Dyslexia Voice | Education Issue | Spring 2025

Spring 2025 | Education

Dyslexia voice

Dyslexia Scotland News

Adults

Educators

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Helpline: 0344 800 84 84

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Dyslexia Voice design and editorial staff: Cathy Magee Katie Carmichael Lena Gillies Sue Bowen

Members of Dyslexia Scotland can log into our website to access magazine articles online at dyslexiascotland.org.uk/dyslexia-voicemagazine, and download a free PDF version in our online shop.

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All rights reserved. Dyslexia Voice is published by Dyslexia Scotland. Articles within this magazine provide a view from the author only.

Opinions may differ from professional to professional. Dyslexia Scotland may or may not share these views and opinions. Reproduction or transmission in part or whole of any item within this magazine is not permitted. While every effort has been made to ensure the accuracy of the information in this publication, the publisher accepts no responsibility for errors or omissions. Images have been reprinted with the permission of the publishers or copyright holder. We acknowledge the support and funding

Dyslexia Voice | Spring 2025 of Scottish Government for this work.

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©2025 Dyslexia Scotland

Educator Membership Educator Membership with Dyslexia Scotland is a way to actively demonstrate that your learning establishment values inclusive practice and wants to enable your learners to fulfil their potential.

Your membership has greater value than the cost of your annual fee, as you’ll get access to special benefits.

Annual Educational Membership includes •

2 print editions of Dyslexia Voice magazine per quarter (worth £40) and digital access

•

digital badge to display on your website and email footer

•

discount for up to 3 staff members to our annual Education Conference (up to £75 saving)

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discounted (and free) products from our online shop

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exclusive online content in the members’ area of our website, including free access to our past Education Conference video packs (worth £70 in total)

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access to our Members’ Library

dyslexiascotland.org.uk/join

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Contents Features Chief Executive’s Voice

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Breaking down the barriers in education

6

Spreading the word

8

Meeting with the First Minister

10

OBE for the CEO

12

Changing young lives

13

Behind the scenes

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Dyslexia Awareness Week 2024

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Spotlight on Organisational Members

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HSBC funding for teacher training

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Our wish for AI

22

Adults How I became successful

28

Someone who inspires you

30

Dyslexic Adult Networks

31

Going places with dyslexia

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Parents and families Why we must listen to children and young people

32

Educators Study skills workshops

34

Dyslexia and Inclusive Practice programme

36

Praised by the Cabinet Secretary

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Dyslexia guide for youth workers

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Dyslexia Scotland conference round up

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Early identification matters

60

Changemakers Changemaker channel

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Resources Time for a story

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Everway

53

Passing the buck

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Young and dyslexic

Author Margaret Rooke p32

Create and share

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Useful staff

66

Just for fun

67

Students Finding my rhythm

58

Readers’ experiences p30

On the cover: changemakers in education p44

Meeting the First Minister p10

Dyslexia Awareness Week P16

Features

The

CEO's voice Dyslexia Scotland Chief Executive Cathy Magee, OBE

Welcome to our spring issue of Dyslexia Voice, on the theme of Education.

The articles in this edition explore education from a wide range of interesting perspectives, including primary and secondary teachers, tutors, youth workers, children and young people and adults. As usual, there is something for all our members inside. We hope our younger members enjoy the Useful Stuff and Just for Fun sections.

Author Margaret Rooke talks about the importance of listening to dyslexic children about what helps them to learn most effectively. In the article about Dunblane primary school, children share their own experiences, ideas and tips for other dyslexic children as well as teachers.

Similarly, the Changemaker Channel highlights examples of good practice led by children and young people in collaboration with their teachers to better support dyslexia at school.

Read about the many teachers engaging in lifelong learning themselves, in order to understand and gain deeper knowledge about dyslexia. They are doing this through our education conference highlighted on page 42 and our professional recognition programme - see details of the Awards

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Dyslexia Voice | Spring 2025

ceremony on page 36.

One of the teachers who has gained Professional Recognition in dyslexia and inclusive practice shares practical advice on study skills in secondary school on page 34.

Thanks to our dyslexic members and guest contributors who have described what education means to them so articulately - including children and young people still studying and adults reflecting on what they learned and are still learning. For example, Kate Davies speaks powerfully about the difference inspiring teachers made in helping her to ‘become my own ally’.

We have included updates since the autumn edition about the work of the Dyslexia Scotland team of staff and volunteers, such as: •

Our report on a momentous Dyslexia Awareness Week.

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Our ‘Behind the Scenes’ feature: meet our newest Director, David McIntosh and one of our dedicated Helpline volunteer advisers, Susan Taylor.

•

Since its launch in November, the ‘Towards a dyslexia-friendly Scotland?’ report has been disseminated widely. We have used its findings and recommendations in discussions with politicians including the First Minister, policymakers and a range of changemakers.

Thanks very much to all our contributors for taking time to submit your articles, photos and stories. We welcome feedback from all our members on our magazine.

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Features

Breaking down the barriers in education Dyslexia Scotland’s recent research report has uncovered systemic barriers in education while offering hope for a brighter future Sir Jackie Stewart OBE, the 85-year-old President of Dyslexia Scotland, shared his personal struggles in his introduction to the report:

“My own school days were the worst days of my life. I was embarrassed and ashamed that I could not do the things that came so easily to the others.”

Although much has changed since Sir Jackie’s time in school, the report shows that dyslexia can still present significant challenges. Dyslexia Scotland is determined to change that.

Key education insights from the report Towards a Dyslexia-Friendly Scotland? put the education experiences of the dyslexic community under the microscope.

1. Identification of dyslexia Many participants reported that the cost of dyslexia assessment remains a significant barrier, limiting opportunities to unlock their full potential.

However, the research highlighted a positive generational trend: more and more people are being identified as dyslexic during their school years.

Actionable recommendations: • Enhance teacher training to identify and support dyslexia from the earliest stage possible.

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Dyslexia Voice | Spring 2025

• Expand access to free assessments to ensure opportunities for all.

2. Support in education and employment The lack of tailored support and understanding in educational settings was a recurring theme. This gap creates lasting challenges into adulthood, including struggles with daily life skills like managing personal finances or advocating for oneself.

Dyslexia Scotland aims to address these issues by improving systemic support throughout education and beyond.

What Dyslexia Scotland is doing

A promise to our community

This edition of Dyslexia Voice highlights

At Dyslexia Scotland, every

the progress we are making in Scotland’s

statistic represents a real

education system by:

person’s lived experience.

•

featuring the stories of dyslexic individuals

•

•

For 55 years, we have listened to stories of hurt and injustice, and

celebrating the educators making a

we remain committed

difference in schools, colleges, and

to campaigning for a

learning communities

dyslexia-friendly Scotland.

showcasing the collaborative efforts driving positive change

Our journey toward a dyslexia-friendly Scotland continues, guided by the insights from our research and the dedication of those working to improve education. Together, we are shaping a brighter and more inclusive future.

Find inspiring news and important updates in this educationfocussed edition of Dyslexia Voice.

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Features

Spreading the word Since launching our baseline study report, ‘Towards a dyslexiafriendly Scotland?’ last year, we’ve presented our findings and recommendations to a number of national agencies and groups, including: •

the Specific Learning Differences Forum, a group for Adult Learning and Adult Literacies practitioners, co-chaired by Dyslexia Scotland and Education Scotland

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the National Impact Network, a Youth Work practice-sharing forum chaired by Youth Scotland

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the SQA Equality Group

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CALL Scotland’s Steering Group

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our Members’ Day/Annual General Meeting

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the Community Learning and Development Standards Council for Scotland

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at the the online conference on Living and Working with Neurodivergence.

Dr Jeremy Law, co-author of the report

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Our next phase of work will turn our attention to the general population of Scotland. We’ve partnered with STV to undertake an awareness survey, to help us learn how well Scotland understands dyslexia generally.

We’re also looking to produce a number of themed reports, digging into the details of some specific themes from the main report.

Watch this space!

Download or order a copy of the research report from our website: dyslexiascotland.org.uk/report

Time for a story Did you spot the dyslexia animation on BBC Scotland Learns in January?

Episode 7 of Time for a Story tells a strange tale: lots of words and letters are missing. Who can help? That’s right... the Changemakers!

A group of amazing young people who have already learned to adapt in a world where this is their everyday.

A positive introduction to neurodivergence and dyslexia.

