Parents' Transition Insights

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The Dyslexia at Transition project interviewed pupils with dyslexia and their parents at three points in the transition process between primary and secondary. The interviews provided here will help to highlight some of the hopes and concerns of parents during this exciting and important stage in a child's educational journey. Children with dyslexia have quite specific needs at this time and the success of the transition depends largely on all who are involved in the process being prepared for the journey ahead. The interviews are arranged in three phases. Phase one occurred in the final months of P7, phase two was filmed in the November of S1 and phase three at the end of S1 in May or June. Each phase has been sub-divided into 'Issues' which the project team consider to be the main areas of interest.

The Pupil's Booklet, which has also been created as part of the Dyslexia at Transition materials, offers suggestions about how your child can be supported through the transition process. You may find it useful to read this booklet with your child.

The statements below reflect the rights of parents and older children to be involved in a partnership with schools, agencies and education authorities in the planning and decision making process when children have additional support needs arising from dyslexia or a wide range of other factors.

Policy Document quotes

"Parents must also have the opportunity to be fully involved in discussions and decisions about their child's learning. Most parents want what is best for their children and have unique knowledge and experience to contribute to understanding about their child's additional support needs. They, therefore, have a key role to play in their child's education and account should be taken of their wishes and the perspective they bring."

(Scottish Executive, (2005) Supporting Children's Learning: Code of Practice, Chapter 6, Paragraph 3)

"All professionals, schools, education authorities and other appropriate agencies should seek actively to involve parents in their work with children. They should value parents' contribution and regard them as partners in their children's learning."

"In good practice, authorities and other agencies will ensure that parents are fully aware of the processes for assessing and providing for children's needs, understand the planning mechanisms and are familiar with the support services available from the school, the education authority and from other agencies including voluntary organisations. Wherever possible, a partnership approach should be extended to include older children and young people."

(Scottish Executive, (2005) Supporting Children's Learning: Code of Practice, Chapter 6, Paragraphs 22 & 23)