Coordination around dyslexia and reading difficulties works when families, schools, and communities share a simple response: remove specific barriers, listen to the person, and review agreements without turning that person’s learning into a public matter.

Agree a shared and realistic goal#

Agree a shared and realistic goal means that family, class teacher, and the person specify one observable goal for the next two weeks. Instead of beginning with a label or a list of what goes wrong, describe one scene: a long instruction, reading in front of peers, homework that runs on, or a difficult form. That precision makes a proportionate support possible. The person should be able to say what helps, what feels uncomfortable, and what they would rather not have shared. Support is not a privilege; it is a route into the same learning and dignified participation. One small, clear, checkable decision is usually more useful than a huge plan that nobody can sustain.

Agree a shared and realistic goal means that family, class teacher, and the person specify one observable goal for the next two weeks.

The agreement should say who prepares the resource, when it will be used, and how it will be reviewed. It might be audio alongside text, step-by-step instructions, extra time, readable type, shared reading, an oral response, or a planned break. The International Dyslexia Association, British Dyslexia Association, NHS, and Department for Education recommend focusing adjustments on access and participation. After a few days, family, class teacher, and the person can review one clear sign: understanding, time needed, fatigue, participation, or confidence. If an adjustment adds tension, change it without blame. This point 1 is not meant to monitor anyone; it turns everyday information into a kind and useful decision.

Listen first to the person who is learning#

Listen first to the person who is learning means that the learner, with the time and words they need specify the person’s direct experience before suggesting solutions. Instead of beginning with a label or a list of what goes wrong, describe one scene: a long instruction, reading in front of peers, homework that runs on, or a difficult form. That precision makes a proportionate support possible. The person should be able to say what helps, what feels uncomfortable, and what they would rather not have shared. Support is not a privilege; it is a route into the same learning and dignified participation. One small, clear, checkable decision is usually more useful than a huge plan that nobody can sustain.

The agreement should say who prepares the resource, when it will be used, and how it will be reviewed. It might be audio alongside text, step-by-step instructions, extra time, readable type, shared reading, an oral response, or a planned break. The International Dyslexia Association, British Dyslexia Association, NHS, and Department for Education recommend focusing adjustments on access and participation. After a few days, the learner, with the time and words they need can review one clear sign: understanding, time needed, fatigue, participation, or confidence. If an adjustment adds tension, change it without blame. This point 2 is not meant to monitor anyone; it turns everyday information into a kind and useful decision.

Separate responsibilities from support#

Separate responsibilities from support means that family, teachers, support staff, and community services specify what each adult can contribute without shifting the burden to family. Instead of beginning with a label or a list of what goes wrong, describe one scene: a long instruction, reading in front of peers, homework that runs on, or a difficult form. That precision makes a proportionate support possible. The person should be able to say what helps, what feels uncomfortable, and what they would rather not have shared. Support is not a privilege; it is a route into the same learning and dignified participation. One small, clear, checkable decision is usually more useful than a huge plan that nobody can sustain.

The agreement should say who prepares the resource, when it will be used, and how it will be reviewed. It might be audio alongside text, step-by-step instructions, extra time, readable type, shared reading, an oral response, or a planned break. The International Dyslexia Association, British Dyslexia Association, NHS, and Department for Education recommend focusing adjustments on access and participation. After a few days, family, teachers, support staff, and community services can review one clear sign: understanding, time needed, fatigue, participation, or confidence. If an adjustment adds tension, change it without blame. This point 3 is not meant to monitor anyone; it turns everyday information into a kind and useful decision.

Prepare a useful conversation with school#

Prepare a useful conversation with school means that family and the teaching team specify a summary of real examples and two priority questions. Instead of beginning with a label or a list of what goes wrong, describe one scene: a long instruction, reading in front of peers, homework that runs on, or a difficult form. That precision makes a proportionate support possible. The person should be able to say what helps, what feels uncomfortable, and what they would rather not have shared. Support is not a privilege; it is a route into the same learning and dignified participation. One small, clear, checkable decision is usually more useful than a huge plan that nobody can sustain.

