Student Support File for Dyslexia
Guide for Irish Teachers
Dyslexia is a specific learning difference that primarily affects reading, spelling, and writing skills. In Irish schools, students with dyslexia typically need targeted literacy intervention within the NEPS Continuum of Support, with strengths often evident in verbal reasoning, problem-solving, and creative thinking.
About Dyslexia in Irish Schools
Dyslexia is a specific learning difference that primarily affects reading, spelling, and writing skills. In Irish schools, students with dyslexia typically need targeted literacy intervention within the NEPS Continuum of Support, with strengths often evident in verbal reasoning, problem-solving, and creative thinking.
Prevalence: Dyslexia affects approximately 6-8% of the Irish population, making it the most commonly identified specific learning difference in primary schools.
Relevant NEPS Need Areas
When completing the Strengths, Interests & Needs section of the Student Support File, focus on these areas for students with Dyslexia:
Common Strengths
- Strong verbal reasoning and oral comprehension
- Creative and imaginative thinking
- Good problem-solving and lateral thinking skills
- Strong visual-spatial awareness
- Excellent understanding of concepts when read to
- Resilient and determined when supported appropriately
Common Needs
- Targeted phonological awareness and decoding instruction
- Multi-sensory approaches to reading and spelling
- Additional time for reading and written tasks
- Assistive technology for accessing text (e.g., text-to-speech)
- Structured, cumulative literacy programme
- Support with self-esteem related to literacy difficulties
Support Strategies by Continuum Level
Record these strategies in the Student Support File under the appropriate Continuum level. Choose strategies based on the student's individual needs, not all strategies will apply.
Classroom Support
ALL - Class teacher-led interventions
- Use multi-sensory teaching approaches for literacy (visual, auditory, kinaesthetic)
- Provide reading rulers, coloured overlays, or tinted backgrounds if helpful
- Allow additional time for reading and written tasks (not penalised for speed)
- Read aloud instructions and test questions where possible
- Use audiobooks and text-to-speech for content access
- Display high-frequency words and spelling aids visibly
- Avoid asking the student to read aloud unless they volunteer
School Support
SOME - SET-led targeted teaching
- SET-led structured literacy programme (e.g., Jolly Phonics, Toe by Toe, SNIP)
- Targeted phonological awareness intervention (3-4 sessions per week)
- Reading fluency programme with repeated reading and timed practice
- Handwriting programme if fine motor skills are affected
- Home reading programme with decodable readers at instructional level
- Self-esteem support through strengths-based approach
School Support Plus
FEW - Multi-disciplinary team involvement
- Intensive individual literacy programme with daily SET input
- NEPS consultation for comprehensive assessment and programme planning
- Application for assistive technology (laptop, text-to-speech software)
- Reasonable accommodations for standardised testing (RACE application)
- Regular review with parents and external professionals
- Referral to Dyslexia Association of Ireland for additional supports if needed
Example SSF Phrasing
Copy-paste ready phrasing for the Strengths and Needs sections. Replace [Student] with the student's name.
Strengths Phrasing
- “[Student] has excellent oral comprehension and can discuss complex topics at an age-appropriate level.”
- “[Student] demonstrates strong creative thinking in art and project work.”
- “[Student] shows good problem-solving skills in mathematics when questions are read aloud.”
- “[Student] is a kind and supportive classmate who contributes well to group discussions.”
Needs Phrasing
- “[Student] needs targeted phonological awareness instruction to support decoding skills.”
- “[Student] requires a structured, multi-sensory literacy programme for spelling development.”
- “[Student] benefits from additional time and assistive technology for written tasks.”
- “[Student] needs support with reading fluency to access the curriculum independently.”
Frequently Asked Questions
What are SMART targets for dyslexia in Irish primary schools?
How do I write a Student Support File for a child with dyslexia?
What literacy programmes are recommended for dyslexia in Ireland?
Can a child with dyslexia get extra time in exams?
Official Irish References
Essential Guides
Related Conditions
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