ABSTRACT
This chapter focuses on the need to train teachers, practitioners and those working in social services. It draws upon small-scale research undertaken in 2017 concerning the limited awareness and training of teachers and practitioners working in early years. During the many interviews conducted for the research, and despite the many and inclusive definitions of dyslexia, it is clear that the biggest challenges for the individual with dyslexia lie in their school days. Adults with dyslexia frequently cite, as a major issue, the education personnel who failed to identify their learning differences whilst in school. In the last ten to fifteen years the emphasis of policy for special educational need has been upon inclusion and integration of children with particular needs into a mainstream classroom. The importance of school and education to a child cannot be emphasised enough, and it has the potential to influence a child for the rest of their life, both positively and negatively.
