1. VULNERABILITY OF YOUNG PEOPLE WITH DYSLEXIA & OTHER SPECIFIC LEARNING DIFFICULTIES Melanie Jameson DYSLEXIA CONSULTANCY MALVERN, UK mj@dyslexia-malvern.co.uk www.dyslexia-malvern.co.uk YOT Dyslexia-SpLD Trust CONFERENCE Liverpool 2014

2. INTRODUCING MYSELF SpLD tutor, assessor and trainer Prison teaching / training for NOMS staff Adviser to Specific Learning Difficulties Charities Facilitator of Adult Dyslexic Support Group Court work > Guidelines for the judiciary on SpLDs CPD for justice staff / Briefings for House of Lords debates / liaison with MoJ, YJB, HMCTS Materials development, including Guides & resources

3. THE FAMILY OF SPECIFIC LEARNING DIFFICULTIES DYSPRAXIA A D (H) D DYSLEXIA TERMINOLOGY CONFUSION Do not confuse SpLDs with LEARNING DIFFICULTIES/DISABILITIES [LDD] DYSCALCULIA ASPERGER SYNDROME 3 MENTAL ILLNESS

4. Is there a link between dyslexia and offending behaviour? “When dyslexics experience lack of appropriate support from the early years of education, this can lead to: poor literacy and numeracy skills lack of confidence and low self esteem boredom, disaffection frustration, anger behavioural problems truanting or exclusion from school poor employment prospects …....all of which play their part in the climate of offending.” Jo Matty (magistrate and dyslexia expert)

5. PREVALENCE in the GENERAL POPULATION Studies show that around 10% of the general population is affected by SpLDs (5% severely) RESEARCH STUDY on OFFENDERS “The Incidence of Hidden Disabilities in the Prison Population” (2005) This study (by the Learning & Skills Council and Dyslexia Action) investigated Specific Learning Difficulties in a number of prisons CONCLUSION: almost 20% have a hidden disability (SpLD) such as Attention Deficit Disorder WHY DO WE NEED TO KNOW ABOUT SpLDs ? [1]

6. WHY YOU NEED TO KNOW ABOUT SpLDs [2] The behaviour of people with SpLDs can give rise to misleading impressions because:  inconsistencies could imply ‘untruthfulness’  failure to grasp the point of the question or missing part of a question seems to be ‘evasive’  hesitancy can suggest you are ‘unsure about your evidence’  a lack of eye contact can be misinterpreted as being ‘shifty’  a reaction to stress can be misinterpreted as ‘aggression’  the breakdown of coping strategies gives an impression of complete incompetence [3] Professional reports from those who are not specialists in SpLDs can be very misleading

7. 1. Inattentive: distractibility, failing to pay attention to detail. 2. Impulsive: poor inhibition, blurting out comments. 3. Hyperactive: garrulous, accident- & addiction-prone. Further areas affected in ADHD: listening skills; organisation; taking account of the consequences of ones actions and learning from feedback ATTENTION DEFICIT HYPERACTIVITY DISORDER ATTENTION DEFICIT DISORDER [ADD] dreamy, poor concentration, ‘spaced out’

8. ? Poor social skills, abrupt, over-loud speech - aggressive? Tactless, no awareness of body language – non-compliant? Clumsiness, speech unclear – drug user? drunkenness? Disorganised, poor grasp of time, lose focus – not ‘engaged’? Weak visual-spatial skills: misread charts/timetables - confused Lack flexibility to re-schedule, anxious in unfamiliar situations Poor orientation and navigation – late, lost, don’t turn up DYSPRAXIA / DCD

9. Case study from an SpLD Helpline Paul is dyspraxic. Socially and physically awkward, he had few friends at school and dropped out without qualifications. He is now accepted by a group which begins to engage in criminal activity. Paul is arrested. Being naïve and vulnerable he is left to take full blame for something in which he played a very small part, while his more capable ‘friends’ escape charges. Despite an Appropriate Adult he admits to everything that is suggested to him. He does not mention the dyspraxia and comes before the Youth Court without any Special Measures or Reasonable Adjustments to accommodate his difficulties.

