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Dyslexia, Dyspraxia and Attention Disorder CentreBDA statement. 21 January 2002 (British Dyslexic Association)We have known for a long time that dyslexia is a condition, which has a biological basis to it. Some dyslexic people experience weakness due to poor phonological development, others in aspects of visual processing. Yet another group have difficulty caused by differences in the domain of the brain that controls balance, phonological and visual processing. In many people, there is a combination of weakness in all three areas. This leads to problems in processing and affects aspects of the learning process - particularly reading, writing and spelling; in some cases numeracy is also affected. This is despite good intellectual capability and teaching which is effective for the majority of other learners.Today there are many tools and methodologies available for identification, assessment and remediation that are known to help children and adults develop strategies for effective learning. In educational institutions where 'dyslexia friendliness' is practised, the philosophy and attitude of all those concerned with dyslexic learners encourages success. However, underlying these proven strategies, we have to face the reality that the pre-requisites for learning are impaired and there is a need to strengthen areas that are weak. The DDAT have developed a series of exercises, which they claim are strengthening such deficits. In themselves these exercises seem simple, and claims are being made that children are making great progress. External researchers are investigating the results and the early signs seem to be interesting. However, it remains to be seen whether or not the improvements that are made actually ensure that progress is both made and maintained in areas of literacy, numeracy, memory and speed of processing. Over the course of years, a longitudinal study will prove one way or the other the success of the programme. If successful this type of provision could complement, but not replace, established educational provision that is currently in use in the classroom. Dyslexia friendly schools use a range of tried and tested strategies to bring out the best in dyslexic learners and the BDA supports this approach, and is committed to increasing the number of dyslexia friendly schools in the education system. End of statement.
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