Research: The dyslexia support project
A two year project evaluating training and other information provided to teachers about dyslexia and related specific learning difficulties.
Research summary
Research summary
- April 2016 to March 2018
The project evaluated training on dyslexia and other specific learning difficulties (SpLD) for teachers and support staff.
Project partners at the British Dyslexia Association, Dyslexia Action, Dyspraxia Foundation, The Helen Arkell Dyslexia Centre and Patoss ran 48 Teaching for Neurodiversity sessions at schools and colleges around England. These events gave attendees the knowledge and resources to train their colleagues.
The research team ran three surveys to evaluate the training. They found that while the events helped increase awareness and improve skills, there remains a challenge in encouraging secondary schools to take such training.
Findings were presented at the European Dyslexia Association Autumn Seminars Series, Munich, in October 2017 and at the British Dyslexia Association International Conference, Telford, in March 2018.
The research team also developed case studies outlining what makes schools and colleges dyslexia friendly as well as two literature reviews examining:
- the development of dyslexia friendly practice
- effective practice in developing inclusive education
Resources for teachers
Resources for teachers
Videos and other guidance to help identify and understand neurodiversity, dyslexia and other learning difficulties.Research outputs
Research outputs
Academic papers
- Griffiths, D. (2020), Teaching for neurodiversity: training teachers to see beyond labels, Impact: Journal of the Chartered College of Training, January 2020
Other resources
- Griffiths, D., Kelly, K., McNichol, S. (2017) The Dyslexia / Specific Learning Difficulties Support Project: Final Evaluation Report
- Kelly, K. Scoping Review of the Evidence Base for Dyslexia-friendly Classroom Teaching and Whole School Approaches
- Griffiths, D. Scoping Review of the Literature on Processes for Change for Inclusive Practice and the Evidence for Success in Enabling Achievement
- Griffiths, D., Kelly, K., What works in dyslexia/SpLD friendly practice in the secondary school and further education college sectors: four case studies of effective practice
Research team
Research team
Lead researcher
Co-researchers
- Dr Kath Kelly
- Dr Sarah McNicol
- Peter Hick
Collaborating with:
Funding
With funding from
Department for Education
British Dyslexia Association
Contact
Contact us
For general enquiries about the Education and Social Research Institute’s teacher education group, you can contact research lead Prof Moira Hulme.
