When dyslexic secondary school children at the Moon Hall School were assigned writing poems as homework, you can imagine what their first thoughts might be: me? Poetry? No way. I can tell you how I feel, but don’t make me write it!
“[teachers felt] the label ‘dyslexia’ evoked responses that suggested it was seen as a fixed disability, and that the teachers believed their ability to help children with ‘dyslexia was unlikely to develop over time. By contrast, the teachers who had been asked about ‘reading difficulties’ were less likely to see the children’s problems as permanent; were also more likely to believe that they would be able to help them, and that their skills developed with experience.”
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