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Dyslexia is the most common specific learning difficulty in the UK, yet many schools still fail to provide adequate support. Understanding the legal framework is the foundation for change.
This guide explains the legal framework and what you need to know. When you are ready to write the actual letter, SEN Letters UK generates it for you.
Dyslexia affects approximately one in ten people in the UK, making it the most common specific learning difficulty. Despite this, it remains poorly understood in many schools, frequently identified late, and often under-supported. Many children with dyslexia spend years labelled as lazy or not trying before their difficulties are recognised for what they are.
The legal framework offers real protection. The challenge is knowing how to use it.
Dyslexia that has a substantial and long-term adverse effect on a child's ability to carry out normal day-to-day activities, including reading, writing, and spelling, meets the legal definition of disability under the Equality Act 2010. This triggers duties on schools that exist independently of the SEND framework.
Schools must not discriminate against pupils with dyslexia. They must make reasonable adjustments to ensure dyslexic pupils are not put at a substantial disadvantage. And they must do this proactively, not only when parents ask.
Reasonable adjustments for dyslexic pupils vary depending on the individual child's profile, but commonly include: additional time in assessments and examinations; access to coloured overlays or tinted paper where these help; font and formatting adjustments in printed materials; the use of assistive technology such as text-to-speech software; extra support with note-taking; and reading and writing tasks being presented in ways that reduce unnecessary barriers.
What is reasonable depends on the individual school's resources and the specific impact of the adjustment. Schools cannot refuse reasonable adjustments on the grounds that they are inconvenient or that they would benefit other pupils too.
Under the SEND Code of Practice 2015, schools are expected to identify pupils whose learning difficulties require support beyond the adjustments made for all pupils, and to provide that support through the SEN Support process. For many dyslexic children, this will involve specialist reading and literacy intervention delivered by a trained teacher.
If a school has identified that a child has dyslexia but has not put a SEN Support plan in place, or has put one in place that is not being implemented, this is a failure to meet the child's identified needs, and a failure that can be formally challenged.
Many schools lack the in-house expertise to formally assess dyslexia. A specialist dyslexia assessment by a qualified assessor (typically an educational psychologist or specialist teacher with AssessmentPractising Certificate) provides detailed information about the child's profile of strengths and difficulties and informs appropriate support.
Schools can access educational psychology assessments through the local authority's educational psychology service, though waiting lists can be long. Parents also have the option of commissioning an independent assessment privately.
Most children with dyslexia will be appropriately supported through SEN Support and reasonable adjustments. For children with severe or complex dyslexia, particularly those who have not made progress despite appropriate SEN Support, an EHC plan may be appropriate.
An EHC plan for a dyslexic child might specify intensive one-to-one specialist literacy intervention, assistive technology provision, specific examination access arrangements, and tailored outcomes. The legally binding nature of the plan means provision cannot be quietly deprioritised.
One of the most practically significant issues for older pupils with dyslexia is examination access arrangements, additional time, reader pens, scribes, or use of word processors in formal examinations. These are not gifts; they are adjustments that create a level playing field.
Access arrangements are managed through the school and the examination board. They must be based on evidence of the pupil's normal way of working, not simply on a diagnosis. Parents should be aware of the timelines involved, access arrangements for GCSE examinations need to be in place well in advance of Year 10.
If a school has identified dyslexia but is not providing appropriate SEN Support, or if reasonable adjustments are not being made, a formal written challenge is the most effective initial response. SEN Letters UK generates letters for the most common situations, from requesting SEN Support through to escalating ignored concerns.
SEN Letters UK writes the letter for you, professionally worded, legally informed, tailored to your child's situation.
Preview free. Full letters from £4.99, credits never expire.
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