Dyspraxia and Dyslexia are learning differences that can cause people to struggle at school. In fact, both can often overlap and co-exist in the same person.

Although there seems to be a lot of overlap between the symptoms, Dyslexia is used to describe a learning difficulty to read write and spell whereas Dyspraxia is the term used to describe a difficulty in motor coordination skills.

It is important to remember that the pupils are capable of achieving whatever they want.

There are some things to take into consideration:

• It may take longer

• It might involve technology

• Could apply unusual triggers to secure memory / recall (silly rhymes, visual cues, songs to help step-by-step process)

Dyslexia is a specific learning difference that arises from a difficulty in processing language. Dyslexia can affect any level of intellect, the individual often displays high verbal intelligence and articulation.

“Children who quickly come to understand the relationships between letters and phonemes, and who learn to use this information as an aid to identifying words in print, almost invariably become better readers than children who have difficulty acquiring these skills.” (Share & Stanovich, 1995)

Phonological awareness is the awareness of all of the sounds of language. It is the ability to hear and distinguish sounds. This includes: recognising sounds, adding sounds, taking apart sounds and moving sounds around.

So why is such an awareness important?

Phonological awareness helps children become prepared to learn how letters and sounds go together in words. This makes it easier for them to read and write. Research shows that phonological awareness is the most powerful predictor of success in learning to read and spell. It has been found that 90% of students with poor literacy skills have poor phonological awareness.

Dyspraxia may affect a student's reading, writing, coordination, balance and self-care. It is a lifelong difference and occurs across the full range of intellectual abilities.

How Dyspraxia affects a person may change over time, it will affect everyone differently and may also change depending on the environment. Issues affecting coordination may affect participation in education, life and work.

Children with Dyslexia and Dyspraxia often experience anxiety, confusion, and embarrassment - these types of feelings often stem from a lack of understanding around what Dyslexia or Dyspraxia is and what it means for the individual pupil.

With age an improved adaptation may have to do with the identification and gradual acknowledgement of the difficulties.

A Carnegie Mellon University brain imaging study found that the brains of Dyslexic students and other poor readers were permanently rewired to overcome reading deficits after 100 hours of intensive remedial instruction.

This lesson will bust the myths in a fun, interactive way that will put your mind at ease.

Boost the student's self-esteem by concentrating on the positives of Dyslexia and Dyspraxia and their own specific talents.

Neuro-diversity exists differently in all of us.

Although these neurological differences may present certain challenges, they also signify remarkable abilities. Those abilities are often overlooked because of the focus placed on weaknesses.

Every person is unique and has the potential to achieve greatness, nurture and bring out that potential by re-mediating weaknesses and building on strengths!

Although often not affecting intellectual capabilities, neuro-diversity can make learning, working and coping with life very difficult for some studepeople, often due to a lack of understanding by others - many people develop coping strategies :)

Keep open lines of communication.

Students may not have the confidence to talk with teachers, let students know you are there to be supportive and offer whatever help they may need. Take time to speak with pupils privately.

Always start lessons by summarizing information that was covered in the previous lesson and providing a summary of what will be discussed today.

Understanding the big picture helps students with Dyslexia and Dyspraxia better understand and organize the details of the school lessons.

Be available before and after school for extra help!

Get to know the pupils, help them understand how they experience their world and how they learn.

Work with them, so your students are enabled to become successful, persevering lifelong learners - confident in their ability and resilient to take risks with learning.

• Ensure that young people have access to the support they require in order to make school 'a level playing field'.

• Assigning a learning support assistant or mentor could be useful, peer educators are also really helpful.

The word ‘Diversity’ means ‘inclusion’.

Why are we seeing this change in attitudes and thinking about things we have traditionally thought of as ‘disorders’ or 'disabilities'?

• Is it helpful to refer to these challenges as disabilities?

Neuro-diversity should not be a barrier that excludes individuals from contributing to society, achieving educational potential,  affording each the same rights and protections under the law as everyone else.

• Use differentiated resources and a variety of learning styles.

• Use a variety of visual, auditory and kinaesthetic resources and activities.

  • For example, making tapes, making notes or highlighting in a visual and colorful form, studying photographs/images/video, drama.

Make neuro-diversity awareness a whole-school focus by teaching all young people about it.

• Celebrate successful individuals with a neurological difference.

• Ensure any school mentors and counsellors are trained to understand the unique perspective and world view of neuro-diverse pupils.

• Embrace the special interests and successes of neuro-diverse students within the school and outside the classroom.

Give students with Dyspraxia and Dyslexia a chance to shine.

• Establish a school culture that treasures the strengths of neuro-diverse individual.

• Empower neuro-diverse individuals to build their identity and enhance their skills.

• Train talented individuals to serve the neuro-diverse population.

• Maximize the potential of neuro-diversity!