Private Special & Tutorial Schools 
Dyscovering I: Discovering and supporting dyslexia in early years
SUMMARY
A multilateral partnership project focused primarily on the issue of Dyslexia in the early years. Five countries took part in this project: Italy, Cyprus, Romania, Bulgaria and Turkey. As it is well known by now, dyslexia is a difficulty in the development of reading and writing skills. However it is possible to identify those at risk of dyslexia and who may have problems in developing the necessary skills that underpin the development of reading and writing even before they learn these skills. This can be achieved through long term observation at pre-school and careful monitoring and support. This project developed a system designed to prepare the dyslexic child for transition from pre-school to primary school. This has been achieved through comparison of alternative practices in partner countries, and development of a model of best practice that may be widely used. As a result the partner countries developed Templates for an Individual Support Plan (ISP) that not only provides details of the history of the child and his needs, but also provides information to the primary school. These templates include the on-going monitoring of strengths and weaknesses of the child, particularly with respect to those areas known to be problematic and help not only to identify issues but also to find strategies to overcome these difficulties. The partners also produced a guide for Teachers, with strategies to overcome dyslexia difficulties in the early years and a guide for Parents which includes suggestions and strategies for parents to support the child in the home environment and at school. Suggestions and strategies that can be used to minimize the impact of dyslexia during the transition process from the pre-primary to the primary school are included on both manuals. This support can be available to all school teachers, proving a school-wide support, as well as to parents involved in helping the dyslexic individual.