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Features

Meeting with the First Minister Dyslexia Scotland and the Cross-Party Group on Dyslexia called for free dyslexia assessments for adults at a meeting with First Minister John Swinney Representatives of Dyslexia Scotland and the Cross-Party Group on Dyslexia who are campaigning for access to free assessment for adults met with First Minister John Swinney in November.

Our recent research highlighted that the cost of dyslexia assessment for adults – which can cost from a minimum of £300 – is a significant financial barrier to accessing vital support for learning and work.

80% of adults surveyed said that the cost would prevent them from being assessed.

The report also highlighted that early identification of dyslexia leads to better mental health and educational outcomes, meaning that adults who cannot afford assessment are at a considerable disadvantage in achieving their potential.

Oliver Mundell MSP posed the question at First Minister’s questions in October asking that the First Minister meet with Dyslexia Scotland and the Cross-Party Group on Dyslexia to discuss the findings of the report and agree that the Scottish Government should provide the important assessment to all adults seeking a dyslexia identification.

In reply to the question, First Minister John Swinney said: “I am familiar with the research that Mr Mundell puts to me. I acknowledge the significance of the issue of dyslexia, where it is not identified and not supported as a consequence, so I’m very happy to meet with Mr Mundell and with Dyslexia Scotland. Obviously there are financial implications to meeting the cost of

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assessments, but we will have these discussions and identify what further actions the government can take to support the legitimate aspirations that Mr Mundell puts to me.”

Chief Executive of Dyslexia Scotland Cathy Magee said: “In Scotland, if adults need evidence of dyslexia for support in work or even for a driving test, there is a prohibitive pay wall to accessing it. This is a huge concern for those in poverty who cannot advance their careers or learning without the tailored support that an assessment can recommend. We very much welcome the opportunity to explore solutions with the First Minister today to ensure that Scotland is meeting the needs of its dyslexic population.”

Dyslexia Scotland and the Cross-Party Group on Dyslexia are hopeful that this meeting will prompt new measures to support adult learners and workers in need of dyslexia assessments, ultimately fostering a more inclusive Scotland.

Left to right: Paul McNeill, Secretary of the Cross-Party Group on Dyslexia; Dr Jeremy Law, University of Glasgow; First Minister John Swinney and Cathy Magee, CEO of Dyslexia Scotland

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Features

OBE for the CEO Cathy Magee, Chief Executive of Dyslexia Scotland, was presented her OBE for services to dyslexia at Buckingham Palace in November As the charity’s leader since 2007, she has brought dyslexia awareness to the fore of Scottish policy and educational practice, leading a movement for inclusion of a previously marginalised community.

Cathy said: “It’s an incredible honour to be recognised with such a prestigious award. While it’s personally a great achievement, it’s reflective of the work of Dyslexia Scotland as a whole entity, from our Board of Directors and Ambassadors to our staff and volunteers who all strive for our vision of a dyslexia-friendly Scotland.”

David Shaw, Chair of Dyslexia Scotland, said: “This is a truly well deserved recognition. Cathy is a strong advocate for people with dyslexia and a committed leader of our cause. She dares to make a difference and does so in abundance.”

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Changing young lives The Tutor Bursary Fund scheme is making lasting impacts Since 2021, the Sean Connery Foundation has generously donated £80,000 for Dyslexia Scotland to provide free access to specialist tutoring for children and young people whose families would have struggled to pay for tutoring themselves. This funding has now ended.

The initiative has helped to improve outcomes for children and young people impacted by poverty.

In total, the fund paid for 263 rounds of individual tutoring to 138 learners. It also funded 39 rounds of small group funding in schools for 22 children.

Parents and carers reported that the tutoring has increased their children and young people’s literacy skills, improved their confidence and supported their attainment.

Parent feedback: how the free tutoring helped “He is so much more confident about starting high school now and it is such a relief to see him smiling and not worry so much about his dyslexia.”

“It’s been so good to have things explained in a different way, it made it easier for my daughter to learn. It all increased her confidence and she managed to pass her school maths test! One happy girl!”

“Tutoring built his confidence, he is more fluent when reading and is understanding more in all areas of maths.”

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Features

Behind the scenes Welcome on board!

Dyslexia Scotland has announced the appointment of David McIntosh as a Director David is founding partner at Dram Communications, a corporate communications and public affairs agency.

David has over 20 years’ experience in corporate communications, public affairs and crisis management. He devises and delivers public affairs and government relations strategies across a number of sectors.

Before co-founding Dram Communications, David was Head of Public Affairs at BAA Scotland. He has also held senior government affairs roles at Scotland’s national tourism agency, VisitScotland, ScottishPower and the European Commission.

Cathy Magee Chief Executive of Dyslexia Scotland said: “We’re delighted to welcome David to our Board. David brings a wealth of experience in communications, policy and strategic development and will be an asset to our organisation.”

David McIntosh has joined the Board

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David said: “I am honoured to join the Board of Dyslexia Scotland. The organisation’s work to support individuals with dyslexia and raise awareness of its challenges is truly inspiring. As someone passionate about communication and inclusion, I look forward to contributing my experience to help Dyslexia Scotland continue its vital mission and make a lasting impact.”

Helpline heroes Dyslexia Scotland’s Helpline operates 5 days a week. Our dedicated volunteers answer thousands of enquiries every year, offering support and guidance to everyone who gets in touch with a question about dysleixa.

One volunteer told us: “About 10 years ago I found out that my son was severely dyslexic. Rather than this identification helping things it was causing problems with school. Dyslexia Scotland’s Helpline was a huge help to our family in giving advice and reassurance as well as introducing us to a tutor that worked with my son for 7 years. I saw this as my chance to give back and use my experience to help others in a similar situation.”

Another said: “Being a helpline advisor is both challenging and rewarding.

I know that sharing some of my stories of living with dyslexia makes people feel like they are not alone. I would encourage anyone who needs advice on dyslexia to phone the helpline. “

One of our friendly Helpline volunteers

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Features

Looking back: Dyslexia Awareness Week 2024 Dyslexia Scotland leads an annual week-long programme of awareness.

2024’s Dyslexia Awareness Week Scotland was our best ever. Here’s what happened:

! e p y h a z m Ha We kicked off the week with our brillant Ambassador, Hamza Yassin, in Stirling.

Hamza shared his dyslexia story and signed copies of his new book, Hamza’s Wild World.

You can buy your signed copy of Hamza’s brilliant new book from dyslexiascotland.org.uk/shop.

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h c n u la y r a t n e m Parlia We revealed the findings from our biggestever survey of Scotland’s dyslexic community at a special launch event at the Scottish Parliament. The research was discussed at First Minister’s Questions the following day.

MSP visit We were honoured to welcome Jenny Gilruth MSP Cabinet Secretary for Education and Skills to one of the Edinburgh primary schools benefitting from a special dyslexia and literacy programme we’ve been running in partnership with the Sean Connery Foundation and City of Edinburgh Council.

Thanks to our community of

Fundraising

changemakers, we gained £1314 in donations. This all helps us to keep working for a dyslexia-friendly Scotland.

Whether you hosted an event, did some fundraising, wore Ellie’s Blue Dyslexia Ribbon, or participated in another way, we want to say a big Thank You for supporting Dyslexia Awareness Week Scotland. We couldn’t have done it all without you.

Dyslexia Awareness Week Scotland 2025 will run from 29 September to 5 October. Start planning!

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Features

More companies show their support for dyslexia Dyslexia Scotland has welcomed two more companies as Organisational Members Persimmon Homes and PAM Wellness join a cohort of organisations that support our vision for dyslexia-inclusive workplaces.

Pam Wellness supports employers to increase workplace and education wellbeing and resilience. The company applied for the Dyslexia Scotland Organisational Membership status out of their interest in neurodivergence issues.

Director of PAM Wellness Yvonne Honeyman said: “As the director of a neurodiversity company that supports both the education and workplace sectors, our commitment to advancing understanding and support for neurodiverse individuals, including those with dyslexia, is at the core of our mission. We deeply value the work that Dyslexia Scotland does in raising awareness, providing resources, and advocating for the rights of individuals with dyslexia. We share the belief in the importance of creating environments where individuals with dyslexia can thrive, and we are committed to contributing to this cause.”

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Property Company Persimmon Homes have also taken the bold step to promote dyslexia awareness throughout all of their sites for employees and suppliers.

