As part of the Ministry of Social Policy’s nationwide initiative to ensure digital accessibility, we invite you to review informational materials about available free screen-access technologies (screen readers).
These technologies enable people with visual impairments or dyslexia to fully and freely use computers, study, work, and independently access government services and online services.
Find a list of these tools HERE
A paper published in Molecular Psychiatry, led by researchers from Queen Mary University of London and Royal Holloway, University of London, challenges the way we think about neurodevelopmental conditions.
The study suggests it would be better for experts to focus on a broad constellation of traits (a “neurodevelopmental spectrum”) to identify potential challenges and support children and young people, rather than looking at individual conditions like autism, ADHD and dyslexia in isolation.
Read more HERE
When the University of West Alabama launched its master’s degree in dyslexia therapy in fall 2024, Rachel Walters saw an opportunity to gain the specialized training she wished had been available when her brother struggled with dyslexia as a child. Walters saw firsthand how few resources Alabama offered students with learning differences.
Now a reading interventionist at Briarwood Christian School in Birmingham, Walters works with students with language delays, attention-deficit/hyperactivity disorder and other reoccurring diagnoses, including dyslexia. Prior to enrolling in UWA’s program, she relied primarily on intervention strategies.
See more about it HERE
Early identification of dyslexia is crucial for mitigating academic challenges and ensuring timely interventions for students at risk. The existing research fails to resolve the psychometric issues for the screening instrument developed. Consequently, this study evaluates the psychometric properties of an early dyslexia screening instrument for secondary school students using the Rasch Measurement Model.
Read more HERE