Dyslexia and GCSEs - experience?

[goingmadinthecountry]

DS is Y9 and dyslexic. He's bright but has problems getting stuff down which means he doesn't show his potential in exams. Confirmed last night at consultation evening. Have found some info on the Being Dyslexic website, but want to help him and now's the time to start.

What worked for your child?

Thanks

DS1 was diagnosed with dyslexia in Y10. He was having problems finishing exams in time. The school organised the appropriate tests for him, and the upshot was that he got an extra 25% time allowance in all GCSE exams. Have you approached the school about this?

My son is in year 8 and severely dyslexic. I have been told that SEN will work with him over the next few years and when GCSEs come he will get allowances based on'what happens in his daily education'. So, by that, I take it that he could have a scribe if that is the norm for him on progress tests, for example.

You need to talk to his school SEN department and get their advice as to how they can help him maximise his potential.

You need to talk now and ask the SENCo at school what the procedures are and if they can trial different access arrangements such as extra time or laptop etc to see what suits him best. The school will have procedures to apply for access arrangements early in year 10. Does your son touch type if not definitely get him a course and see what difference that does for him? By the way dyslexia alone is not enough for support, school will need to carry out standardised tests to check his actual reading, spelling levels etc. these have to be below average not just low.

He tried using laptop in tests at the end of Y8 and found it hard in some subjects. He's done TTRS for a year or so (at primary age) so is quite good on computer. The problem is (and always has been) that he performs pretty well down to his own hard work. He's at a grammar school and not performing below average for his age - was L4 for English and 5 for maths/science in Y6 and now often produces L6 (very occasionally 6A) work in English for eg. Teacher said that in science for eg knowledge wise he is predicted A* for all 3, but his ability to put stuff on paper takes him down to borderline B/C. Senco said last year that this is a common problem at school - the boys perform to a high level so don't get help, despite them underperforming hugely for their ability. He has 2 bright non-dyslexic older sisters too which doesn't help his confidence.

Don't get me wrong, I'm hugely proud of him and his attitude and Cs would be great. Far better than we thought in Y4 when his headteacher told me to mourn the fact he'd never go to university! Obviously, I ignored her totally and moved him to a better primary school. He tried so hard and is certainly not at the bottom of his year at grammar - my original concern in Y7.

Will get back on to Senco - as he has been diagnosed he really should get extra time regardless of his current levels surely? Standardised tests hardly seem fair.

You have to see the SENCO because NC levels can still hide a multitude of sins.

My son, who is year 8 and age 12, is currently 5b in History and level 6 in Science and (at the end of year 7) was 4b in English - however, still has (currently) a spelling age of 6.5 and reading age of 8.

We have helped my sons literacy through audiobooks which he devours like any good reader and this has helped him progress in all the areas he can.

The help he will get will be targetted help as far as I understand. So, not necessarily extra time, but maybe a scribe or use of technology. There is allsorts and the SENCO is the person to ask.

You don't automatically get extra time just because you have a dx of dyslexia.

The SENCO should know what they're doing and what's available - go and talk to them.

Access arrangements range from extra time, a scribe, a transcriber or doing the exam on a computer.

Thanks all. My son loves audio books too, and recently has been on a few theatre trips with us (dd1 is doing A level English so a good excuse!) and really enjoyed them. Don't know what his reading age is now - would be interested to find out. Not as weak as his spelling.

Y9/10 is very late to be diagnosed with dyslexia. What have his teachers been doing all these years?

I would suggest immediate specialist help from Dyslexia Action, for two years.

Meanwhile, the school needs to start the necessary paperwork to enable him to get extra time (25%) in exams. This is quite urgent as GCSE modules will not be far off.

He was diagnosed when 7 (we had him assessed privately at DA), passed his 11 plus despite having no extra help/time though Ed Psych recommended extra time but LA admin cock up. I since took a PG Cert in Dyslexia (Dyslexia Action) and have done the teaching to other pupils myself. What he needs now is very different support from Alpha to Omega, TTRS etc. Though I have knowledge myself of specific strategies to help his written/reading work, this is a very different situation. Study skills and exam technique are the areas it's harder for him to access. That's really what I'm looking for ideas in - the next stage.

Criteria for access arrangements (reader, scribe, extra time, rest breaks etc) are very strict and are not set by the school, but the JCQ info here.

The school are able to test your son to see if he meets the criteria for access arrangements. They must test within a certain timeframe before the exams, so it may be too early to test him now unless they are willing to test him again nearer his exams.

Thanks Tethers - will digest that before my next meeting with Senco!

MIND MAPS to plan his written work, the best thing you could do at this stage. Someone used to tour the country doing courses for kids in the hols; if that's not still the case, I think you can get a DVD of a presentation, though you'd have to work through this with him yourself. Is he receptive to parental input?

To add to what tethersjbe said, reader and scribe arrangements need to be tested for within 26 months of the exams, but extra time simply requires testing sometime during secondary education.

What's his handwriting like?

His handwriting is (sadly) pretty neat - school does a handwriting club he went to in Y7 - but not very fast. Somewhere I have the expected speeds for GCSE and it's certainly not up there. But it doesn't look like dyslexic writing IYSWIM.

I have a couple of Tony Buzan books and always plan using mindmaps myself so will urge him back in that direction. He tried a couple of on line versions but he prefers pencils/paper.

I feel I've taken my eye off him, but I really wanted him to beome an independent learner. It's worked well - he holds his own in a middle maths group at grammar school for eg - but I now need to get back on his case. The specifics are very helpful to me - thank you very much for your input and time.

I love him to bits and really want him to come out with some results that reflect his ability, enthusiasm and effort.

Camptown, he's receptive if I kick him hard enough