Kevin Ferris, Construction Director, East Scotland, said: “We’re looking towards becoming dyslexia aware on all our sites throughout East Scotland, so are really proud to have been approved as Organisational Members for Dyslexia Scotland.”

Dyslexia Scotland Organisational Membership is a key strand of the charity’s strategic plan. The initiative strengthens the efforts of organisations who aim to influence inclusive practices and provides the charity with a source of sustainable income, helping them to fulfil their ambition for Scotland to be a dyslexia-friendly society.

Cathy Magee, Chief Executive of Dyslexia Scotland, said: “We’re absolutely delighted to welcome PAM Wellness and Persimmon on board as organisational members. These two large enterprises share our vision for workplaces that fully include and enable dyslexic people to reach their potential.”

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Features

HSBC UK funding will help train teachers Dyslexia Scotland has been awarded a grant from HSBC UK which will be used to develop vital training for teachers and parents Two online courses and masterclass webinars will support school children, their teachers and parents, and local authorities to build understanding of dyslexia and improve literacy levels.

Cathy Magee, Chief Executive of Dyslexia Scotland, said: “The long-term impact of this project will be seen on many levels; from improving the life chances of children and young people to developing better awareness of dyslexia throughout schools and local authorities. It is vital that we equip our educators with the tools to help children with dyslexia to succeed, and this funding will allow us to make a great difference.”

The project funding was awarded by HSBC UK as part of the ‘Supporting Our Communities’ programme which supports local branches to get involved with helping local initiatives.

Jonathan Rae, Co-Chair of HSBC UK’s Neurodiversity Committee and Senior Financial Crime Capability Manager at HSBC UK, said: “I’m so proud that HSBC UK is supporting this project, one which is very close to my own heart. As a dad to a dyslexic child, I know how important it is to give him and others like him every opportunity to succeed. What a privilege it is to be able to create an opportunity for Dyslexia Scotland to create these essential resources for schools in Scotland.”

Cllr Joan Griffiths, Education, Children and Families Convener for the City of Edinburgh Council, said: “It’s very good news that thanks to extra donations, this ground-breaking initiative will be able to grow.

In Edinburgh, our longstanding partnership with Dyslexia Scotland has gone

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from strength to strength working with the Sean Connery Foundation and we’ve been able to significantly increase the support our staff provide around literacy and dyslexia. Children who had difficulties with reading are now showing good progress. The initiative also helps build our pupils’ selfconfidence; making them feel more motivated and engaged in learning.

I’m pleased to know the positive results of this work can now reach even more young people, helping them to believe there are no limits to what they can achieve.”

Dyslexia Scotland is a national charity which aims to inspire and enable people with dyslexia to reach their full potential, through influencing change at a national and local level.

The training materials will cascade the learning from the Sean Connery Foundation Dyslexia Initiative in City of Edinburgh Council area which has successfully improved pupils’ literacy levels through a programme of teacher training. In this way, they will extend the reach and impact of the Sean Connery Foundation-funded work on dyslexia.

The HSBC-supported modules will empower teachers and parents to better identify and support dyslexic learners. They will increase the confidence and abilities of dyslexic learners both inside and beyond the classroom, which is an exciting outcome for all involved.

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Features

Our wish for AI

A current position statement We are witnessing a phenomenal period of technological advancement.

Artificial Intelligence (AI) is developing at an exponential rate, offering digital tools that have the potential to both enhance and harm the world we live in. What does this mean for Dyslexia Scotland? Here’s our position at this snapshot in time.

What do we mean by AI? AI refers to software capable of self-learning without direct human programming. Tools such as OpenAI’s ChatGPT, Google’s Gemini, and Microsoft’s Co-Pilot are accessible by anyone with a digital device. These tools help to locate, organise, and generate digital content, whether by finding online information, writing papers, analysing data, or creating pictures, videos, or stories from basic prompts.

Hot topics that confront us regularly in the media include: Education •

Students using AI to cheat in exams (BBC, 2024)

•

AI that makes learning more accessible (Khan Academy, 2023)

Workers’ rights •

Artists losing rights to their own work and identity (Financial Times, 2023)

•

AI could make the working week shorter (BBC, 2024)

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Health and humanity •

How the NHS will use AI to improve outcomes for patients (UK Government, 2025)

•

The weaponisation of AI in warfare (Forbes, 2024)

The Board of Directors and staff at Dyslexia Scotland are observing this technological revolution with great interest and asking ourselves: what does this unstoppable advance mean for people with dyslexia?

Our position on AI In this rapidly evolving field, our stance can only ever represent a snapshot in time, but our principles remain steadfast. Two critical factors guide our position on AI: 1. the potential to empower our community.

2. the potential to further disadvantage our community.

We value high tech and high touch resources Since tools like ChatGPT became widely available, many in our community have reported unparalleled benefits. From managing schedules to learning algebra in more accessible ways, AI has transformed how people overcome dyslexic challenges. Some members even use AI to structure submissions for Dyslexia Voice magazine. Many comment that the technology has liberated them from the trappings of their dyslexic difficulties.

Dyslexia Scotland has always advocated for the use of assistive technology. AI is a sophisticated extension of these tools, with the potential to improve learning, day-to-day life, and work for our community.

Why we exercise caution Despite the positive aspects, three key concerns shape our cautious approach to endorsing AI with more gusto: ►

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Features 1. Preserving the human element As a human-centred organisation, we value human thinking, learning, knowledge and creativity. We believe that technology should exist to enhance human skill, learning and development, not replace it. AI’s place in our schools and workplaces is inevitable, so we can only try to align these changes with our values.

Erik Brynjolfsson, Director of the Digital Economy Lab at Stanford University, sums up our own hopes for the technology well: “Knowledge and information [workers] are going to be most squarely affected…lawyers, copywriters, screenplay writers. But I like to use the work ‘affected’, not ‘replaced’. Because I think if done right, it’s not going to be AI replacing lawyers. It’s going to be lawyers who work with AI replacing lawyers who don’t work with AI” (CBS, 2020).

In other words, the key to effective and ethical use of AI is to allow it to complement human ability, not to override it.

2. The Digital Divide Not everyone in Scotland has equal access to digital tools. Those unable to afford or use these technologies are at risk of being further disadvantaged than those who do.

As highlighted by the Scottish Government: “The internet has provided access to information and helped us maintain social contacts… In doing so, however, it has exacerbated the isolation of those without access to technology. Unless we tackle digital exclusion, we risk increasing, rather than reducing, inequalities in our society” (Scottish Government, 2021).

We will not achieve our vision for dyslexia-friendly Scotland if members of our community are further marginalised by technological change.

3. Protection and guardrails We must acknowledge the risks AI poses when used irresponsibly or

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without an understanding of potential consequences: •

Accuracy and plagiarism:

Individuals with dyslexia relying on AI to generate written content may unknowingly submit false or plagiarised work if they’re not able to verify its accuracy.

•

Intellectual Property:

Artists, designers, and other creatives in our community face the risk of having their intellectual property scraped* by AI content generators, causing them serious financial and career consequences.

Where use of AI is promoted as a helping hand, we must insist that the risks and consequences associated with it are spelled out to users. Anyone engaging with AI-based technology – or allowing their information to be fed into it - should be able to make informed choices about doing so and be enabled to think critically about it.

Our commitment As the digital landscape continues to rapidly evolve, Dyslexia Scotland remains committed to: •

monitoring AI developments with an open mind

•

engaging with members, experts, and stakeholders across the fields of technology, education, neurodivergence and humanities

•

reviewing how AI can support our community.

Our current position We will embrace AI technologies that enhance the lives, learning, and potential of individuals with dyslexia and Scotland as a whole society.

However, we will not endorse any use that diminishes these values.

We will continue to communicate our stance on the issues that affect our community, AI included. ■ * when AI programmes extract large amounts of data and content from websites

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Adults

How I became successful: because I had nothing to lose...

by Mark Scott, a guest contributor

When he left school at 16 with no GCSEs, Mark felt like a failure - but he turned his problems to his advantage, and encourages others to do the same School wasn’t just challenging, it was frustrating and disheartening. No matter how hard I tried, I couldn’t keep up. I struggled with reading, spelling, and holding information in my head. Placed in groups where aspirations were low, I felt overlooked and misunderstood.

At the time, I believed my lack of qualifications would hold me back forever.

