This session highlights the importance of advocating for and supporting the rights of learners with dyslexia. Drawing on lived experience, we will explore the barriers they face in education, practical strategies for inclusion, and the vital role of representation in empowering learners. Marcia will share how advocacy, awareness, and tailored support can transform educational experiences and enable every learner to reach their full potential.

Target audience who should attend this seminar: SENCO's / Leaders / Practitioners / Support Staff / Parent & Carers

By the end of this session, delegates will be able to:

• Identify common barriers faced by learners with dyslexia within education systems.
• Apply practical strategies to promote inclusion and create supportive learning environments.
• Recognise the importance of representation and lived experience in empowering neurodivergent learners.
• Understand how advocacy and awareness can influence positive change in policy and practice.
• Develop approaches to provide tailored support that builds confidence and unlocks learner potential.

Related policy/ guidance/ strategy:

 SEND Code of Practice: 0 - 25

British Dyslexia Association (BDA), (2019)  -   Educational cost of dyslexia: Financial, standards and attainment cost to education of unidentified and poorly supported dyslexia, and a policy pathway to end the educational cost of dyslexia. https://cdn.bdadyslexia.org.uk/uploads/documents/Educational-cost-of-dyslexia-APPG-for-Dyslexia-and-other-SpLDs-October-2019.pdf?v=1632303330CFE.  

Why This Matters  -  These gaps persist due to late or missed diagnoses, inconsistent support across schools, and inadequate teacher training on neurodiversity. Exams still prioritise speed and written fluency, disadvantaging learners with processing challenges. bdadyslexia.org.uk

Brissett-Bailey, M. (2023)  -   Black, Brilliant and Dyslexic: Neurodivergent Heroes Tell their Stories Paperback 

BDA (2025), BDA-Mind the Gap, Last accessed 02.07.2025 Available at: //efaidnbmnnnibpcajpcglclefindmkaj/https://cdn.bdadyslexia.org.uk/uploads/documents/BDA-Mind-the-Gap-Report_June-05-2025.pdf?v=1749123846 

DfE (2022). Now the whole school is reading’: supporting struggling readers in secondary school Available at: https://www.gov.uk/government/publications/now-the-whole-school-is-reading-supporting-struggling-readers-in-secondary-school/now-the-whole-school-is-reading-supporting-struggling-readers-in-secondary-school (Accessed: 24 January 2025).

DfE (2024). Suspensions and permanent exclusions in England, Last accessed 06.04.2025 at https://explore-education-statistics.service.gov.uk/find-statistics/suspensions-and-permanent-exclusions-in-england/2023-24-autumn-term 

Department for Education (DfE) support for dyslexia — guidance on early literacy screening, phonics, and the role of SENCOs.

Education Hub
https://educationhub.blog.gov.uk/2022/03/how-we-help-schools-and-colleges-support-pupils-with-dyslexia/?utm_source=chatgpt.com

Hoyles, A., & Hoyles, M., (2007) Dyslexia from a Cultural Perspective