ABSTRACT
This chapter
provides background to the current situation in the field of dyslexia that has made it possible for alternative interventions to obtain a ‘foothold’
discusses what is meant by ‘alternative’ interventions
discusses these against the background of the ‘multiple perspectives’ on what constitutes dyslexia
places these alternative ‘treatments’ within the range of traditional and established approaches used in classrooms and clinics
engages in the current debate in relation to scientific criteria for the utilisation of a new or alternative approach
suggests a way forward for dealing with new interventions and particularly on how to provide informed and impartial advice to schools and parents.
