Get £30 Off Online Dyslexia Assessments – Limited Time Offer!

Are you considering a dyslexia assessment for yourself or a loved one? Now is the perfect time to take that step!

From 10th March to 30th April, we’re offering £30 off our online dyslexia assessments. This is a great opportunity to gain clarity, access the right support, and move forward with confidence.

An assessment can provide valuable insights into your strengths and challenges, helping you unlock the tools and strategies that work best for you.

Don’t miss out—make your booking enquiry today and take advantage of this special offer, Book an assessment here.

By |2025-05-01T09:46:56+01:00March 18th, 2025|Course news, Uncategorized|0 Comments

Get 50% Off Our HELP! Dyslexia Course for Parents This March!

Are you looking for practical ways to support your child with dyslexia? This March, we’re offering an exclusive 50% discount on our insightful, on-demand HELP! Dyslexia Course for Parents – a fantastic opportunity to gain valuable knowledge and strategies at half the price!

What is the course about?

Hints, Encouragement, and Liaison for Parents (HELP!) is a unique dyslexia course designed specifically for parents of children with learning difficulties. Whether your child has recently received a dyslexia diagnosis or you simply want to better support them at home, this course provides the essential tools to help them learn to learn.

The course is completely online and available on demand, meaning you can watch and learn at your own pace, from the comfort of your home.

What will I learn?

Understanding how dyslexia impacts learning at school and at home is crucial in providing the right support. This course covers a broad range of topics, helping you develop a deeper understanding of dyslexia, its challenges, and how to turn them into strengths.

The course provides expert guidance on the following key areas:

  • Session 1: Introduction to Dyslexia and Specific Learning Difficulties (SpLDs)
  • Session 2: Working Effectively with Your Child’s School, Talking to Your Child About Dyslexia & Building Self-Esteem
  • Session 3: Understanding How Your Child Learns Best, Study Skills & Homework Support
  • Session 4: Supporting Your Child’s Reading
  • Session 5: Supporting Your Child’s Spelling
  • Session 6: Supporting Your Child’s Writing
  • Session 7: Supporting Your Child’s Maths

Don’t miss out on this limited-time offer. Sign up now and get 50% off our HELP! Dyslexia Course for Parents this March.

Let’s work together to empower children with dyslexia and help them reach their full potential!

By |2025-05-01T09:56:58+01:00March 17th, 2025|Course news|0 Comments

Level 5 and Level 7 Diplomas in Teaching Learners with Dyslexia/SpLDs and Teaching and Assessing Learners with Dyslexia/SpLDS

Join our Level 5 and Level 7 courses!

At Helen Arkell we have been successfully delivering the Level 5 and Level 7 Diploma courses for many years. Our next courses begin September 2025 and are running from the Centre in Farnham.

These are a nationally recognised qualifications and we have consistently been recognised by CPD External Verifiers as being one of the ‘gold standard’ centres for delivering these qualifications.

Our Level 5 and Level 7 courses are accredited by the CPD Standards Office and our Level 5 course is approved by Patoss (Professional Association for Teachers of Students with Specific Learning Difficulties).

We are unique in providing a very high proportion of tutor-to-candidate contact time to ensure that each candidate achieves to the very maximum of their ability.

The tutor group system at Helen Arkell encourages candidates to share their wealth of knowledge and experiences during their weekly contact with each other.

Please note that you do not need a university degree or to be a qualified teacher to attend our Level 5 course. Those looking to do Level 7 need to hold a Level 5 qualification.

Find out more:

Level 5 Diploma in Teaching Learners with Dyslexia/Specific Learning Difficulties – with teaching practice in KS2-KS1

Level 5 Diploma In Teaching Learners with Dyslexia/Specific Learning Difficulties – with teaching practice in KS2-KS3

Level 7 Diploma in Teaching and Assessing Learners with Dyslexia/ Specific Learning Difficulties

By |2025-03-17T11:48:58+00:00March 17th, 2025|Course news|0 Comments

Theo Paphitis Dyslexia Bursary provides free training for schools

Thanks to the Theo Paphitis Dyslexia Bursary, launched in November 2023, an incredible 176 teachers and teaching assistants from UK state schools have already received free specialist training, enabling them to better support learners with dyslexia back in their classrooms.