But in hindsight, I see that failing at school was the best thing that ever happened to me. It forced me to rethink success and create my own future.

Turning frustration into determination School didn’t teach me much academically, but it did teach me resilience.

Years of struggling gave me a toughness I didn’t realise I’d need. When the traditional education route wasn’t an option, I decided to carve my own path. I started working in hospitality, where practical skills mattered more than academic qualifications. I thrived in this hands-on environment, learning how to communicate, solve problems, and work hard. Over time, I discovered I had a knack for spotting opportunities and connecting with people - skills that would later fuel my success as an entrepreneur.

Building my future Without GCSEs or a clear career path, I had nothing to lose. This freedom gave me the courage to take risks. At 21, I launched my first business. It wasn’t perfect, and I made plenty of mistakes, but those early experiences were invaluable.

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I learned to adapt, persevere, and think creatively - all essential for anyone with dyslexia. Over the years, I have started several businesses, each teaching me something new. My most recent success, Bella and Duke, is a natural pet food company that I grew from an idea to a thriving business with £30 million annual turnover. None of this happened because I followed the traditional route - it happened because I was willing to take my own.

Dyslexia as a strength Only recently, at 50, did I receive a formal identification of dyslexia. For most of my life, I thought I just wasn’t good enough at traditional academic skills.

But the identification reframed my struggles: dyslexia isn’t just a challenge it’s also a gift to me.

Because of my dyslexia, I approach problems from unique angles and see opportunities others might overlook. It’s helped me think outside the box and develop creative solutions. Dyslexia also taught me to surround myself with brilliant people who complement my strengths and cover my weaknesses, such as writing, spelling, or managing fine details.

Why I’m sharing my story I’m sharing this story because I know there are others like me who feel stuck because school didn’t work for them. To anyone in that position, I want you to know: your struggles don’t define you. In fact, they could be your greatest strength. Dyslexia can feel like a burden in a world designed for traditional learners, but it can also be a strength. The skills you develop to navigate your challenges - resilience, creativity, and adaptability - are the same skills that lead to success in life.

If you’re willing to embrace who you are and take risks, there’s no limit to what you can achieve. I didn’t succeed in spite of my failures; I succeeded because of them. And so can you.

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Adults

Someone who inspires you

by Kate Davies, a guest contributor

A combination of self-belief and the belief of others was the foundation Kate needed to get on in education and life When you are dyslexic, you definitely need a very strong support system.

You need allies and inspiration. You need someone who inspires you to try to achieve your goals, and someone to walk beside you on the road to get there. I was very fortunate to have both.

I had two inspiring teachers who walked my road with me, picking me up when I stumbled and lost my way. One even taught my whole class for two years in a row (P5 and P6) just so I had the continuity of her teaching.

The greatest gift these teachers gave me was putting me on the path to becoming my own ally. They gave me techniques and self-belief that I could do the things I found hard. I still draw on these today and it has served me well in education and employment when my support system was thin.

My two amazing teachers gave me the time and confidence to be relaxed enough to learn and enjoy my education. They did, however, have a good foundation to build on.

My mum had filled me with a love of reading as well as art and science. She never let me think I was not going to have a successful education. It was the utter confidence these three women had that I was going to succeed that gave me the resilience to continue when things got unbearably hard.

Also, I think I wanted to do it for myself. As the daughter of two academics, education is my family’s stock-in-trade, but I didn't consider I couldn't be like everyone else. It was this strong foundation of good self-esteem and knowledge I was supported in all my endeavours – as well as a lot of tea that has kept me going through many, many struggles to get the support I needed.

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All these things considered, I would not change anything about my dyslexia.

Although it may not be the most useful thing when trying to remember facts for exams, it enables me to see things differently. I tend to take a different, usually more winding road to get, sometimes, to a different conclusion.

This is also part of what keeps me reading and learning - the enjoyment of walking those winding roads through the dyslexic world in all its glory.

So I would say to anyone else with dyslexia: don't stay silent, find someone you trust to help you build up the support network you need to reach your full potential.

Dyslexic Adult Networks

by Liz Rodger, Glasgow Dyslexic Adult Network co-ordinator Our meetings allow adults with dyslexia to share experiences Recently the Glasgow Dyslexic Adult Network has discussed the results of the adult dyslexia survey published as ‘Towards a Dyslexia Friendly Scotland’, positive dyslexia affirmations and ways to make dyslexic life easier.

If you would like to discuss adult dyslexia issues with other adult dyslexics who understand, come along to one of our meetings.

Workplace support and empathy from others with dyslexia is available at Dyslexia Scotland’s Adult Networks. Meetings offer a variety of dyslexia subjects. Refer to Dyslexia Scotland’s Events webpage to find out more.

I hope to welcome you to one of our meetings in the near future.

See the Dyslexic Adult Network schedule on our Events calendar at dyslexiascotland.org.uk/events 31

Adults

Going places with dyslexia

by Ian Dinwiddie, a member of Dyslexia Scotland A childhood identification of dyslexia influenced Ian’s life and learning journey I was identified with dyslexia when I was nine, at school in North East England in the 1990’s. I struggled with things such as writing, facts, and expressing myself. After suggestions I may be dyslexic, my mum took me for a test where it was confirmed. I was given extra English classes, was allowed to drop French and Classical Civilisation (woop!) and given extra time in exams. I still really struggled but felt this support helped me to get my GCSEs and A level qualifications.

I completed a Management and Computing degree at the University of Leeds, a great city for qualifications and student life style! On arrival I was surprised to get a letter saying “you have a disability”, which invited me to get assessed again, but I thought was a bit of blunt way to put it.

I got support including a laptop for spell checking, a dictaphone for recording lectures (never really used), and extra time in exams. These were great but that was it for support. Each of the three years I failed a compulsory exam.

My summers were spent taking resits, while making a bit of money and having fun. Friends really helped get through tough study times (even though it was painful watching how apparently easy they found some of it!). I graduated with a 2.2, and I was disappointed it wasn’t a 2.1, but it got me to where I needed to go.

Due to having a resit in my final year, my start on a Graduate Scheme was delayed a year. This gave an opportunity to spend the year in Barcelona attempting to learn Spanish, proving to myself I could support myself, and having a great time. When the graduate scheme started I had 3x8 month placements in Bristol, Lytham and London, before moving back to Bristol for

32 Dyslexia Voice | Spring 2025

a couple of years. The work experience allowed me to see how businesses work and to challenge myself if I could cut it as a ‘professional’. Challenges like writing test cases and business requirements made me feel like I couldn’t, but I seemed to get reasonable reviews and offered roles in new places.

A massive milestone for me was getting headhunted to join a consultancy firm and move back to London.. But when creating concise presentations and being able to remember facts and names is not a strength, there were many late nights trying to make sure I was keeping up. I was, however, presented opportunities in London, Edinburgh, Manchester, and three years in New Zealand and Australia. The 10 years with the firm was hard work, but very rewarding in both the personal and professional experience.

After moving back from New Zealand to London, and then up to Edinburgh after we had our daughter in 2021, it was time to find a local role and put down roots. I joined a Scottish energy firm in 2023 and love being part of a driving force in the global challenge that is Net Zero.

Joining Dyslexia Scotland in early 2023 gives the opportunity to continue my journey, exploring challenges and gifts neurodiversity brings.

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Parents and families

Why we must listen to young people with dyslexia

by Margaret Rooke, a guest contributor It’s so important to listen to children with dyslexia – and no one knows this better than children themselves, writes author Margaret Rooke According to Anna, from the Scottish Borders, who’s 10, good listening means that, “A child can say what’s on their mind, and this builds trust.” She says that being heard can lead to being helped, so vital in an education system that doesn’t always cater for minds that work differently.

Anna gives an example: “If someone is bullied for their dyslexia, they can go tell the teacher. If they’re listened to well, the teacher can do something to stop it.”

Cameron, from Fife, who’s 12, has his own thoughts on why being listened to is so important. “It’s so we can tell you what the matter is and why we’re struggling.”

In his experience, teachers listened more when he was at primary school.

Now he’s older, things are tougher.

“Everyone’s talking to the teacher at once, and they never come to me because I’m at the back. When I’m not listened to, I get pretty angry. Then I don’t do the work, and I stop communicating.”

Both these children speak confidently and clearly.

