Background and Purpose:
Dyslexia is a significant impairment in reading and writing skills regardless of usually developed other academic skills.
European Dyslexia Association describes, 8% of a population suffer from dyslexia (some experts claim the percentage up to 20%),
within 2-4% are seriously affected (comparable international prevalence (Rosenkötter).
Dyslexia is often the reason for functional illiteracy. According to UNESCO studies the number of functional illiterates varies
from 10% up to 30% in EU 27.
Even latest PISA results show that problems especially regarding reading skills are enormous (see PISA results for AT/TR).
The long term effects of dyslexia for education and labour market are enormous, e.g. higher youth unemployment rates (12%)(Esser et al. 2002) or only 50% of finished VET (London, Maughan et al. 1993).
Several projects within the EU 27 concerning dyslexia have been made but a general frame towards comparable standards in training is still missing.
However, Dyslexia International highlights the need and described some preliminary standards towards a Europe-wide common legal base and comparable quality standards.
Analysis by Vinco
DE: The “Bundesverband Legasthenie und Dyskalkulie e.V.” points out, that there is a growing market for trainers working with persons with dyslexia but that there is no recognized formal training and no clear professional profile (e.g. within EQF).
AT: Training services are offered (e.g. "Legastheiniefernstudium"), comparable quality standards and a common frame is still open.
The “Initiative Legasthenie” make demands on standards and quality control for these educations (http://members.aon.at/legasthenie/initiative.htm).
TR: Currently there are no specific teacher training programs or teacher certification programs regarding teaching students with dyslexia.
LT: Aspects of dyslexia are included in some trainings without specifity.
PT: Regarding specific training still a "wait-and-see" strategy is followed.
As the individual portfolio of trainers in the EU 27 (psychologists, teachers,...) is heterogeneous, a focus on APL is important.
Within this heterogeneity a European frame enables comparable standards and ensures high quality.