The continuing generosity of Theo and Ryman Retail Limited means that we are able to offer even more teachers and teaching assistants from the state school sector free places on the Helen Arkell Dyslexia Charity’s six-week online Supporting Learners with Dyslexia course!

This practical course comprises six sessions on Fridays from 9.30 am, starting on 25 April 2025 and provides lots of useful, tried and tested strategies for supporting learners effectively. Recordings of each session are sent out after the live session for anyone who is unable to attend.

To apply for a bursary-funded place on this course, simply complete a short application form here.

Here’s what one of our past attendees had to say about the course:

‘I would like to say what an amazing course this has been!! I am a literacy practitioner at a secondary school, and the course was everything I was looking for and more! It has given me so much confidence delivering my literacy sessions, and I have gained so many tips and ideas. The presenters’ wealth of knowledge and information has been amazing, and I’ve thoroughly enjoyed every week.’

Please note, if you have already received a free place for this course, you will not be eligible for another free place. If your team found this course helpful you can book a paid-for place.

Helen Arkell’s aim is to remove barriers to learning, employment and life for more and more people with dyslexia, regardless of ability to pay, and we are indebted to Theo Paphitis and Ryman for helping us to achieve this.

 

 

By |2025-03-25T13:48:58+00:00March 14th, 2025|Course news, Fundraising news|0 Comments

The new Delphi Definition of Dyslexia has been agreed

The new Delphi Definition of Dyslexia has been agreed, you can read more about this here.

The research was conducted by the University of Birmingham, the SpLD Assessment Standards Committee (SASC), Kings College London, and the University of Oxford. It is published today (25th Feb) in the Journal of Child Psychology and Psychiatry.

Julia Carroll, Professor of Psychology in Education at the University of Birmingham who led the study, said: “There has not been a new attempt to define dyslexia since the Rose Review in 2009. The review provided a definition and argued for specialist teachers to help identify and support dyslexia. Despite the Rose definition significantly influencing practice, it has gathered criticism over the last 15 years and has not been universally accepted.”

“In addition to this, there is no clear universal pathway for the assessment of children with dyslexia in England, Wales and Northern Island, and the process for identifying learning needs and interventions can vary massively from place to place. Adopting a universal definition for dyslexia is the first step to improving support for children experiencing the challenges of dyslexia.”

The researchers brought together 58 international experts in dyslexia, including academics, specialist teachers, educational psychologists, and individuals with dyslexia, to vote on whether they agreed with several key statements about dyslexia. The statements covered six key sections: the definition of dyslexia, intellectual abilities and dyslexia, the etiology of dyslexia, co-occurrence with other disorders, the changing impact of dyslexia over a lifespan, and common misconceptions.
42 statements received a consensus of more than 80% and were accepted by the group. They were then used to create the new definition of dyslexia:

  • Dyslexia is a set of processing difficulties that affect the acquisition of reading and spelling.
  • In dyslexia, some or all aspects of literacy attainment are weak in relation to age, standard teaching and instruction, and level of other attainments.
  • Across languages and age groups, difficulties in reading fluency and spelling are a key marker of dyslexia.
  • Dyslexic difficulties exist on a continuum and can be experienced to various degrees of severity.
  • The nature and developmental trajectory of dyslexia depends on multiple genetic and environmental influences.
  • Dyslexia can affect the acquisition of other skills, such as mathematics, reading comprehension or learning another language.
  • The most commonly observed cognitive impairment in dyslexia is a difficulty in phonological processing (i.e. in phonological awareness, phonological processing speed or phonological memory). However, phonological difficulties do not fully explain the variability that is observed.
  • Working memory, processing speed and orthographic skills can contribute to the impact of dyslexia.
  • Dyslexia frequently co-occurs with one or more other developmental difficulties, including developmental language disorder, dyscalculia, ADHD, and developmental coordination disorder.