They are full of ideas. Given

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the chance, there are so many ways they could have an impact. In fact, I’ve used the words of Anna, Cameron and more than twenty other children to help create characters for my latest book for primary children, Meet the Dyslexia Club!

Here the characters talk about their skills and talents, their difficulties and their daily lives. They explain what we can do to help them, at school and home.

I’ve been listening to children, teens and others with dyslexia for ten years, giving them a voice in the books I’ve written. It’s clear that they know what works for them and need the chance to share this in an unpressurised way. For instance, in Meet the Dyslexia Club!, they say, “Give me time to do what I’m best at so I can get even better,” and “Have a good time with us so we can forget about school sometimes.” They say they want to be allowed to stroke their pet while doing their homework. They want to be asked to do just one thing at a time, or they’ll forget the rest. They want to practice reading the things that really interest them, from football reports to chocolate cake recipes.

Listening well increases children’s confidence and self-belief, showing them that their thoughts and feelings are valuable, and that we are on their side.

For all of us, listening is a skill we can perfect. Instead of giving our undivided attention to what someone is saying, it’s so easy to be distracted. We can feel impatient or frustrated if the person talking to us is being repetitive or doesn’t understand an issue.

We can think we know what someone is about to say, anticipating their response according to our own belief system. We can rehearse the response we think will work best while someone else is still talking, so we are not in fact listening but waiting for them to stop speaking. We can let hunger or cold or thirst divert us.

When we listen well, we gain crucial insights about the children we care for. I’ve used my books to show how much we can learn from children and teens with dyslexia. They know they face hurdles, but they also know there are ways to open their doors to a bright and successful future.

Read more about Margaret’s book on page 62

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Educators

Study skills workshops

by Heather Aird, a member of Dyslexia Scotland Support for Learning teacher Heather reports on the study skills workshops she delivered to dyslexic learners As a teacher, I know that preparing for exams can be stressful for all pupils.

For pupils with dyslexia, revision can come with additional challenges. In my role as a Support for Learning teacher, many S4-6 pupils shared concerns about revision, including struggling to create a good time schedule, not knowing the best ways to study, and worrying they would not remember key information. To help, I planned and organised a series of five study skills workshops tailored specifically for pupils with dyslexia.

The workshops focused on: memory recall techniques; mind mapping for better organisation; digital tools to aid studying; effective note-taking strategies and organisation and timekeeping.

Each session included a mix of slides, activities, and opportunities for pupils to create their own revision materials. At the end of each workshop, pupils received an information sheet to take home and share with parents and carers.

Pupils expressed concerns such as not having enough time, struggling to remember information, and feeling unsure about how to study properly. To tackle these issues, we explored different revision methods, helping pupils discover what worked best for them.

Timekeeping and organisation were major concerns. We discussed how to create a realistic revision schedule, breaking study time into manageable chunks. Pupils also practised using timers, planners, and apps to structure their study sessions.

For memory recall, we looked at techniques like using colours, repetition, and creating personal connections to information. Mind mapping was a key strategy, helping pupils visualise links between topics and break down

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complex information.

Many pupils found digital tools helpful. We explored apps that assist with text-to-speech, note organisation, and flashcard creation. At the same time, we recognised that paper-based methods, such as colour-coded notes and handwritten flashcards, were just as valuable. By offering a variety of strategies, pupils could choose what suited them best.

Feedback from pupils was overwhelmingly positive. They appreciated the structured support, with many finding it helpful to be taught how to revise.

One pupil shared that they had always struggled with revision because they did not know where to start. After the workshops, they felt more confident in creating a study plan. Another said they had never realised there were so many ways to revise and now had methods that worked for them.

Another shared, "It was good to be shown how to revise properly rather than just being expected to know how."

The success of these workshops has reinforced the importance of embedding study skills into regular learning. For teachers, incorporating explicit revision guidance into lessons can make a significant difference.

Encouraging pupils to explore different strategies, personalise their revision, and utilise technology can transform their approach to studying.

For pupils with dyslexia, the right support can mean the difference between feeling overwhelmed and feeling prepared. By addressing their concerns, providing structured guidance, and equipping them with practical tools, we can help them navigate the challenges of revision and achieve their potential.

Download Heather’s study guides

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Educators

New cohort completes Dyslexia and Inclusive Practice programme 46 teachers and lecturers attended a prestigious award ceremony in November to receive their certificates for completing the Professional Recognition in Dyslexia and Inclusive Practice qualification The specialist Professional Recognition award, which aims to improve support of dyslexia and inclusive practice in Scottish schools and colleges, is delivered annually by Dyslexia Scotland and Education Scotland and is accredited by the General Teaching Council for Scotland.

Representatives from the three organisations attended the awards ceremony for the successful educators at the Barracks Conference Centre in Stirling.

Elaine Napier, GTC Scotland’s Head of Education and Standards, said: “The Professional Standards for Teachers include specific recognition of Additional Support Needs and I am delighted that this cohort of teachers have achieved Professional Recognition in Dyslexia and Inclusive practice. This award recognises the teacher as an accomplished practitioner in line with the Standard for Career-long Professional Learning, whose practice is underpinned by ongoing reflective enquiry. Enhanced reflective practitioner enquiry is central to being and growing as a teacher in Scotland and has benefits for teachers, their colleagues and learners.”

Cathy Magee, Chief Executive of Dyslexia Scotland, said: “We’re immensely proud of these dedicated educators for their commitment to inclusive practice. Around one in ten learners in Scottish schools are dyslexic. Figures

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from the latest Scottish Government Pupil Census Report indicated that less than 40% of the estimated 70,500 school-aged dyslexic children and young people with dyslexia are receiving any kind of support for their dyslexia. This shocking figure underlines the need for dyslexia-aware teachers with the skills and knowledge to help them reach their potential.”

Alison Hardie, Pupil Support teacher in Scottish Borders Council, said: “Taking part in this training opportunity has given me a newfound confidence in supporting young people with dyslexia and literacy difficulties. It has allowed me to talk to young people, staff and parents about what the best support would look like. It has made me consider things from a different viewpoint and start to make our school more inclusive for all. I feel that staff understanding has become better and learners feel like they are being listened to.” ►

Left to right: Jacqueline Morley, GTCS Scotland; teacher Graeme McKechnie; and Cathy Magee, Chief Executive of Dyslexia Scotland

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Educators Colin Sharp, a head teacher in North Lanarkshire, said: “Through completing the course I was able to not only improve my own knowledge and understanding of supporting pupils with dyslexia in school but, as a school leader, it also provided the time and focus for me to work alongside colleagues in my school as we looked to improve the universal supports in all classes. Moving forward we are better placed and more informed in how to identify supports for any pupils with literacy difficulties.”

Monica Nelson, Inclusion Lead and Support for Learning Teacher, Stirling Council, said: “The programme gave me the dedicated time to reflect and deepen my understanding of inclusive practice. Giving dyslexic learners the tools they need to learn independently amongst their peers, discover their strengths and thrive in the classroom (and beyond) is a true privilege.”

Carol King, Transition Teacher, Boroughmuir Learning Community, City of Edinburgh Council, said: “Participating in this programme and engaging with the practitioner enquiry has helped me to improve my own skills and knowledge about the challenges facing dyslexic learners, particularly with numeracy and mathematics, and how they might be supported in practice. I have developed my professional agency and voice, boosting my own confidence to lead learning and to question and challenge my own practice.”

Alumni from previous years’ programmes spoke about the transformative difference the programme is making in schools.

Heather Aird, Teacher of Home Economics in Fife said: “Participating in the GTCS Dyslexia and Inclusive Practice programme has been transformative for me as a practitioner. It has not only deepened my understanding of dyslexia and inclusive education but also enhanced my confidence and my ability to take bold steps and advocate for meaningful change.

The programme has empowered me to ensure that learning is more accessible and inclusive for all, creating a ripple effect far beyond my own classroom.”■

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Cabinet Secretary praises dyslexia programme The Cabinet Secretary for Education and Skills Jenny Gilruth has praised Dyslexia Scotland and Education Scotland for our co-delivered dyslexia teacher training programme Last year, 46 more educators completed the GTCS-accredited Dyslexia and Inclusive Practice programme which aims to equip teachers and lecturers to create dyslexia-friendly practices in their learning establishments.

