Dyslexia, Children in Need, Teachers Lack Confidence
By Ina Woolcott
A survey carried out by Britain's biggest teaching union, the National Union
of Teachers (NUT), showed that the majority of state school teachers lack
the confidence in educating dyslexic pupils. 100 teachers from a broad range
of local authorities participated in the survey. Less than 1 in 14 said they
would be 'very confident' in recognising a child with dyslexia. Only 9% said
they would be 'very confident' teaching them.
The survey revealed most teachers believe they have received insufficient
training to deal with children who have special educational needs, and it
also argues that the government is to blame - through failing to supply the
resources for sufficient training - that teachers feel they aren't confident
enough to cope with special needs children. Almost three quarters of the
teachers who took part in the survey felt they did not have enough extra
trained support in the classroom. 77% said they would like extra training to
help cope when it came to dyslexia.
"An overwhelming number of teachers in mainstream schools feel that they
lack support and professional development in teaching children with special
educational needs",was the conclusion.
Several teachers who took part in the survey warned of the increasing
disruption brought about by the governments 'inclusion' policy, meaning all
parents should have the right to choose a mainstream school for their
child(ren).One teacher commented that though he supported the ideal of
inclusion in schools, without the training and support necessary in
classrooms, teachers are not able to do the job in an effective way. He also
said that in his experience it were ad hoc in corridors or a few rushed
exchanges after lessons.
The former education secretary, Ruth Kelly, has removed her son out of a
state school and has sent him to a £15,000/year private prep school, stating
that she didn't believe state schools hear her home in Tower Hamlets,
London, were experienced enough to deal with his needs.