Julia Carroll, Professor of Psychology in Education at the University of Birmingham who led the study, said: “A definition of a learning disorder such as dyslexia, should allow researchers and practitioners to consistently establish what should, or should not be considered ‘dyslexia’, what the boundaries to diagnosis should include and what elements are important in assessment. Our new definition retains the idea of difficulties with reading and spelling relative to age, ability, or educational expectations. However, it is less focused on English speakers and children. In line with evidence, we highlight that phonological processing has a causal link to dyslexia, but that other factors also play an important role in explaining variability in presentation. We also note the high rates of co-occurrence between dyslexia and other developmental difficulties.”

In a second study from the same group, published in the Dyslexia Journal, the researchers examined ways to improve dyslexia assessments which start with the new definition. The process agreed upon by the expert panel fell into four main steps once a child has presented with difficulties in reading, spelling or writing fluency that affect daily functioning:

Stage 1: Consider, rule out and respond to other factors that might be the primary reason for reading, spelling or writing difficulties.
Stage 2: Gather further information and, where necessary, intervene with additional support fast and early. Be aware of warning signs and likely indicators that suggest the possibility of persistent difficulties.
Stage 3: Observe, record and evaluate response to intervention.
Stage 4: Where response to intervention is stalling or failing, refer for a comprehensive assessment by a specialist teacher assessor or psychologist with appropriate training.

The study argues that, along with the standard definition, there should be a national statutory pathway to dyslexia assessment following this process.

Professor Carroll concluded: “Dyslexia is a complex learning disorder that can look different from person to person. It can have lasting impacts on education and then on working life if not identified and addressed properly. By not having a universal process to identify and support people with dyslexia, we are letting down so many of our children and young people. If the government is serious about improving SEND provision in schools, then updating and standardising the definition and assessment for dyslexia should be a priority.”

Please read more about this here.

By |2025-02-27T13:56:53+00:00February 26th, 2025|Latest news, Research news|0 Comments

How Aware Are You Of The Positive Attributes Associated With Dyslexia?

How Aware Are You Of The Positive Attributes Associated With Dyslexia?

Natalie, a final year Economics student at the University of Leeds, is currently completing research for their final year dissertation and needs your help to tackle the misconceptions associated with dyslexia in the workplace. If you’re interested, please take a few minutes to complete the survey today!

Why is this important?

The survey aims to assess the level of understanding that both dyslexic and non-dyslexic employees have regarding the skills strongly associated with dyslexic thinking. The results will highlight the workforce’s current perceptions of dyslexic cognition, which will aid us in suggesting effective interventions and guiding further research. By truly understanding the accurate skills associated with different cognitive variations, we can help employees thrive in the workplace and enhance the efficiency of our labour force.

Make a difference – your voice matters:

There is no judgment! Please answer honestly so we can gauge an accurate level of understanding. Every response counts and helps us move closer to a more inclusive and supportive work environment for everyone.

The survey only takes 3 minutes, and your insights could lead to meaningful change.

Fill in the survey here.

Your participation is greatly appreciated!

HOW AWARE ARE YOU OF THE POSITIVEATTRIBUTES ASSOCIATED WITH DYSLEXIA?

By |2025-02-24T13:11:21+00:00February 24th, 2025|Research news|0 Comments

Christmas Champions – Unwrap a New Future

This Christmas we have launched our crowdfunding campaign to help us provide vital support for people with dyslexia from disadvantaged backgrounds.

With the cost-of-living crisis hitting hard and little government funding available, many families are unable to afford essential dyslexia assessments and tutoring. But together, we can change that.

🌟 Making a Difference

Every year, we support over 1,500 individuals with dyslexia. Thanks to donations, 93% of those we help report improved confidence and reduced anxiety, while 94% experience enhanced literacy skills.

This year, our Christmas Crowdfunding Campaign, we are calling on our supporters to help us raise funds make sure everyone can get the advice and support they need on their journey with dyslexia.

🎁 How You Can Help

  • £15 can part-fund family consultations
  • £75 can contribute to a life-changing assessment for a child
    As a thank-you, donations of £75 or more will receive a pack of our beautiful Christmas cards!

🌟 Be a Christmas Champion

Visit our Christmas Champions – Unwrap a New Future Crowdfunder page and help us make sure every child and adult who needs support can access it—this Christmas and beyond.

Together, we can empower more learners and give the gift of confidence, literacy, and a brighter future.