Speaking from her office in the Scottish Parliament via a recorded video, Jenny Gilruth said: “I’m very grateful to both Dyslexia Scotland and Education Scotland for continuing to deliver this hugely important professional learning programme for our teachers. I know it’s been a recordbreaking year in terms of the number of participants on the programme and those who have gone through to receive the award, and that really demonstrates to me the growing interest and the need amongst the profession to better support children and young people with these specific needs.”

Fran Foreman, Senior Education Officer for Inclusion and Additional Support Needs, Education Scotland, said: “We had developed a pilot in 2017 to 2019, a year long course in dyslexia and inclusive practice. And that pilot really demonstrated the appetite amongst teachers. So we built on the success of the pilot, and we applied for accreditation from GTCS. It was really important that this programme had GTCS professional recognition because it gives people an opportunity to demonstrate that they have a deepened knowledge of supporting and identifying children and young people who are dyslexic and it was very much needed within the system.”

Watch Jenny Gilruth’s video message 41

Educators

Dyslexia guide for youth workers published Dyslexia Scotland and Youth Scotland have collaborated to create a free guide for youth practitioners working with young people The guide has three key sections to support youth workers: •

Recognising and identifying dyslexia – background and context information.

•

What you can do as a youth worker – how to support young people you work with.

•

FAQs and useful links – common questions and further resources.

Katie Carmichael, Lead for Creative and Digital at Dyslexia Scotland, said: “The earlier that young people are identified as dyslexic, the better their long-term educational, career and wellbeing outcomes. Our recent research showed, however, that many aren’t identified until they are in secondary school or later, so they’re not getting the support they need to help them thrive. We’re delighted that we’ve been able to collaborate with Youth Scotland to raise awareness among youth workers, as these educators are primed to make a key difference in the lives of young people with dyslexia.”

Mike Strang, Youth Scotland Chief Executive, said: “Youth Scotland is proud to collaborate with Dyslexia Scotland on this essential guide designed to help youth workers better understand and assist young people with dyslexia.

We believe in engaging with young people on their terms, recognising their unique strengths and challenges. Dyslexia is one of many potential factors that make each

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young person’s journey distinctive. Youth workers, as trusted adults, are instrumental in creating safe spaces and offering meaningful opportunities for all young people, including those with neurodiverse needs.

By equipping youth workers with the insights and resources outlined in this guide, we take an important step towards building an inclusive environment where all young people can realise their full potential.”

Download this guide and other resources for educators from dyslexiascotland.org.uk/educator

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Educators

Clear evidence of teachers’ desire to learn Over 200 teachers and educators from primary and secondary schools across Scotland attended our Education Conference in November, the theme being ‘Classroom changemakers’ Topics covered included dyscalculia, visual issues, the dyslexia identification pathway, morphology and the acquisition of reading skills.

The day closed with an uplifting talk by Scottish Apprentice of the Year 2024, Marc Ingram.

Making an impact Delegates shared the impact the professional learning would make on their pratice:

“Every year, I come away from the conference with more knowledge, ideas and am inspired to try out what I have learned in my school.”

“I left feeling positive about the difference the small steps we do can make. This was important to me because sometimes you can't see the difference you are making because you are so caught up in 'classroom life' and the daily pressures faced by teachers every day.”

“This was probably one of the most useful sessions I’ve experienced as it gave practical suggestions for how to support dyslexic learners.”

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“I have come away with so many practical ideas that I cannot wait to share with my learners and team. I would definitely sign up for this conference again and recommend it to others. It's not often you come away from a conference having enjoyed every workshop.”

“I think this is so important and sometimes gets lost amongst all the more ‘urgent’ behavioural needs. I wish all teachers had a thorough understanding of dyslexia, and wider than this, a better understanding of how to help children progress in literacy.”

In addition to the conference, our ongoing ‘Dyslexia and the classroom’ online and face to face events for school staff, led by Sharon Hall, continue to be very popular. In the last 12 months we have held 7 of these events which were attended by approximately 450 teachers and school staff. ►

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Educators

Inside our Education Conference Our dedicated volunteer photographer Dave Ferguson captured the buzz of the conference centre.

Exhibitors showcased resources to help dyslexic learners.

200 teachers packed the auditorium..

46 Dyslexia Voice | Spring 2025

Left: Keynote speaker Judy Hornigold gave an overview of dyscalculia. Below: Marc Ingram delivered an inspirational talk about his learning journey to become Scottish Apprentice of the Year 2024.

Delegates attended keynote speeches and 2 workshops each to help them learn more ways to enable children and young people with dyslexia to reach their potential.

Our Education Conference this year will take place in Glasgow on Saturday 1 November 2025. Full details will be shared later in the year.

■

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Changemakers

Changemaker channel Your changemaking news and updates from around the country

Phenomenal in Falkirk

Teacher Lisa Buick from Bainsford Primary School in Falkirk Council said, “During Dyslexia Awareness Week in Scotland, the Dyslexia Ambassadors in our school showcased their wonderful presentation to the other pupils.

They spent many weeks preparing for this and very bravely decided that they would also like to share their own story about their experiences of having dyslexia. They have spent lots of time creating a wall display outside the classroom, sharing what our plans are for the ambassadors this term and displaying the work we have done so far.

Their efforts not only raised awareness but also inspired their peers and teachers to engage in meaningful conversations about inclusivity and support for pupils with learning differences such as dyslexia. These young changemakers are leading the way for good practice within our school, proving that with passion and determination, they can create a more understanding and supportive environment for everyone. Their commitment to fostering awareness and acceptance is a testament to their character and the positive impact they can have on our school community.”

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Champion changemaking in Dunblane Eden, a P7 pupil at Dunblane Primary School, has helped to improve ICT support for children with dyslexia and other literacy difficulties.

She has been an accessibility champion since P4 when she was asked by the support for learning teacher to show other pupils how to work accessibility features on their Chromebooks.

Since then, Eden has volunteered to continue her work as an Accessibility Champion and we now have a group of children from P4-7 who peer tutor others.

Eden has helped improve access to learning for dyslexic learners. Children are more confident using accessibility features such as speech-to-text and text-to-speech. They can change the background colour of documents to help them read off the screen more easily. Eden has also supported teachers and support staff at Dunblane Primary to understand how to use the accessibility features. ►

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Changemakers

Amazing in Aberdeenshire Laura Leslie told us, “My son Callen is 8 and was recently identified as dyslexic. He has really struggled with literacy tasks in school and just knowing there’s a reason why has really helped his motivation and selfconfidence. During the October holidays he decided that he wanted to start making things to sell to help raise money for Dyslexia Scotland. He set up his own stall at a fayre to sell his products and sold Magical Reindeer food to his friends. He managed to raise £57. I am so incredibly proud of him and he’s proved to himself that nothing will hold him back from achieving his dreams. “

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North Lanarkshire news

Marnie Hamilton from North Lanarkshire Council told us, “The senior leadership team at Kirk o'Shotts Primary School are ensuring that children with dyslexia are supported in a number of ways.

•

We have brought in colleagues to support two of our dyslexic pupils to feel more confident in their use of technology.

•

We’ve timetabled twice weekly support with our cluster resource teacher to support three pupils increase their confidence and ability at using Clicker and speech-to-text.

•

We work with the educational psychologist to increase our understanding of dyslexia and actively seek to closely monitor pupils we or parents have concerns about to ensure early intervention.

•

We have worked with a learning support teacher from another school who share good practice that we now use.

•

We use reading buddies, decodable texts and Nessy.

•

We hold assemblies about neurodivergence.

This is helping to increase confidence, improve motivation, increase teachers' understanding and normalise dyslexia.” ►

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Changemakers

Western Isles work Hannah Gillies from Western Isles Council (Comhairle nan Eilean Siar) reports, “I am helping a person who has dyslexia work on numeracy and communication. I gave them an overlay to help with their reading. I am also taking part in online training. The overlay helps a young learner I work with to read. By doing the training I will have a better knowledge of how to support people with dyslexia.”

We love receiving your updates about ways you are helping to make Scotland dyslexia friendly.

Share your news through the changemaker channel form on our website using the QR code below.

Lecturer Dr Jeremy Law from the University of Glasgow displays his changemaker badge on his office door. Where do you display yours? ■

Share your changemaker chat at dyslexiascotland.org.uk/be-a-changemaker

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Resources

Charting a course for success: how Everway is transforming learning

by Debra Dingwall-McBain, a member of Dyslexia Scotland Dyslexia tutor Debbie shares her favourite learning resources With a passion for all things nautical, I use seafaring themes in my tutoring.

