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On the final day of the International Conference, round table discussions were held. Over 600 people contributed to the thinking that will partially determine the future work of the BDA.
Below is the summary of those areas considered of primary importance.
1 Policy Issues
1.1 More work is needed on adult issues, as follows:
1.2 There is a need to ensure that dyslexia is included in all policy documents from the beginning.
1.3 Need to promote levels of support staff, tutors and teachers appropriately trained to work with range of needs of dyslexic learners. Need for recognised formal accreditation.
1.4 Need for promotion of collaborative working between parents, local associations, LEAs and administrators.
1.5 Continue work with government groups: TTA, DfEE, QCA, OFSTED.
2 Causal Theories (research needs)
2.1 Emerging consenus on causal theories
It is considered important to consider causal biological levels of dyslexia in addition to cognitive levels. Further research is needed in the following areas in order to reflect current thinking:
2.2 There is a need for systematic high level research based on comparative levels of incidence and severity in different populations. This includes work on multilingual issues.
2.3 There is a need for the results of such research to be turned into practice, giving markers which will aid in the early identification process.
2.4 The Ontogenetic Causal Chain
The need for early intervention was emphasised. An open minded approach was advocated to the effects of complementary therapies, recognising the pain that people suffer. This was coupled with the need for stringently controlled evaluations of intervention techniques.
3 Educational Practice
3.1 Development of Understanding
(a) Produce materials to enable teachers and parents to better understand that early identification is based on prediction and should be coupled with continual monitoring and targeted intervention.
(b) Emphasise in publications the importance of developing good learning attitudes as well as literacy skills.
(c) Encourage the concept of dyslexia as a continuing condition with which one learns to cope. Continual support and acceptance of one's difference are essential to success.
3.2 Encouragement of Research
Consider the editorial policy of BDA journals so as to provide a platform for teacher research. Currently there is an "academic gap" between "Dyslexia Contact" and "Dyslexia: An International Journal of Research and Practice".
3.3 Lobbying for Difference
Encourage both central and local government to set up systems for the identification of potential dyslexics at school entry.
British Dyslexia Association - www.bda-dyslexia.org.uk
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