Thank you for being a part of the change this holiday season. 🎄

By |2025-01-06T10:21:13+00:00November 26th, 2024|Fundraising news|0 Comments

Signed ‘Max Magic’ books now available in our shop!

We are delighted to announce that we are now selling signed copies of the Max Magic trilogy, written by Farnham author Tom Easton and TV’s Magician Stephen Mullhern.

These books are now available in our bookshop and make the perfect Christmas present for any young reader. The magical stories for children follow the story of Max, a budding young magician, inspired by Stephen Mulhern’s incredible story of his journey to become a magician, performer and TV star.

“These engaging books are perfect for sparking children’s imaginations. Thank you for presenting these in a dyslexia-friendly format for our learners,” said Claire Harvey, Head of Education at Helen Arkell Dyslexia Charity.

We stock all three books in the Max Magic collection, which you can order online or find them at our Farnham Centre.

Watch the special message from author Tom here and stop at our shop for more ‘magical’ stocking fillers for all ages this Christmas!

By |2025-03-18T14:18:23+00:00November 15th, 2024|Shop news|0 Comments

Goals for Good: Community Spirit Shines as Farnham FC Hosts Dyslexia Awareness Week Charity Game

On Saturday, October 12th, Farnham FC took on Southall FC in a memorable match that united local football fans for an important cause: supporting dyslexia awareness. Held as part of Dyslexia Awareness Week 2024, the charity match successfully raised £100 for the Helen Arkell Dyslexia Charity, which will go on to help many more individuals with dyslexia through support, resources, and advocacy.

This year’s Dyslexia Awareness Week theme, “What’s Your Story?” resonated deeply throughout the event, drawing football fans and community members together to share stories, raise awareness, and celebrate the vital work done by Helen Arkell Dyslexia Charity.

Victoria Brighton, Individual Giving Officer at Helen Arkell Dyslexia Charity, expressed gratitude for the community’s support. “We’re deeply grateful to Farnham FC and all the supporters who came together to raise awareness and funds for dyslexia on the day,” she said. “Every contribution helps us continue our mission of supporting individuals with dyslexia.”

The match at Farnham FC was part of a series of events organized for Dyslexia Awareness Week (October 7-13). Other highlights included community gatherings at The Shed in Bordon and the Tes SEND Show in London. The week of activities culminated on October 13th with the Royal Parks Half Marathon in London, where six inspiring runners took on the challenge to raise essential funds for the charity.

By |2024-12-09T16:16:02+00:00October 29th, 2024|Fundraising news|0 Comments

Exploring the Impact of Dyslexia on Sleep: UCL’s Groundbreaking Study and How You Can Help

University College London (UCL) is embarking on a crucial study to understand the impact of dyslexia on sleep. This follows a groundbreaking discovery in their recent research, which found that 66% of children with dyslexia experience clinical sleep issues. Given that sleep is essential for brain development, mental health, and overall well-being, UCL’s latest research aims to uncover how dyslexia might be affecting sleep across all age groups.

Why This Research Matters

Sleep plays a central role in cognitive function, emotional regulation, and physical health. For those with dyslexia, difficulties in learning and processing information are common, yet little is understood about the additional challenges they may face related to sleep. UCL’s recent findings have raised significant questions about how widespread these sleep issues are, and how they might influence cognitive performance, mental health, and day-to-day life.

In children with dyslexia, sleep disturbances can further complicate learning challenges, making academic and personal growth even more difficult. If similar sleep issues persist into adulthood, understanding and addressing these disruptions could be transformative for individuals with dyslexia at all stages of life.

How You Can Help

UCL is now seeking participants both with and without dyslexia to take part in a short online questionnaire about their sleep behaviours. The input from a wide range of participants will help researchers pinpoint patterns, enabling them to take a closer look at how dyslexia and sleep intersect.

By participating, you’ll be contributing to a vital research project that could lead to better support, improved sleep interventions, and a deeper understanding of dyslexia’s impact on mental and physical health.

Interested in helping out?
Follow this link to participate and be part of this meaningful study.

Thank you for your support in advancing our knowledge of the Impact of Dyslexia on Sleep!

By |2024-12-09T16:17:46+00:00October 29th, 2024|Research news|0 Comments

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