A Delphi study exploring the barriers to dyslexia diagnosis and support: a parent's perspective

Harding, S., Chauhan‐Sims, M., Oxley, E. and Nash, H. M. (2023) A Delphi study exploring the barriers to dyslexia diagnosis and support: a parent's perspective. Dyslexia, (doi: 10.1002/dys.1743) (PMID:37313635) (Early Online Publication)

Abstract

The Rose Report (Rose, Independent review of the primary curriculum (England); 2009) outlined a set of recommendations for the management of dyslexia in the United Kingdom after a range of issues were found. Despite these recommendations, recent reports indicate that issues are still prevalent in the diagnosis process and support offered for dyslexic children. The Delphi method was employed to gain parental consensus as to the most significant barriers to diagnosis and delivery of support for children with dyslexia, as well as solutions to overcoming these barriers. Parents of primary school children with dyslexia were recruited for the study and were presented with a three round iterative questionnaire surrounding their experience of their child's dyslexia management. Parents' experiences of their child's diagnosis were explored to provide a first-hand account of the diagnosis procedure. Two overarching issues were identified: parents perceive that teachers have a lack of training around dyslexia, both initially and from continued professional development, and parents believe there is insufficient funding for dyslexia in schools and local authorities. Overall, the study indicated that better guidance is needed to ensure that reform and spending leads to tangible change in the identification of dyslexia and provision of support for children with dyslexia in primary education in the United Kingdom.

• Item Type: Articles
• Keywords: Support, diagnosis, dyslexia, Delphi survey, parents.
• Status: Early Online Publication
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Oxley, Dr Emily
• Authors: Harding, S., Chauhan‐Sims, M., Oxley, E., and Nash, H. M.
• College/School: College of Social Sciences > School of Social & Environmental Sustainability
• Journal Name: Dyslexia
• Publisher: Wiley
• ISSN: 1076-9242
• ISSN (Online): 1099-0909
• Published Online: 14 June 2023
• Copyright Holders: Copyright © 2023 The Authors
• First Published: First published in Dyslexia 2023
• Publisher Policy: Reproduced under a Creative Commons License