Schools: Dyslexia

Debate between Lord Walton of Detchant and Lord Hill of Oareford

Wednesday 7th March 2012 Lords Chamber

[Lord Walton of Detchant]

My Lords, does the Minister agree that dyslexia is just one of a group of specific learning difficulties which include, for example, dyspraxia, which is loosely defined as very serious clumsiness, and dyscalculia, which is difficulty in calculating? These are often misconstrued by teachers as representing global handicap whereas the individuals in question are often in other respects highly intelligent. What is the availability now of people with adequate qualifications in educational psychology who are likely to help in identifying early the affected individuals so that appropriate remedial measures can be adopted?

[Lord Hill of Oareford]

I agree with the noble Lord that there is a range of conditions, and he listed some. The basic approach in trying to identify them early and put support in place applies to those as it does to dyslexia. The Government have put funding in place to recruit and train 120 additional educational psychologists, which I think is the number that local authorities recognised that they needed as things stand. I hope that that is part of an answer, but I agree with the noble Lord that it is important that the training talked about by my noble friend Lord Storey and early identification extends to all those specific learning difficulties.

Schools: Dyslexia

Debate between Lord Walton of Detchant and Lord Hill of Oareford

Thursday 23rd June 2011 Lords Chamber

[Lord Hill of Oareford]

As my noble friend will know, in order to achieve qualified teacher status, teachers must meet the standards that require them to be able to teach children with a range of needs, including special educational needs. I agree with my noble friend on the importance of taking measures to help children with dyslexia, and the key to that, although he knows a lot more about this than I do, is early identification. It is our hope that having the phonic screening check in year 1 will enable that to happen, and then support can be put in place. We are increasing the numbers of specialist dyslexic teachers and working with ITT providers to look at ways of ensuring that primary school training teachers get the support that they need to learn how to identify and help dyslexic children.

[Lord Walton of Detchant]

Does the Minister accept that quite apart from dyslexia, which is difficulty in reading, there are other specific developmental learning defects such as dyspraxia, which is serious clumsiness, and dyscalculia, which is difficulty in calculation, each of which can be fully identified and characterised only by skilled psychological assessment? Having been identified, they can be effectively dealt with in schoolchildren only by highly specialised teaching. Are the Government aware of the needs of these children with defects other than dyslexia?

[Lord Hill of Oareford]

I accept the noble Lord’s point that there are a range of challenges across the piece. Communication difficulty is another one, and in that case we are putting in place more specialist help through therapists. Working with the Department of Health and others, we need to find ways of early identification and giving as much support as we can to children with those challenges.