher

Use of tables, charts, etc. in the class

Not loud reading in front of the class

Type-written homework

In Bulgaria usage of accommodations is considerably higher rated by students, parents and teachers from vocational schools that have been licensed as “Dyslexia friendly”

Use of accommodations

In all partner countries interviewed report that most common extra services for students with dyslexia are:

Individual counselling provided by psychologist or pedagogical counsellor;

There are special teachers in very few secondary schools;

Students have access to extra help by subject teachers, but this help is not specified for the students with dyslexia;

In fact non of students with dyslexia was offered extra ICT training how to use assistive technologies to support his/her learning

Extra services availability

Satisfaction of accommodation/services

2.3

2.35

2.4

2.45

2.5

2.55

2.6

2.65

2.7

2.75

2.8

Teachers

Parents

Students

Within the partnership

Within the partnership

Satisfaction of accommodation/services (by country)

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

Teachers

Parents

Students

Latvia

Bulgaria

Czech Rep.

Turkey

Mobility of services

0

0.5

1

1.5

2

2.5

3

3.5

Primary School Low Secondary

School Upper Secondary

School

Within the partnership

Within the partnership

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

Primary School

Low Secondary School

Upper Secondary School

Latvia

Bulgaria

Czech Rep.

Turkey

Mobility of services (by country)

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Classmates

At home

Within the partnership

Within the partnership

Understanding and support

0

1

2

3

4

5

6

Classmates

At home

Latvia

Bulgaria

Czech Rep.

Turkey

Understanding and support (by country)

Conclusions As whole all survey participants have relatively good knowledge about dyslexia, however

there are some incorrect answers regarding symptoms and assessment;

The number of students with reading/writing difficulties is much bigger than the number of officially diagnosed students with dyslexia;

ICT and assistive technologies are now well known and are not used effectively as a learning supportive tool;

Accommodations and services offered in schools don’t adequately address the needs of students with dyslexia;

In all partner countries (except Czech Republic) there is no legislation document supporting students with dyslexia;

Almost all teachers and most of the parents interviewed feel they need special training.

Thank you for your attention