The agreement should say who prepares the resource, when it will be used, and how it will be reviewed. It might be audio alongside text, step-by-step instructions, extra time, readable type, shared reading, an oral response, or a planned break. The International Dyslexia Association, British Dyslexia Association, NHS, and Department for Education recommend focusing adjustments on access and participation. After a few days, family and the teaching team can review one clear sign: understanding, time needed, fatigue, participation, or confidence. If an adjustment adds tension, change it without blame. This point 4 is not meant to monitor anyone; it turns everyday information into a kind and useful decision.

Make everyday tasks accessible#

Make everyday tasks accessible means that the activity designer and the adult supporting at home specify one adjustment that reduces reading load without reducing learning. Instead of beginning with a label or a list of what goes wrong, describe one scene: a long instruction, reading in front of peers, homework that runs on, or a difficult form. That precision makes a proportionate support possible. The person should be able to say what helps, what feels uncomfortable, and what they would rather not have shared. Support is not a privilege; it is a route into the same learning and dignified participation. One small, clear, checkable decision is usually more useful than a huge plan that nobody can sustain.

The agreement should say who prepares the resource, when it will be used, and how it will be reviewed. It might be audio alongside text, step-by-step instructions, extra time, readable type, shared reading, an oral response, or a planned break. The International Dyslexia Association, British Dyslexia Association, NHS, and Department for Education recommend focusing adjustments on access and participation. After a few days, the activity designer and the adult supporting at home can review one clear sign: understanding, time needed, fatigue, participation, or confidence. If an adjustment adds tension, change it without blame. This point 5 is not meant to monitor anyone; it turns everyday information into a kind and useful decision.

Use a brief and respectful record#

Use a brief and respectful record means that the adults involved specify only the information that helps decisions, not a catalogue of faults. Instead of beginning with a label or a list of what goes wrong, describe one scene: a long instruction, reading in front of peers, homework that runs on, or a difficult form. That precision makes a proportionate support possible. The person should be able to say what helps, what feels uncomfortable, and what they would rather not have shared. Support is not a privilege; it is a route into the same learning and dignified participation. One small, clear, checkable decision is usually more useful than a huge plan that nobody can sustain.

The agreement should say who prepares the resource, when it will be used, and how it will be reviewed. It might be audio alongside text, step-by-step instructions, extra time, readable type, shared reading, an oral response, or a planned break. The International Dyslexia Association, British Dyslexia Association, NHS, and Department for Education recommend focusing adjustments on access and participation. After a few days, the adults involved can review one clear sign: understanding, time needed, fatigue, participation, or confidence. If an adjustment adds tension, change it without blame. This point 6 is not meant to monitor anyone; it turns everyday information into a kind and useful decision.

Coordinate activities beyond the classroom#

Coordinate activities beyond the classroom means that activity leaders, library staff, family, and school specify advance information and materials that make group participation possible. Instead of beginning with a label or a list of what goes wrong, describe one scene: a long instruction, reading in front of peers, homework that runs on, or a difficult form. That precision makes a proportionate support possible. The person should be able to say what helps, what feels uncomfortable, and what they would rather not have shared. Support is not a privilege; it is a route into the same learning and dignified participation. One small, clear, checkable decision is usually more useful than a huge plan that nobody can sustain.

The agreement should say who prepares the resource, when it will be used, and how it will be reviewed. It might be audio alongside text, step-by-step instructions, extra time, readable type, shared reading, an oral response, or a planned break. The International Dyslexia Association, British Dyslexia Association, NHS, and Department for Education recommend focusing adjustments on access and participation. After a few days, activity leaders, library staff, family, and school can review one clear sign: understanding, time needed, fatigue, participation, or confidence. If an adjustment adds tension, change it without blame. This point 7 is not meant to monitor anyone; it turns everyday information into a kind and useful decision.

Case 1: homework that took every afternoon#

Case 1: homework that took every afternoon means that family and teacher specify a short task start, an agreed break, and an achievable finish. Instead of beginning with a label or a list of what goes wrong, describe one scene: a long instruction, reading in front of peers, homework that runs on, or a difficult form. That precision makes a proportionate support possible. The person should be able to say what helps, what feels uncomfortable, and what they would rather not have shared. Support is not a privilege; it is a route into the same learning and dignified participation. One small, clear, checkable decision is usually more useful than a huge plan that nobody can sustain.

