ABSTRACT
The pupils applied their learning to decipher unknown words and read sentences of increasing difficulty. This is a good example of how children with severe dyslexia can have their immediate needs met in specialist provision and how it is made possible for these children to reach a level where they can comfortably function in mainstream school. The challenge is responding to the broad needs of children with dyslexia within a mainstream setting and taking into account the demands of the school curriculum. All teachers need to be aware of the barriers to learning that can be experienced by children and young people with dyslexia as well as the different stages of the assessment process, particularly observation. Multi-sensory teaching is important because children with dyslexia can have difficulty in learning through the auditory modality and therefore need visual, kinaesthetic and tactile stimuli in order for information to be processed.
