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European Dyslexia Association Questionnaire: The Rights of Dyslexic Children

Marta Bogdanowicz

Polish Dyslexia Association, University of Gdansk, Poland. Vice-president of European Dyslexia Association marta.bogdanowicz@wp.pl

Abstract

This poster includes the results of the survey on rights of dyslexic children in Europe conducted in co-operation with associations gathered in European Dyslexia Association in years 2002-3. Additional data were also gained from International Dyslexia Association (USA). All EDA Members were invited to take part in the survey, 19 of which replied. Participating Associations provided details on the legal and educational situation of dyslexic children in their countries on the basis of the questionnaire prepared by Marta Bogdanowicz (edited by Alan Sayles, president of European Dyslexia Association). It consisted of 39 items (mostly multiple choice questions) organised into 2 sections (Section A: The Rights of Dyslexic Children in Law, Section B: The Rights of Dyslexic Children in School). The survey provided very interesting results. It appeared that although nearly all the countries represented by Associations signed The UN Convention on Rights of the Child (1989), the situation of dyslexic children in most of them is not satisfying yet. The level of awareness of dyslexia-related problems is described mostly as poor (no one used the phrases "excellent" or "very good"). Both legal and educational situation of dyslexic pupils differs significantly in various countries. In some of them certain special rights for dyslexic at school are provided (ca 70% of respondents claimed to have such privileges), but not fully respected (in ca 60% of the countries they were guaranteed by law). Generally it should be stated that not all the dyslexic pupils are treated as children with Special Educational Needs in the sufficient range. Special rights of dyslexic children are applied at schools in more than a half of the surveyed countries but guaranteed by law in 2/3 of countries applying them. Special rights of dyslexic children include the following areas: assessing dyslexic children according to their abilities; allowing them alternative ways of performance at school; supplying them with special conditions during examinations and learning foreign languages. In most cases the only people responsible for applying special rights are teachers. One of the most important bases for allowing dyslexics special rights is the request of teachers and parents, however both teachers and parents have insufficient awareness of dyslexia-related problems (in most countries described as 'poor ') it is especially important to raise the level of awareness of dyslexia and quality of education among school teachers and parents.

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