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Dyslexia in Wiltshire

Information and support for Dyslexic young people in Wiltshire 0 to 25 years old, their parents, carers and supporting adults.

For a visual guide on dyslexia watch YouTube: British Dyslexia Association - See dyslexia differently (opens new window)

Wiltshire Council's Specialist SEN Service recognises dyslexia, using a definition supported by evidence from the British Psychological Society and leading dyslexia associations:

  • Dyslexia is evident when accurate and fluent reading and/or spelling develops very incompletely or with great difficulty.
  • Difficulties persist at the 'word level' (i.e. the reading and spelling of individual words) despite appropriate educational opportunities and well-founded intervention.

Dyslexia can occur across pupils of all abilities. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed.

Co-occurring difficulties may be seen in aspects of language, motor coordination, mental calculation, concentration and personal organisation, but these are not by themselves markers of dyslexia.

Dyslexia in the UK

Nationally, it is estimated that around 10% of children and young people show some signs of dyslexia, particularly when it is present in other members of the family. Around five per cent of the population experience moderate to severe dyslexia.

Events and resources about Dyslexia

To find out more about information events, training and support materials visit Right Choice: SSENS resource page (opens new window).

How dyslexia identified in Wiltshire

Wiltshire Council Specialist SEN Service recognises dyslexia as an educational rather than medical identification.

Dyslexia Friendly Schools

Wiltshire Council's Specialist SEN Service (SSENS) is currently supporting schools across Wiltshire to achieve the Quality Mark. Following verification visits from the British Dyslexia Association (BDA) we now have 13 dyslexia-friendly schools across the county, and are working with a further 15 schools to achieve the quality mark.

1: Support in schools

Support in schools can also be referred to as OPAL (Ordinarily available Provision for All Learners) this outlines all the support and resources we expect to be available in all education settings to all learners.

Section Two: Cognition and learning

This includes children and young people who have specific learning difficulties such as dyslexia, general learning difficulties or delay, or those who have cognition and learning needs as part of another special educational need or disability. This provision should be in addition to the expectations in section one.

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