Sir Jim Rose's national report on Dyslexia-SpLD

Wednesday 4th November 2009

Sir Jim Rose's report on the identification and teaching of children with dyslexia was published on 22 June 2009, alongside the 'No to Failure' project report and an important international research review written by Dr Chris Singleton, entitled "Intervention for Dyslexia".

The Government have now confirmed funding to enable the Dyslexia-SpLD Trust to work to take forward the recommendations of Sir Jim Rose's report.  Dr John Rack who was a member of Sir Jim Rose's Expert Advisory group has been seconded from Dyslexia Action to Direct the Trust's programme of work.  He comments:

'We know that specialist teachers play a crucial role in supporting children with specific learning difficulties and in overseeing interventions provided by others.  The Dyslexia-SpLD Trust is working with the DCSF and the TDA to make teachers aware of the opportunities for training that have arisen as a result of the Rose Report.  We are delighted that we have been able to work quickly over the summer so that teachers starting specialist training in September 2009 can access this training, giving us a good start towards the target of training 4000 specialist teachers over the next two years.'

Dr Rack continues:

'It should be remembered that the Rose Report also emphasised the need to review the content of initial teacher training and further develop the Inclusion Development materials to support continuing professional development so that all teachers are equipped to identify and support those with specific learning difficulties. The Dyslexia-SpLD Trust sees this work as the highest priority, since classroom and subject teachers are those in daily contact with pupils and have the greatest potential to make a positive difference to all.

He concludes:

'The Rose Report marks what I hope will be a start of a new era in the field of dyslexia: it places identification and support for those with specific learning difficulties firmly in the mainstream of educational practice - no longer something seen as distinct and separate requiring fundamentally different approaches from highly trained specialists.  This inclusive will only work, however, if the level of understanding of specific learning difficulties can be raised across the board and only if teachers are given access to the information that will guide their use of appropriate strategies and resources.  Specialist teachers and specialist training organisations have an important role within this approach and the Dyslexia-SpLD Trust has a challenge to build on the consensus reflected in the Rose Report and help turn it into a reality.'

Follow the link to read or download the full report from Teachernet.

www.teachernet.gov.uk/wholeschool/sen/

Alternatively, you can request a bound copy from the Dyslexia-SpLD Trust office, although there are only a limited number available.