The agreement should say who prepares the resource, when it will be used, and how it will be reviewed. It might be audio alongside text, step-by-step instructions, extra time, readable type, shared reading, an oral response, or a planned break. The International Dyslexia Association, British Dyslexia Association, NHS, and Department for Education recommend focusing adjustments on access and participation. After a few days, family and teacher can review one clear sign: understanding, time needed, fatigue, participation, or confidence. If an adjustment adds tension, change it without blame. This point 8 is not meant to monitor anyone; it turns everyday information into a kind and useful decision.

Case 2: a trip with too much reading#

Case 2: a trip with too much reading means that school, family, and the responsible trip leader specify an alternative route into the content before leaving school. Instead of beginning with a label or a list of what goes wrong, describe one scene: a long instruction, reading in front of peers, homework that runs on, or a difficult form. That precision makes a proportionate support possible. The person should be able to say what helps, what feels uncomfortable, and what they would rather not have shared. Support is not a privilege; it is a route into the same learning and dignified participation. One small, clear, checkable decision is usually more useful than a huge plan that nobody can sustain.

The agreement should say who prepares the resource, when it will be used, and how it will be reviewed. It might be audio alongside text, step-by-step instructions, extra time, readable type, shared reading, an oral response, or a planned break. The International Dyslexia Association, British Dyslexia Association, NHS, and Department for Education recommend focusing adjustments on access and participation. After a few days, school, family, and the responsible trip leader can review one clear sign: understanding, time needed, fatigue, participation, or confidence. If an adjustment adds tension, change it without blame. This point 9 is not meant to monitor anyone; it turns everyday information into a kind and useful decision.

Case 3: showing learning without freezing#

Case 3: showing learning without freezing means that teacher, family, and student specify a way to demonstrate understanding that does not depend on fast reading. Instead of beginning with a label or a list of what goes wrong, describe one scene: a long instruction, reading in front of peers, homework that runs on, or a difficult form. That precision makes a proportionate support possible. The person should be able to say what helps, what feels uncomfortable, and what they would rather not have shared. Support is not a privilege; it is a route into the same learning and dignified participation. One small, clear, checkable decision is usually more useful than a huge plan that nobody can sustain.

The agreement should say who prepares the resource, when it will be used, and how it will be reviewed. It might be audio alongside text, step-by-step instructions, extra time, readable type, shared reading, an oral response, or a planned break. The International Dyslexia Association, British Dyslexia Association, NHS, and Department for Education recommend focusing adjustments on access and participation. After a few days, teacher, family, and student can review one clear sign: understanding, time needed, fatigue, participation, or confidence. If an adjustment adds tension, change it without blame. This point 10 is not meant to monitor anyone; it turns everyday information into a kind and useful decision.

Review the agreement and seek help when needed#

Review the agreement and seek help when needed means that everyone who took part specify a date to decide what should continue, change, or stop. Instead of beginning with a label or a list of what goes wrong, describe one scene: a long instruction, reading in front of peers, homework that runs on, or a difficult form. That precision makes a proportionate support possible. The person should be able to say what helps, what feels uncomfortable, and what they would rather not have shared. Support is not a privilege; it is a route into the same learning and dignified participation. One small, clear, checkable decision is usually more useful than a huge plan that nobody can sustain.

The agreement should say who prepares the resource, when it will be used, and how it will be reviewed. It might be audio alongside text, step-by-step instructions, extra time, readable type, shared reading, an oral response, or a planned break. The International Dyslexia Association, British Dyslexia Association, NHS, and Department for Education recommend focusing adjustments on access and participation. After a few days, everyone who took part can review one clear sign: understanding, time needed, fatigue, participation, or confidence. If an adjustment adds tension, change it without blame. This point 11 is not meant to monitor anyone; it turns everyday information into a kind and useful decision.

Consult the International Dyslexia Association, British Dyslexia Association, NHS, and Department for Education for further information. These sources guide decisions but do not replace individual assessment or local education and health services.