ABSTRACT
This chapter offers guidance to secondary personnel in approaching the initial assessment of students considered to be dyslexic. There is a brief history of dyslexia, and definitions of dyslexia are examined from a theoretical perspective. There is a checklist to determine visual, auditory and speech strengths and limitations of students. In addition there is a checklist for parents/guardians who can assist in assessing and supporting the student and a self-assessment worksheet for the student to complete. The legal requirements of the Revised Code of Practice (DfES 2002) and the American Individuals with Disabilities Education Act (IDEA 1997) are discussed. The chapter concludes with a list of suggestions for motivating secondary students’ learning.
