What support at GCSE should school offer to dyslexic child?

[dysschoolsupport]

My son has a dyslexia diagnosis. He is not severely dyslexic but does read and write more slowly that someone who is not dyslexic. He is starting GCSE next year in year 9 ( I know this is unusual but his school does this, state school). We went to an evening to hear about his GCSE options and I asked about support for his dyslexia ( as son wanted me too) and was just told that all kids get an assessment in year 9 to see if they need extra times in exam. When son told his Head of Year what he wanted for his options, his Head of Year told him that two of those were very reading heavy and suggested he do a level 2 qualification instead, that they offer. This would replace one GCSE. I went and had a look at this and its extremely basic course which is offered to kids who cannot cope with GCSEs. Son is quite upset at this being suggested to him.

The thing is, he has struggled to think of four options he really wants to do, and the ' reading heavy ones' are the ones he is most interested in and most wants to do. He has basically been directed to drop one of the two subjects he loves.

I'm a bit pissed off that instead of looking at ways to look at how they could support him to do the subjects he enjoys and is interesting in, they are directing him to do a really basic (pretty useless from looking at the work books they do) non-GCSE course.

What support for his dyslexia should I be expecting from the school?

An assessment of his needs to see if he qualifies for extra time in exams, which you say the school will do. Some assessments will also assess whether a student qualifies for a reader or a scribe, or use of a laptop to write. Writing speed can also be assessed. Assessments must be within a time frame, so they are relatively recent, within two years I believe.

The school is correct to be cautious about several reading and writing heavy subjects though. For example, history and geography have a lot of content and it may be advisable to choose one or the other, rather than both. Some schools have an option support programme where students will do one less GCSE and have support for their other options.

The problem is he enjoys those subjects. I'd rather he give up one of the mandatory courses ( Welsh or RVE) than an option he is actually interested in.

Support in schools is based on needs rather than diagnosis.

Examples of support could include looking at assistive technology, key worker/mentoring to support organisation/study skills, pre-teaching new vocabulary, providing handouts/power points rather than expecting copying from the board, looking at placement within the classroom, dyslexia specialist tuition, reduced number of GCSEs/qualifications. Although what a school can provide at a school SEN support level varies.

They should also consider exam access arrangements. Not just extra time but other things too. It is worth reading JCQ’s guidance so you know what the rules are - they change slightly every year so won’t be exactly the same as now but it is still worth reading them.

What are the 2 subjects? If DS struggles with reading and writing, I too would be careful of choosing 2 reading/writing heavy subjects. What is the level 2 course?

Is it a functional skills course that they are suggesting?

The trouble with giving up mandatory courses is just that- they are mandatory. There will be timetabling blocks too, which is why sometimes, pupils have to change their preferences.

Thanks. The two subjects he is really keen on studying are history and geography.

The level 2 course is called Qualification Plus.

History and geography are very content heavy. That’s not to say DS shouldn’t do them, but you/he need to be very aware of it.

Do you have a link to the provider/specification for Qualification Plus? I am not aware of that qualification and would like to read about it. A quick google only brings up a school’s option booklet from 21/22 and that can’t be it because it is just what the school is calling the option block some DC with ALN will take, it isn’t what the qualification itself is called.

I've pm'd you the information in the school GCSE booklet.

My son gets nothing other than occasional use of a laptop and possibly exam arrangements - still not agreed and he is in year 10. He is massively underachieving because of his SEN and school aren't interested, don't respond to emails. I'm going to be requesting an EHCP needs assessment because even just putting in the request will force a response from the school.

Did the diagnosis report give any recommendations for support in lessons? Eg, use of a laptop or tablet, printed copy of notes instead of having to copy from the board etc.

Make sure their one page profile is reviewed so the information is up to date before they think about access arrangements.

My understanding is that schools can put some things in place themselves eg rest breaks, but things such as extra time need to be applied for. They will need to do an assessment of writing speed first.

Have any of the teachers given any support in lessons up to now - eg, have they allowed extra time during tests/exams to be able to demonstrate any adjustments as a normal way of working for your child.

School here didn't do any form of access arrangements until year 10 when I asked if there were any arrangements in place and if so what they were. Had to chase more than once. Don't think it would have been fone othetwise. Having said that, the teachers themselves have been great. Extra time had been allowed in tests in some subjects from early on, so there was evidence it was normal way of working. They initially offered rest breaks.

How is your DC performing in English, History and Geography so far? Does DC know what they want to do after GCSEs? Are they picking 4 to do 3 and the other is back up, or are they doing 4?

You mentioned doing Welsh as compulsory so I assume you are in Wales. If DC is currently in yr 8, he will be doing the new GCSE in English which started being taught in Sept 25. There is no separate language and Literature, they are combined into a double, or single award qualification.