Private Dyslexia Tuition: Information for Parents

Information Sheet Number 12

Private Dyslexia Tuition: Information for Parents.

ADAPTED FROM THE BRITISH DYSLEXIA ASSOCIATION, August 2008.

Patoss has an Index of Tutors and Assessors which lists members willing to have their names given to other professionals or parents seeking tutors, assessment or advice. There are also specialist dyslexia teaching centres in different parts of England and Wales.

PATOSS (Professional Association for Teachers of Students with Specific Learning Difficulties) has a national tutor index list available and is also able to arrange insurance for teachers.

Ground rules should be established from the start and both parties should satisfy themselves that the tutor is able to meet the student's needs and that they are able to relate well.

The following information may be used for guidelines.

  1. Specialist Teaching:

    You could ask for a copy of the teacher's CV, or consider the following factors.

    1. Teaching qualifications with dates, including Department for Education and Employment number, if held.
    2. Experience of teaching dyslexic children.
    3. Specialist dyslexia teacher training is essential. One of the following qualifications would be advantageous:
      1. SpLD (Specific Learning Difficulties) Certificate holders are qualified for primary or secondary or adult levels. You are advised to check which level the teacher is accredited for.
      2. SpLD Diploma holders have been accredited at all three levels.
    4. Note if the teacher regularly updates his/her knowledge, e.g. courses, seminars, conferences etc.
    5. Ask about his/her current teaching post(s) if any and note relevance for your child.

  2. Additional recognition:

    1. Teachers with specialist training may apply for AMBDA (Associate Member of BDA) status for SpLD Diploma holders or ATS (Approved Teacher Status) for SpLD Certificate holders.
    2. They might also hold an SpLD Assessment Practising Certificate, confirming specialist training in diagnostic assessment and a commitment to continuing professional development in this area. An SpLD APC is required for specialist teachers supplying diagnostic assessments in support of Disabled Student Allowances for Higher Education.
    3. They might be members of other Specialised groups such as PATOSS.

  3. Detail to consider:

    1. Would a multi-sensory structured programme be used for literacy?
    2. Would it be appropriate for the specialist teacher to be familiar with the National Curriculum, or with particular GCSE syllabuses?
    3. Would study skills need to be taught?
    4. Would ICT be available and/or beneficial?
    5. Are there recommendations from a Chartered Educational Psychologist's assessment to work from?
    6. Would the teacher be suitably qualified to make an assessment either for their own teaching purposes or otherwise, e.g. for provisions for examinations such as GCSE?
    7. Would the teacher be required to write reports or be prepared to attend meetings at school or liaise with the SENCO (Special Educational Needs Co-ordinator) in school or the classroom teachers?
    8. Clarification needs to be established as to when, where and how frequently the lessons will take place. It is possible for a school to approve absence for an education activity including: "franchised pupils receiving part of their tuition at another location while remaining under overall supervision of the home / school (i.e. a flexible arrangement short of formal dual registration). This can include special tuition for dyslexic children and sick children being taught at home but remaining on roll." DCSF, formerly DfEE, Circular 10/99.
    9. Would the parent want to observe the lessons?
    10. Would homework be set with guidelines for parental assistance?

  4. Assessments:

    1. Do you have recommendations from a Chartered Educational Psychologist's Assessment to work from?
    2. Is the teacher suitably qualified to make an assessment either for his/her own teaching purposes, for provisions for examinations such as GCSE or for Disabled Students Allowances?
    3. Will the teacher write reports for you to give to school or attend meetings there?

  5. Fees and Conditions:
    1. Establish whether the lessons will be on an individual or group basis and their length.
    2. Establish how much the lessons will cost and payment arrangements.
    3. Ask how often reports, verbal or written, will be produced and whether these will be chargeable. Progress should be reviewed regularly, e.g. termly or at six monthly intervals with reports.
    4. Establish whether there will be cancellation fees or additional charges for materials.
    5. Ask whether the teacher is insured. PATOSS is able to arrange this.
    6. Has the teacher obtained a police check? Those teachers employed by a DCSF (formerly DfES) registered school should have this already in place.
    7. Ask for references and take them up by telephone as well as in writing.
    Useful contacts:
    PATOSS
    PO Box 10
    Evesham
    Worcs WR11 6ZW
    Fax: 01386 712 640

    E-mail: patoss@evesham.ac.uk
    Web: http://www.patoss-dyslexia.org

    BRITISH DYSLEXIA ASSOCIATION
    Unit 8, Bracknell Beeches
    Old Bracknell Lane
    Bracknell RG12 7BW
    Tel: Helpline 0845 251 9002
    Tel: Office 0845 251 9003
    Fax: 0845 251 9005

    E-mail(Helpline): helpline@dyslexia.org.uk
    E-mail(Admin): admin@bdadyslexia.org.uk
    Web: http://www.bdadyslexia.org.uk/

    Department for Children, Schools and Families (DCSF)
    Tel: 0870 000 2288 Web: http://www.dcsf.gov.uk/
    See BDA leaflets:
    G08. Assessment, advice and tuition.
    T04. Criteria for recognition of specialist teachers.
    Drawn up by the BDA and PATOSS.

    August 2007

    © Patoss 2008

    PO Box 10.
    Evesham,
    Worcs,
    WR11 1ZW.

    Tel: 01386 712 650.
    Fax: 01386 712 716.

    Email: patoss@evesham.ac.uk.
    Website: http://www.patoss-dyslexia.org/



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