My students' challenges often mirror a sailor’s journey - navigating stormy seas but overcoming obstacles with the right tools and guidance.

One of the most effective tools I use is Texthelp, which recently rebranded as Everway.

This exciting transformation brings even greater potential to support learners, educators, and adults in navigating their unique challenges.

Why did Texthelp become Everway?

In March 2024, Texthelp merged with n2y to become Everway, reflecting their mission to help everyone understand and be understood.

The name “Everway” embodies their commitment to breaking down barriers and valuing every learner’s potential. With tools like Read&Write and EquatIO, Everway provides the navigational aids learners need to overcome difficulties and thrive. Learn more at www.everway.co/en-gb. ►

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Resources

Supporting students: tools to navigate learning For students with dyslexia, school can feel like uncharted waters. Everway’s tools make reading, writing, and comprehension more accessible, helping learners chart a clear course toward success.

• Read&Write: A lifeline for literacy Read&Write offers features like speech-to-text, text-to-speech, and grammar support, enabling students to write confidently and understand complex texts. How I Use It: I encourage students to brainstorm ideas using speech-to-text, helping them focus on their thoughts without the burden of spelling challenges.

Graphic organisers: Anchors for Planning Visual tools help students organise their ideas and break tasks into manageable steps. How I Use It: Whether planning essays or solving problems, graphic organisers act as anchors, giving students a roadmap to tackle tasks confidently.

Customisation for unique needs: With features like the OpenDyslexic font and text highlighting, Everway enables learners to personalise their experience, making learning more accessible and manageable.

Helping teachers captain their classrooms As captains of their classrooms, teachers play a critical role in ensuring every student succeeds. The Texthelp Academy equips educators with the resources they need to integrate tools like Read&Write into lessons.

What teachers can access: •

free training videos on using Everway’s tools

•

lesson plans and strategies for inclusive teaching.

These resources empower teachers to make their classrooms accessible for all learners.

Visit academy.texthelp.com/ for more details.

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Supporting adults: navigating workplace challenges Dyslexia doesn’t end at school, and many adults face challenges in the workplace. Everway offers tools to help professionals write, organise, and process information effectively.

How Everway helps adults: •

simplifies email writing with predictive text and grammar tools

•

provides text-to-speech for reviewing long documents

•

offers EquatIO for professionals in STEM fields. Employers can use Everway to support neurodivergent employees and foster inclusivity.

Learn more at www.everway.co/en-gb.

Free access through Google Classroom Did you know Everway’s tools are currently available for free through Google Classroom?

Schools using Google Classroom can provide students with tools like Read&Write at no additional cost, making learning more inclusive.

If your school isn’t using these tools, contact the IT team or visit www.everway.co/en-gb to get started.

A beacon of hope Like sailors relying on a compass to guide them through rough seas, learners of all ages can rely on Everway to steer them toward success.

These tools empower individuals to overcome challenges in the classroom or workplace. In Scotland, where inclusive education is a priority, Everway helps learners reach their potential. With the right tools, no learner is lost at sea - they can confidently navigate toward a brighter future. ■

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Resources

Passing the baton... can you do it?

by Jonathan Rae, Volunteer for Dyslexia Scotland Dyslexia has always been a part of my life. From as long as I can remember it has been a part of my family and helped make me the person I am. As a young man at school, I was aware of the Additional Support Needs unit and its importance in giving support, encouragement and confidence. And as an adult, this theme has continued from the spelling tests at primary school to the nervousness of exams at high school and the hope for a good day.

The difference for me is that I am not dyslexic myself, but I have lived alongside close family members and friends who are. I have witnessed first hand the emotion from the challenges and successes, the stoicism and humility fed into everyday situations and an unwavering positive outlook to life and other people. This makes me reflect a lot on my own dyslexic journey as a father, brother, coach and support and the part I should play in helping making society more inclusive and understanding.

For me, like many, I volunteer for Dyslexia Scotland and with a fantastic group of personally invested individuals help organise (with the support of the irreplaceable Lena) the South-East Scotland branch. I am also lucky to work for a large financial organisation and as part of my role I volunteer as the Chair of their Neurodiversity Committee for the UK and support colleagues and parents.

This allows me to participate in assisting others and engaging in the intent to make life better for those who come behind us.

If like me, you work for a financial organisation or large company then it is worth investigating if you could raise funds using one of the avenues open to me. My employer offers several opportunities for volunteers. All are simple to access, apply for and the result can be valuable for Dyslexia Scotland.

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Volunteer funding for hours worked For every hour I volunteer my employer will pay an hourly amount straight to the charity I’ve supported. I provide details of the charity, the volunteer hours completed and the money is sent. This takes no time to complete and send in.

Match funding For every pound I raise for a charity my employer will match it (up to a certain value). For me, it will be a cycling Etape this year around Loch Ness in April.

Community support funding My employer makes grants available to charitable projects and initiatives in the community. There are certain conditions and requirements that need to be met, however, they are not insurmountable. For example, pointing out the benefit of changing the lives of thousands of Scottish Children’s literacy skills as part of the Sean Connery Initiative was met with positive success.

I wonder if others in the Financial Services Industry or larger companies could also access funding opportunities in their organisations and similarly “pass the buck” to Dyslexia Scotland?

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Students

Finding my rhythm

by Sam Mitchell, a guest contributor

Sam’s academic journey has been traumatic but he’s found his groove in music study I was identified as dyslexic in P4. Mum had noticed that I was memorising stories rather than reading them and didn’t recognise common words such ‘and’ and ‘was’ on different lines in the book. Luckily the council was trialling new tests at the time and we got the results back quickly that I had dyslexic tendencies. Some teachers understood better than others. If I had a teacher who got me I had a good year but unfortunately I had a couple of really bad years that affected me into secondary school.

When I started secondary school some things were put in place to help such as coloured paper and extra time for class work but just as we went into lockdown I started to get really tired and unwell. Tests were inconclusive and the consultant diagnosed Chronic Fatigue Syndrome and suggested I work with a psychologist to get to the bottom of it and to give me some coping strategies.

In fact, lockdown was great because the virtual learning meant I could

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use digital tools, learn at my own pace and even sleep during the day and study in the evening. The sessions with the psychologist revealed that part of the CFS was down to my experience at primary school and that I had PTSD from that.

When I went back to school the ASN manager took everything that the consultant mentioned as reasonable adjustments, along with what I and my parents suggested for my dyslexia. This included giving me a space to relax if I had a free a period, removing homework and dropping some subjects from my timetable to let me concentrate on what I needed and liked. This meant lots of time in the music department who understood me from day one. They got used to me turning up at odd times to find a practice room to take my stress out on a drum kit.

Drumming and music, particularly jazz are my passion and I decided I wanted to study it after leaving school but the thought of passing English at Nat 5 and Higher was daunting. However, by removing other subjects I could concentrate on English and drama and got a B for my Nat 5.

The Depute Head even used me as a case study when the school was inspected to show what a student can achieve with the right adjustments in place. I was going to do my Higher English over two years but at the end of S5 decided to apply to do an HND in Music at New College Lanarkshire as an entry to doing a degree once I’ve finished.

I am thoroughly enjoying the course and essays don’t even stress me out because I am writing about a subject I love and can use all the digital tools I need to help.

Part of this year’s course is to plan and run a live music event for charity and I have decided to raise funds for Dyslexia Scotland as they helped my parents to understand what I was going through and what my rights were both in school and college – my Disabled Student Allowance is being processed just now.

My Soul, Funk and Surf Night will feature three bands, Mooki, The Filthy Funk Collective, featuring Suzy Gaddis and Edinburgh surf band CRABS. It’s on 24 April in Glasgow. Scan the QR code to book.

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Educators

Early identification matters Our research report ‘Towards a dyslexia-friendy Scotland?’ explored the importance of early identification. The following are extracts from the report •

The average age of those being identified by an educator has lowered through the generations, from age 20 in the 65+ generation to age 12 among the 16 to 25 generation.

•

Further analysis highlighted a significant difference in age of identification by gender. Girls are identified on average 2 years later than boys.

•

An identification of dyslexia can help someone understand themselves better. Dyslexia can make learning difficult, which can damage a person’s confidence and affect their life choices. Being assessed for dyslexia can explain why someone has faced challenges and it can also identify both their weaknesses and their strengths. This can boost their confidence and provide a sense of relief.

