Meeting the needs of dyslexic/neurodiverse children in New Zealand

There is a group of New Zealand learners who is currently being shortchanged in our education system.

I refer to children with dyslexia and related neurodiverse conditions. It is a system wide problem. Our friends across the Tasman are not doing any better. However, Singapore, Ireland and Scotland are.

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Nothing I say here is critical of the New Zealand teaching profession. I have had over 20 years in the classroom and I know that New Zealand teachers are dedicated professionals. However, I do have serious criticism of the Ministry of Education and successive education ministers of all shades of the political spectrum, who have shown minimal leadership.

The numbers are significant. We do not have New Zealand data, but international experts put the rate of dyslexia at a minimum of 10% of the population worldwide, and related neurodiverse conditions (ADHD, Dyscalculia, Autism and Irlen’s) amounting to at least a further 5%. That amounts to at least 120,000 Kiwi children.

Related School News article: Neurodivergent learners in Aotearoa – SchoolNews – New Zealand

Children who are dyslexic/neurodiverse grow up to be adults with the same conditions and the conditions are hereditary. Our limited information about what happens next for these children is telling.

We know that they are overrepresented in: 

• School stand-downs and expulsions
• Children dropping out of school early.
• Young people who are NEETS (Not in Education, Employment or Training.)
• Youth offending stats
• Prison inmates.

The current coalition has introduced the Structured Literacy program and the Structured Numeracy programs. Both are major steps forward, but neither are solutions for dyslexic/neurodiverse young people. They need more and different.

What can be done?

In the absence of real leadership by politicians and government agencies what can be done to help this group or learners? Sadly, dyslexic/neurodiverse learners receive a much better deal in tertiary education than in primary or secondary, and yes, that is definitely around the wrong way.

While a comprehensive and holistic solution would be best, it is possible to make a profound difference for these learners – with not a lot of money.

Related School News article: Inclusivity as a culture, not a buzz word – SchoolNews – New Zealand

Here is a distillation of best practices – both from the tertiary sector here in Aotearoa New Zealand, and from other jurisdictions that are doing a better job than New Zealand.

• Provide awareness training/professional development for all staff, so all staff are on the same page – with a base level of research-based knowledge.
• Little can be huge. Some small changes in practices have a big impact.
• Working on the mindset of all parties, teachers, parents and learners themselves.
• Move away from the deficit mindset. Adopt a mental attitude that dyslexia and the other neurodiverse conditions are differences – not disabilities. Yes, literacy difficulties are a frustration for all parties; teacher, child and parent, but there is an upside if you look for it. Increasing researchers are discovering the upside about dyslexia/neurodiversity.
• Provide opportunities for dyslexic/neurodiverse children to experience success in other areas. They could have strong oral skills, or string practical skills. Often they are strong artistically and often do well in problem solving situations.
• Keep them connected to text – in lots of different ways. Read to them. Explore audio books and graphic novels. Encourage them to read in their interest areas.
• Embrace the many assistive technologies available now. Many of them are very inexpensive.

Mike Styles is a consultant, trainer and researcher in dyslexia and neurodiversity. He has led national research projects about dyslexia in New Zealand and has presented at international conferences in the United Kingdom, Europe, Canada and Australia to share the results. In 2018 Mike undertook research into the level of dyslexia in prison inmates in New Zealand. Over the last two years Mike has led a project to develop and implement a Dyslexia Friendly Quality Mark for tertiary education providers in New Zealand.