Partner with whānau
Dyslexia impacts the whole family. Work with parents to provide practical and emotional support.
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Understand parent perspectives
Understand parent perspectives
Keep in mind that parents and whānau:
- may be coming to terms with a diagnosis of dyslexia and what it means for their child
- may need reassurance and evidence that their child’s needs are being met
- may be anxious about their child’s emotional response to their difficulties, as well as what the school has done or will do to help
- may have dyslexia themselves and had negative learning experiences during their time at school
- may be frustrated with school systems and feel their concerns are not being addressed.
What to ask
What to ask
Connect with parents, whānau, and caregivers to understand the strengths and needs of their child.
Consider:
- parent and whānau hopes and priorities
- important people in the child’s life
- best methods and times to communicate with the family
- professionals working with the family
- questions they have and support they would like from the school
Consider:
- the language/s spoken at home
- what they do at home to support learning
- technologies used at home.
Consider the learner’s:
- likes and interests – what they’re good at, need help with, can do independently
- dislikes – what can upset them, how they express this, calming skills
- favourites (TV programmes, hobbies, books, songs, sports).
Value whānau knowledge
Value whānau knowledge
My son is... intelligent, musically talented, responsible, loving, and very good company.
My son is not great at decoding. Actually he is terrible, but he loves to read using his Kindle. He loves to learn and finds ways to learn all the time with his iPad.
Parent of child with dyslexia
Support information sharing
Support information sharing
Communicate and share information in meaningful ways. Demonstrate understanding and support for parents’ concerns.
- Encourage parents and caregivers to share what they have noticed outside school, including any assessments that might have been done.
- Build on any programmes or materials used at home, to maximise consistency and support for the learner.
- Develop systems for passing on information about a learner’s needs, progress, and next steps.
- Share information about out-of-school programmes in your area that may help to boost the learner’s self-esteem (for example, classes or groups for kapa haka, music, art, dance or sports).
Useful resources
Useful resources
Student profile
A student profile template that is useful for gathering information about the student, strengths, challenges, interventions, accommodations, and assistance.
Publisher: Learning Matters
Dyslexia and the family
A booklet for parents providing information on how to help their child at home and how they can access support.
Publisher: Dyslexia Foundation of NZ
Next steps
More suggestions for implementing the strategy “Identify ākonga needs and how to provide support”:
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Current page Partner with whānau
Return to the guide “Dyslexia and learning”
How to use this site
Guide to Index of the guide: Supporting ākonga Māori
Understand:
- How to use this guide
Strategies for action:
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Developing cultural capabilityShow suggestions for Developing cultural capability
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Explore Māori perspectives on inclusionShow suggestions for Explore Māori perspectives on inclusion
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Know your Māori learnersShow suggestions for Know your Māori learners
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Establish reciprocal relationshipsShow suggestions for Establish reciprocal relationships
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Build community networksShow suggestions for Build community networks
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Co-design a culturally sustaining environmentShow suggestions for Co-design a culturally sustaining environment
