According to the Dyslexia Association of Ireland:
There are many definitions of dyslexia. A very simple one would be that dyslexia is a specific learning difficulty which makes it hard for some people to learn to read, write and spell correctly.
They then state that a Report from the Task Force on Dyslexia (2001) suggests the following definition:
Dyslexia is manifested in a continuum of specific learning difficulties related to the acquisition of basic skills in reading, spelling and / or writing, such difficulties being unexplained in relation to an individual’s other abilities and educational experiences. Dyslexia can be described at the neurological, cognitive and behavioural levels. It is typically characterised by inefficient information processing, including difficulties in phonological processing, working memory, rapid naming and automaticity of basic skills. Difficulties in organisation, sequencing and motor skills may also be present.
Worryingly, only 26% of children received public assessments (NEPS, HSE) and 74% had to seek private assessments. The average annual family cost associated with dyslexia assessment, tuition and assistive technology is €1,229, or higher again if more than one child in the family is dyslexic. 66% of families report that these costs have created significant financial stress.
It is also interesting to note that in one study:
➡ 82% of young people with dyslexia feel that the government does not provide enough support for students with dyslexia.
➡ 90% of teachers report that their pre-service training did not prepare them adequately for dealing with dyslexia in the classroom.
➡ 30% of teachers report receiving any pre-service training on dyslexia.
➡ 93% of parents want specialist training on dyslexia for all teachers.
➡ 88% want mandatory training on dyslexia to be included in all teacher training courses.
➡ 71% of adults with dyslexia worry about disclosing their difficulty to their employer.
According to the Minister for Education and Skills in Ireland, 10% of the population of Ireland has dyslexia, yet only 30% of teachers report getting any pre-service training on dyslexia, and 92% of those report that it did not adequately prepare them for the classroom. 97% of teachers agree that they need and would benefit from further training on dyslexia, yet 86% of teachers report that class size impacts on their ability to identify and support pupils with specific learning difficulties such as dyslexia.
See for instance: