The dyslexia week, organised between November 5-9 by the Malta Dyslexia Association, gave the public the opportunity to understand that dyslexia is a learning difficulty affecting children from appropriately developing their learning skills at school.

Apart from having a negative impact on their academic achievement when they are at school, this condition also affects their self-esteem and therefore impedes them from exhibiting their skills at the place of work when they are adults. It is a reality that the number of cases of children diagnosed with profile of dyslexia is increasing. This has been noted by the Inclusive and Special Education Review Report of 2005 which stated that "...seems to be a growing condition or perhaps, a condition that is being identified much more than hitherto among the student population in the Maltese Islands".

One might question whether educational programmes that aim specifically to help these children really exist, and how the state is tackling dyslexia.

Although the SpLD (Specific Learning Difficulties) Unit at the Education Department and LD (Learning Difficulties) specialist teachers helping children in their private practice are examples of the existence and practice of specialised educational programmes, the professional role and integrity as LD specialist teachers is not given importance and attention by the Ministry of Education. To give examples, LD specialist teachers in church schools are either non-existent or not supplied in secondary state schools. The Inclusive and Special Education Review Report in fact states:

"The working group noted that most schools are not equipped, and teaching staff are not at all adequately trained, to identify and cater appropriately for the implications of this situation."

In addition, learning support assistants, formerly known as facilitators, are instructed in helping children with physical disability or other form of learning difficulties except dyslexia. What I do not find just is that parents who send their children to independent schools have to recruit a tutor and have to make good for his/her salary. One can come to understand that these parents are making big sacrifices in paying school fees so that their children will have good education. They do find it discouraging when school authorities suggest that recruiting a tutor (and paying for his/her salary) may be the main solution to their child's learning problem.

Moreover, the government does seem to provide a financial support scheme for parents whose children with dyslexia receive special education programmes in private schools.

The Ministry of Education does not seem prepared to invest money in addressing the problem of dyslexia in our schools. Although the government is investing money to provide "quality education at all levels" (Galea, 2007, p.38) and is "...seriously committed to ensure that 'all' children succeed" (Galea, 2007, p.38), it is far from reaching the objective in making all children succeed on an educational level and providing good quality learning for these children to succeed in adult life.

On the other hand, the Malta Union of Teachers seems to be dormant on this issue. The agreement between the MUT and the government signed on July 17 stipulates reform in inclusive education, such as the recruitment of learning support assistants and the selection of teachers for the post of Inclusive Education Coordinator (INCO). The agreement does not specify which areas a resource worker can specialise in with regards to inclusive education: "Educators working in the field of inclusive education will be assisted by Resource Workers who shall have appropriate qualifications and training for the tasks assigned to their responsibility. Teachers may apply for the post of Resource Workers (should they wish) and years of service as Resource Workers shall be reckonable as experience in the teaching grade for the career progression purposes'. (The Teacher, October 2007, p. 4)

Another aspect of concern is that many teachers working in the field of dyslexia are passive with regards to their professional role in policy-making.

They are more concerned in providing their service through private practice. They do not seem to be aware of the changes they might bring on a national level if they join forces. I believe that besides giving service to the community, teachers are professionally endowed to bring changes in the educative system. As LD specialist teachers, we can also bring about changes rather than accepting as gospel what the education authorities tell us to do. It is a pity that the Inclusive and Special Education Review Report (2005) did not include recommendations as regards the recruitment of LD specialist teachers and their professional role in schools.

I believe that the LD specialist teacher should go through a transformative process whereby s/he "...questions and criticises taken-for-granted practices and structures" (Sachs, 2003, p. 16). The teacher must be an activist in as much as s/he keeps at heart the value of teaching, collaborates with his/her teaching staff towards professional development and makes learning the core activity of the teacher and student life at schools. This is apart from the fact that activist teaching aims at establishing professional identity, and this is conceived when teachers learn their experiences from each other. The sharing of resources, experiences and life histories (Goodson, 2003) are examples that contribute to our professional development and strengthens our teaching identity. Central to the idea of activist teaching is collaboration among various groups. (Sachs, 2003)

When LD specialist teachers show the goodwill to collaborate with the government and non-governmental entities, they bring about "changes in people's beliefs, perspectives and options regarding the importance of teaching, the social location of teachers and the role of competency and intelligent teachers in various education institutions". (Sachs, 2003, p.146)

In a democratic country, teachers' knowledge and expertise must be recognised, because teachers contribute to the personal growth of each and every child. This calls for an effort on the part of LD specialist teachers to foster new ideas and engage in discussions with policy-makers in order to promote "new work practices and more flexible ways of thinking about practice". (Sachs, 2003, p. 135)

Through some effort from both the government and LD specialist teachers, the current situation could be made better in the following sectors: the professional status of LD specialist teachers; education provision to children with a profile of dyslexia; collaborative work between practising LD specialist teachers and university with regards to research; continuing professional development of LD specialist teachers through Inset courses; participation of LD specialist teachers in policy-making concerning inclusive education.

However, the LD specialist teacher has to bear in mind that being an activist entails the ability to bring about changes to improve the quality of education provision. Such changes depend on the opportunities to create debate with the aim of reforming and improving the "learning opportunities for all of those who are recipients or providers of education". (Sachs, 2003, p.153)

Mr Gauci holds an MA in Dyslexia and is currently reading for an EdD at Kingston University in London. He is a member of the British Dyslexia Association.

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