The purpose of this essay is to be informed regarding dyslexia and how to support kids diagnosed with dyslexia in the educational settings. It is indicated that dyslexia is a learning disability which restricts individual’s reading, writing and spelling and rarely speaking abilities. According to Rose (2009), individuals diagnosed with dyslexia struggle with accurate and fluent word recognition as well as poor spelling and decoding abilities due to inefficiency in the phonological component of the language. Deficits in short-term memory, sequencing, and organization might be seen among kids with dyslexia. On the other hand, when they are supported to unveil their strengths, they generally show excellent performance in the following areas: Oral communication, problem-solving and creative thinking.
The Prominence of Early Examination and Importance of Learning Support Assistants in Educational Settings
It should be pointed out that examining the disorder is quite significant in order to provide effective support earlier. For that reason, the early signs of dyslexia, class observation done by teachers are crucial and valuable. Early signs which are observed by teachers can include confusion with letter order, sustained spelling errors and challenges with rhyming.
In terms of how kids with dyslexia are supported in inclusive schools, it should be mentioned the importance of Learning Support Assistants (LSAs). With the purpose of supporting kids with dyslexia in mainstream schools, Learning Support Assistant (LSA) plays a vital role. LSAs observe the early signs which are stated above and share what is observed with the class teacher or SENCO.
Fruitful Strategies Used to Support Learners with Dyslexia
1. Hands-On Activities
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Sand trays are a highly effective way to encourage kids to learn the letters. Through the sand trays, kids can write out letters with their fingers. It also helps them enhance their muscle memory.
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Play-Doh is a greatly effective method to teach numbers and letters. Since shaping Play-Doh motivates them, it contributes to their learning process by reinforcing recognition.
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With the purpose of teaching building words and spelling patterns, magnetic letters and letter tiles can be used.
2. Multi-sensory Learning
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Auditory, visual, and kinesthetic techniques should be combined.
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Sound and body movements can be incorporated. For instance, singing a color song by pointing at each color.
3. How to Teach Literacy and Phonics
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It is effective to use phonics programs such as Jolly Phonics.
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At the beginning, teaching through small-group or individually is prominent.
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In addition to the teaching methods mentioned above, letter sounds could be taught through breathing exercises. For example, for the sound F, you can say: “We are going to push all the air out to make the sound Fffffffish.” After doing it, point to the letter.
4. Help Kids Follow the Routines
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All tasks should be broken into manageable chunks.
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Regarding organizational tools, visual calendars and schedules can be used in order to clarify the programme.
5. Raising Emotional Confidence and Cooperation with Teachers and Families
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Let teachers know observations and progress. In order to provide detail-oriented information, keeping a diary is a good way.
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Given that kids spend more time with their parents, maintaining communication with the parents plays a crucial role for the kid’s development. Through that, you can also include the parents in the process.
Safeguarding and Child Protection
Given that we are working with kids, having knowledge in terms of safeguarding and child protection is quite prominent. It includes signs of abuse. It could be physical or emotional neglect. While inexplicable bruises are regarded as physical abuse, socially withdrawn behavior such as excessive shyness shows emotional neglect.
Additionally, poor hygiene or poor self-care and inappropriate knowledge or behavior regarding sexual content can correspond to a kind of abuse. Moreover, bullying should be taken into consideration. In the presence of bullying, you should let kids feel comfortable to share with you.
When you recognize any of the signs shown above, stay calm. If a child discloses to you, listen to him or her cautiously; do not promise confidentiality. You can say: “Thank you for sharing it with me. You did the right thing by letting me know it. In order to help you more I must share that information with the Designated Safeguarding Lead (DSL) in our school.” Immediately reporting your concerns also protects you.
Conclusion
Before I conclude, I would like to underline the importance of the field that we work in. The children that we teach today are the adults of tomorrow. For this reason, every professional who works closely with children carries a great responsibility – not only to the child and their family but to society as a whole. The children in our classrooms may grow into people who hold positions that one day affect our lives.
This gives us the opportunity – and the duty – to help them develop their skills in the most accurate and supportive way. Of course, working with children is not always easy. It demands extraordinary resilience when facing difficult behaviors and challenging family situations. However, beyond academic knowledge and professional skills, there are two essential qualities that make this job meaningful: patience and compassion. When you are able to offer these qualities to the little individuals in your care, your work becomes your life’s purpose – and the source of your intrinsic motivation.
References
British Dyslexia Association. (n.d.). Home. https://www.bdadyslexia.org.uk
Dyslexia Action. (n.d.). Home. https://dyslexiaaction.org.uk
Snowling, M. J., & Hulme, C. (2012). Interventions for children’s language and literacy difficulties. John Wiley & Sons.
Rose, J. (2009). Identifying and teaching children and young people with dyslexia and literacy difficulties: An independent report from Sir Jim Rose to the Secretary of State for Children, Schools and Families. Department for Children, Schools and Families.
British International School. (2022, September). Safeguarding and child protection policy. Retrieved June 2025