Teachers, parents and children are calling for an overhaul of dyslexia training in Ireland after a survey identified limited teacher preparation as the biggest barrier facing pupils with the learning difference. The findings have renewed attention on how schools identify dyslexia and support children with reading, spelling and writing difficulties.
Breaking News: Why dyslexia training is under scrutiny
The survey’s central finding is that many teachers do not receive enough dedicated training on dyslexia during their education or professional development. The issue is particularly significant because dyslexia is estimated to affect approximately one in 10 children.
Dyslexia can influence a child’s ability to read, spell and write, but its impact varies from pupil to pupil. Early recognition and appropriate classroom strategies can help children participate more confidently in learning. When support is delayed or inconsistent, pupils may face unnecessary frustration and falling confidence.
Ava Scarlett, a 24-year-old primary school teacher in west Dublin who has dyslexia, is among those highlighting the gap in preparation. The reported experience of receiving only one lecture on dyslexia over two years of training has intensified calls for change.
What the survey says about Irish schools
The survey included parents, teachers and children, giving the findings a perspective that extends beyond teacher education alone. Its conclusion was clear: a lack of knowledge and training remains a major obstacle to effective support for dyslexic pupils.
Teacher training is only one part of the wider education system, but it is central to everyday classroom practice. Teachers are often the first professionals to notice that a child is struggling with literacy. They also shape how lessons, homework and assessments are presented.
Why classroom knowledge matters
Effective dyslexia support does not mean lowering expectations. It means understanding how a pupil learns and adapting teaching where appropriate. Depending on the child’s needs, useful approaches may include:
- Clear, structured teaching of reading and spelling;
- Additional time to process written instructions;
- Accessible lesson materials and alternative ways to demonstrate understanding;
- Regular communication between teachers, parents and relevant specialists; and
- Early monitoring when literacy difficulties emerge.
These approaches work best when teachers have the knowledge and confidence to apply them consistently. Without sufficient preparation, support can depend too heavily on individual experience or the resources available in a particular school.
How dyslexia can affect children
Dyslexia is commonly associated with persistent difficulties involving reading, spelling and written language. It is not a measure of intelligence, and children with dyslexia can have a wide range of strengths, including creativity, problem-solving and strong verbal skills.
However, repeated difficulty with schoolwork can affect a child’s confidence and willingness to participate. Pupils may avoid reading aloud, take longer to complete written tasks or feel anxious about making mistakes. Recognising these experiences is important for teachers and families when planning support.
The reported estimate that one in 10 children have dyslexia also underlines the scale of the issue for Ireland’s education system. Even where the exact support needs differ, a substantial number of pupils may require classrooms that are structured, flexible and responsive to literacy challenges.
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Calls for an overhaul of teacher training
The findings have prompted calls for dyslexia to receive a stronger and more consistent place in teacher education. An overhaul could involve reviewing the content delivered to student teachers, increasing practical guidance and ensuring that qualified teachers can access relevant continuing professional development.
Any reform would need to connect theory with classroom experience. Teachers benefit from learning not only what dyslexia is, but also how literacy difficulties can appear at different ages and how support can be adjusted without isolating a child from classmates.
What a stronger approach could include
A more comprehensive model of preparation could focus on:
- Core knowledge: a clear understanding of dyslexia and common literacy barriers;
- Practical strategies: examples of structured reading, spelling and writing instruction;
- Inclusive assessment: guidance on presenting instructions and evaluating learning fairly;
- Family engagement: better communication with parents and guardians; and
- Ongoing support: access to specialist advice and professional development after qualification.
The objective would be to make informed support part of ordinary school practice rather than an optional extra dependent on a teacher’s personal interest.
What happens next for dyslexia support in Ireland?
The survey has placed teacher preparation at the centre of the discussion, but lasting progress will require action across the education system. Policymakers, teacher-training institutions, schools, families and specialists all have a role in determining what pupils need and how those needs can be met.
For parents, the immediate practical step is to raise concerns with a child’s school when reading, spelling or writing difficulties persist. Keeping communication open can help schools identify patterns and consider what classroom support may be appropriate.
The issue remains broader than individual interventions. If dyslexia affects around one in 10 children, consistent knowledge among teachers could influence the experience of pupils nationwide, from the early primary years through later education.
Frequently asked questions
What is dyslexia?
Dyslexia is a learning difference that can cause difficulties with reading, spelling and writing. It does not indicate a lack of intelligence.
How common is dyslexia among children?
The survey coverage cited an estimate that approximately one in 10 children have dyslexia.
Why is teacher training important?
Teachers are often among the first people to notice literacy difficulties. Training can help them recognise possible signs, adapt classroom practice and work more effectively with families and specialists.
What are campaigners seeking?
They are seeking a stronger, more comprehensive approach to dyslexia education within teacher training and continued professional development.
Conclusion
The call for reform reflects a basic principle of inclusive education: children should not be held back because the adults supporting them lack the necessary preparation. As Ireland’s debate on dyslexia training develops, the focus will be on turning awareness into consistent classroom practice. For pupils, families and teachers, better training could make earlier support and greater confidence a normal part of school life.