•

Early identification and intervention can potentially reduce the long-term mental health impact on individuals with dyslexia.

The Addressing Dyslexia Toolkit provides guidance for schools on the identification process and an overview of the importance of early identification.

Link to the Toolkit’s page on our research

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Young and dyslexic Create and share

Crafty!

8-year-old Callen recently found out that he’s dyslexic. He’s been on a mission to make people understand that his dyslexia isn't going to stop him achieving his goals. During the October holidays he made things to sell at a local Makers’ Market in Johnshaven Heritage Hub Museum and donated some of his profits to Dyslexia Scotland.

Thank you, Callen!

Get Dennis’s dyslexia presentation Dennis and friends from Beanotown made a very special dyslexia awareness presentation for school. You can use it, too!

Download the free PowerPoint

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Young and dyslexic

1 fum and 4 thingers… by anonymous, 15 years old

Thoughts of a 15-year-old young person with dyslexia Some people are beginning to think that it’s not just dyslexia, that I have an auditory processing disorder too. At the moment, Siri is screwing me over as I look for the spelling of bath bombs. What, it has a B at the end? - that can’t be right. I delete it several times thinking Siri has got it wrong, thinking I am the smarter one. Using Siri is meant to be my way of not having to ask teachers or adults for help. But obviously it doesn’t work all the time and nor was it available for most of my primary schooling.

When I was four or five, I attended the nursery connected to my mother’s workplace. Driving home from it I asked her on what day would I be able to read. She might have thought I was joking but I was serious. I imagined my older brother had woken one day being able to read and I was waiting for it to happen to me. Just like you lose your baby teeth and these are then replaced overnight, reading felt like it should happen instantaneously.

My early primary education was taught completely in Gaelic. For a while I quite liked learning through this medium because it was less embarrassing to not be able to read Gaelic given that none of my friends could read it either. However, when they were reading and writing in both Gaelic and English they didn’t seem to struggle with either language and it was then that I began to feel less normal and therefore less smart. Failing in one language was bad enough but failing in BOTH languages felt humiliating.

I started in big groups of Learning Support and then very quickly moved to one-to-one support. In these sessions I memorised those early readers, like Six Dinner Sid, so that it appeared as though I could read phonetically.

This made the lessons more bearable and less tiring for me and it amused me to show off, until the Pupil Support Assistant caught on. I later repeated

62 Dyslexia Voice | Spring 2025

this trick at high school with ‘Coraline’ and this time it meant I was ahead with the class novel and could contribute to Q-and-A sessions. This showed that I not only could do the work but I understood it as well as my classmates. Apparently one in ten people “suffer” dyslexia and sometimes my peers would try to relate with me when they had this condition. I hate other dyslexic people who assume they have the same level of difficulty as I have. I can’t relate to them but I can relate to those who have never been taught to read or to different language learners.

All of those beginning phonetic experiences were confusing and I never remember anyone trying to teach me how to read until P4 when it was obvious I was falling behind. I remember Learning Support staff and teachers getting annoyed when I couldn’t blend letters, or get things right consistently, or kept inserting the ‘p’ sound – I could feel their irritation and I wanted it to end. I wondered why they were teaching me and if it was so painful why they didn’t stop. I certainly wouldn’t have minded if they had.

I wasn’t ashamed to make mistakes because I felt it was their problem to sort. I was miserable in all of their lessons and began to be unresponsive.

Through lack of participation and lots of eye rolling, I made it very clear that I would rather be in class with my friends than in a lesson where I felt I wasn’t learning anything. I thought I was always very discreet in my hatred for the lessons but I now realise that it was probably frustrating for them, especially because they had no understanding of how to teach me. Also, any of the mistakes and difficulties I was having were not recognised and worked on. They were simply ignored. There was just an assumption that eventually I’d learn to read through exposure.

I’m sure if I went back to my primary school all my teachers would expect me to be reading fluently. Now I’m fifteen and have just spent six hours in learning support with someone who reads assignments to me and types my words. Whilst this takes away my independence it doesn’t bother me as much as it would have a couple of years ago. ►

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Young and dyslexic

I have had many different things put in place to work out why I can’t read, to try and help me to read, and now these days, to work round not being able to read. It first started with a trip to the opticians because before I had blue tinted glasses I always looked up from the text because it was giving me a headache. I couldn’t go from line to line and often returned to the same line again and this wasn’t picked up for a while because I couldn’t actually read the words. I’ve been to my GP for a referral for some hearing tests, involved with Dyslexia Scotland, briefly had a private tutor who gave up on me, play and massage therapy, Fridays with mum who homeschooled me and an auditory processing assessment in a botox lab by a hippy who asked me to remove my shoes and socks.

These days I use an iPad to replace the support assistant and a ‘time out’ card to leave the class to work independently or to avoid the embarrassment of explaining why I can’t do the work.

Technology, in particular my phone, makes me completely independent, in and out of school. I rely on my phone for things that would surprise most people – such as voice notes to communicate with friends, reading slogans on clothes, menus, instructions/ingredients and photo reminders.

The fact that everyone in schools has an iPad and a smart phone means that I don’t stand out anymore. And looking different is starting to bother me less now anyway.

Recently I went from Edinburgh to Stockport, managing a crossover of trains by myself, using a range of websites and apps to read boards and to figure out where the toilets were. I didn’t have to read anything much but I knew that I had the technology to help me if I needed it. I don’t consider that I have a disability because I’ve never had the ability to read so I don’t know what that feels like. And I’m getting by just fine. ■

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Our thoughts about dyslexia

by Dunblane primary school

“The most helpful piece of advice I

“Don’t be worried if

have for people with dyslexia is: Do not

you find out you have

give up. Don’t let dyslexia scare you.

dyslexia. Just keep

You can do it.” Jake

going with your work.

You can do this! Having dyslexia is cool and

“Spelling and telling the time are my biggest challenges. I just keep going with them and I am getting better with my challenges. I put words I can't spell into stories in my head. That helps me write them correctly.” Daniel

is fun. It means you are creative and have different ideas. Many actors have dyslexia and they don’t worry.

They like it.” Lennox

“Reading and spelling were my biggest challenges as a learner with dyslexia. I overcome challenges by believing in myself. I can do it! I practised and practised my reading and now I am where I should be for my age in reading. I still find spelling difficult but I am getting better all the time. The positives of doing the assessments to find out if you have dyslexia are that you get to know your learning better. You find out about what works and what doesn’t work for you. An example would be: I know that I get under a lot of pressure if I am asked to do timed mental maths.

It takes me a bit of extra time to work out the answer.” Sofia

“Writing is my biggest challenge as a dyslexic learner. I am overcoming this by practising a lot. My mum is my inspiration because she always says how important it is to be able to write and how practise will help. My mum gave me lots of books to read and my Nana used to get me books to read too when I was little. I feel a lot better about my writing now, I still get confused with my spelling but I have my own strategies now. When there is something I am interested in, I like writing about it.” Scott

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Useful stuff

Meet the Dyslexia Club!

Meet a group of dyslexic children who talk about their lives, what their school days are like and what they are great at in Margaret Rooke’s new book.

You might recognise some of their strengths as things that you can do too! Some dyslexic children are fantastic at storytelling, some are great at helping other people, some love all sorts of art and design, some are problem-solvers, and some are brilliant at spotting patterns in groups of numbers.

Cameron from Fife and Anna from the Scottish Borders talk about their dyslexia in the book.

Meet the Dyslexia Club! is written by Margaret Rooke and illustrated by Tim Stringer.

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Just for fun

LoL corner My teachers told me off for something I didn’t do!

My homework.

Meet the Young Ambassadors Check out what our Young Ambassadors do >>>>>

Thanks to Beano for writing our jokes! You can find FREE jokewriting and reading resources at schools.beano.com and new jokes every day at Beano.com.

Game station

Take control as the new driver of the Bash Street School Bus! Can you collect all the kids and deliver them to school before the bell rings?

“Pupils with dyslexia still have lower attainment levels compared with pupils with no identified ASN.” Equality and Human Rights Monitor – Is Scotland Fairer? (2023)

Make change happen.

Donate to Dyslexia Scotland.

68 Dyslexia Voice | Spring 2025 dyslexiascotland.org.uk/donate

Dyslexia Scotland Charity NO. SC000951