Dyslexia is best viewed positively as a preferred way of learning, with commensurate opportunities and costs implicit with any preference, rather than negatively as a disability with the implication that there is something “wrong” with a dyslexic child or adult.
I believe in the concept of dyslexia as a “spectrum condition” and I would argue that all teachers have the ability and opportunity to identify and respond to students with Dyslexic Type Learning Needs (DTLN) as part of everyday classroom monitoring and tracking procedures.
This would typically include students who think faster than they read, spell and get ideas down on paper – a definite “thinking gap” – and those who are unlikely to get an assessment leading to an official label, a cue for needs-based intervention.
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