10. ? cannot see other’s point of view over-reliance on routines, inflexible take everything literally, very blunt & direct slow processing of information + panic reaction impaired social skills, inappropriate behaviour cannot perceive and apply unwritten social rules may have obsessive interest in limited range of area s Asperger Syndrome

11. ISSUES relating to people of other nationalities Specific Learning Difficulties are present in people of all nationalities There is often a stigma surrounding learning difficulties in the home country Language difficulties may be attributed to poor English, rather than to SpLDs as well Left-handedness is treated differently in some education systems e.g. special educational programmes Assessment of SpLDs for those who speak English as an additional language is a specialist area

12. COMMUNICATION ISSUES Guidance to the judiciary Effective communication is the bedrock of the legal process - everyone involved in proceedings must understand and be understood or the process of law will be seriously impeded. Sentence Trouble The Communication Trust 2009 SPEECH refers to articulation; fluency; use of pitch, volume & intonation LANGUAGE entails speaking; structuring info; making sense of what others say COMMUNICATION includes non-verbal; using language to suit the situation; turn taking; considering others’ perspectives and expectations

13. RESTORATIVE CONFERENCING and dyslexic difficulties Understanding when listening Expressing themselves clearly Remembering instructions Understanding spoken messages Staying focused Handbook p6

14. EQUALITY ACT 2010 People with SpLDs may come within the disability provisions of the Act, by fitting the definition below: Definition of a Person with a Disability: A person has a disability if he has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day to day activities. Reasonable steps should be taken to change any provision, criterion or practice which makes it impossible or unreasonably difficult for people with disabilities to make use of a service which is provided to other members of the public. It may be necessary to change the way things are done or provide auxiliary aids and equipment. Reasonable Adjustments may be necessary Youth Justice & Criminal Evidence Act, 1999 - Special Measures, Registered Intermediaries -

15. PAPER HEARINGS DifficultiesReasonable Adjustments/Accommodations1.2. 3. ORAL HEARINGS DifficultiesReasonable Adjustments/Accommodations1.2. 3. PAROLE BOARD HEARINGS

16. FURTHER RESOURCES The Good Practice Guide for Justice Professionals Guidelines for Supporting Clients and Users of the Justice System who have Dyslexia and other Specific Learning Difficulties British Dyslexia Association, 2009, PDF revised 2013) www.dyslexia-malvern.co.uk/docs/justice/Justice guide to SpLDs.pdf LAUNCHED DURING DYSLEXIA AWARENESS WEEK, 2014 Coping with Courts & Tribunals: A Guide for People with Specific Learning Differences Melanie Jameson www.dyslexia-malvern.co.uk/docs/justice/Coping With Courts & Tribunals.pdf

17. MORE RESOURCES KIWIs for Young People Key facts Impact of Specific Learning Difficulty Ways of Working with Offenders Information & Networks www.dyslexia-malvern.co.uk/docs/justice/Resources for justice sector staff - Kiwis for young people.pdf

18. Specific Learning DIFFERENCES - are a different way of thinking & processing information - are largely hereditary People with SpLDs - are often visual thinkers Verbal communication may be challenging Tom West In the Mind’s Eye (1991) “For some people the handicap and the gift may be two aspects of the same thing. How we perceive it depends entirely on the context.”

19. TYPICAL DYSLEXIC STRENGTHS  Creativity & originality  Visuo-spatial skills  Visualisation  Intuitive approach  Lateral thinker  Affinity for colour / rhythm  Good oral skills

20. ELEMENTS OF SUPPORT in LEARNING/TRAINING 1. Awareness that these are largely visual learners 2. Teach the subskills (as well as the skills) 3. Break tasks into component parts 4. Teach appropriate study skills 5. Use technology (to compensate for poor literacy) 6. Memory and organisational strategies 7. Mentoring / ‘buddy’ system 8. Giving frequent feedback and encouragement These elements of good practice will assist many learners

21. SpLD - FRIENDLY APPROACHES.. to LEARNING SUPPORT.. to INDUCTION & ADMIN PROCEDURES.. to GIVING INSTRUCTIONS.. to ACCREDITATION and TESTING.. to WRITTEN COMMUNICATIONS ALWAYS TRY TO MINIMISE VISUAL STRESS

22. Handbook 10-12 VISUAL STRESS - WHAT ARE THE ISSUES? 1. Dyslexic people are prone to certain eye problems 2. These can be treated by specialist practitioners 3. Use of colour can make reading much easier 4. Certain types of text make the problem worse www.ceriumoptical.com www.s4clp/org

23. IN CONCLUSION No-one should be shut off from opportunities, choice and options in life that most of us take for granted. We know that once people are given the chance to excel, they often do.” (Reaching Out: An Action Plan on Social Exclusion, 2006)

24. LOOKING TO THE FUTURE: SECURE COLLEGES Consultation: Plans for Secure College Rules OPPORTUNITIES include: major role of education, easier to replicate good practice Some Areas of Concern: Who will run them? [Q6] Who will work in them? [Q4] Who will carry out ILA assessment? Knowledge of SpLDs? [Q3] Will educn include arts, practical & soft skills? [Q5] Library? [Q25] Awards & sanctions – not like prison IEP! [Q45] ‘potential equalities impact’ OR ‘is attempting to specify groups/cohorts counter-productive’ [below Q1] FURTHER CONCERNS………….