dyslexiain our own

words

32

Contents IntroductionDyslexia is a Specific LearningDifference (SpLD) that primarilyaffects the way people process,store and retrieve information.

Dyslexia is estimated to affectaround 10 per cent of thepopulation, occurs in people of allraces, backgrounds and abilities,and varies from one person toanother, sometimes quite widely.

Because dyslexia usually affectsthe way people read, write andcalculate, many schools, collegesand workplaces can becomepreoccupied with the skillspeople with dyslexia often findmost challenging, such as reading,writing, planning and organising.

But this is only part of the story.People with dyslexia also displaya range of strengths, such ascreative thinking, problem solvingand lateral thinking, which shouldbe welcomed in the world of work.

This booklet aims to helpUNISON activists, especiallyunion learning reps (ULRs),better understand dyslexia andsee how they can help andsupport any colleagues who are dyslexic, or suspect theymight be.

It includes a range of usefulinformation, including a series ofinterviews with UNISON memberswho have dylexia, many of whom have had to battle seriousobstacles to become active inthe union.

The booklet also includes usefultips on how to make branchcommunication dyslexic-friendly(many of them contributed bydyslexic members themselves),information on assessment anddiagnosis of dyslexia, andsuggestions on how to organisearound dyslexia.

page

✱ Introduction 3

✱ What is dyslexia? 4

✱ My story: Carol Warren 6

✱ What are Specific Learning Differences? 8

✱ My story: Beverley Smith 10

✱ Dyslexia is an equalities issue 12

✱ My story: Jeff Goodley 14

✱ Getting a dyslexia assessment 16

✱ My story: Tina Roche 18

✱ Organising In UNISON around dyslexia 20

✱ My story: Stephen Craven 22

✱ Making UNISON communication dyslexia-friendly 24

✱ Resources 26

54

What is dyslexia?Our understanding of dyslexiahas continuously developed overthe past 40 years, but there is as yet no general consensus onhow to define exactly what wemean when we say an individualis dyslexic.

However, there are many pointsof agreement among the variousspecialists and organisations that work to improve ourunderstanding of dyslexia andmake the world a more dyslexia-friendly place to live and work.

✱ There is no link to intelligence.Dyslexia varies betweenindividuals, and can occur inpeople of all abilities. Whilepeople with dyslexia usuallyhave trouble with reading or spelling, they are oftenextremely bright and gifted and can score highly inintelligence tests.

✱ Dyslexia is inherited. Dyslexicpeople can often struggle withconventional language-basedteaching methods, notbecause they lack motivationor are lazy (as teachers inprevious generations believed)but because of the differentway their brain functions.

✱ Having problems with readingand writing does not meansomeone is dyslexic. Becauseproblems with literacy areoften the most obvioussymptom of dyslexia, apopular misconception hasgrown up that equates allliteracy problems with dyslexia.This is not the case: dyslexiaaffects the way information is processed, stored andretrieved, and causesproblems with memory, speedof processing, time perception,organisation and sequencing.

Seeing dyslexia in the round

Union learning reps and all workplace activists can encourage a culture that values the strengths people with dyslexia bring to theworkplace, while offering the greatest possible support to helppeople with dyslexia overcome the challenges they face.

People with dyslexia often struggle with:✱ short-term memory✱ analysing information✱ literacy skills (including spelling, reading and writing)✱ numeracy skills✱ organisational skills✱ managing time and meeting deadlines✱ sense of direction✱ following oral or written instructions✱ retrieving and articulating words✱ multi-tasking✱ high levels of stress or anxiety arising from their

dyslexia in certain situations.

People with dyslexia have many different strengths, including:✱ good long-term memory✱ intuition✱ creativity✱ problem solving✱ ability to see the ‘big picture’✱ ability to synthesise information✱ being able to think in images✱ being able to make links between ideas ✱ practical skills ✱ people skills ✱ verbal communication.

76

I struggled to read from an earlyage and was told I was stupid allmy life until the age of 36 when Iwas diagnosed as dyslexic.

When my daughter turned five, I wanted to be able to help herwhen she started reading, so Idecided to go back to college to do basic English. I found the course difficult but when I finished I decided to have a go at GCSE English.

That was when I was referred tolearning support and had a dyslexiaassessment for the first time at theage of 36. The learning support unitsaid my form of dyslexia was toocomplicated for them to deal with,so they referred me to aneducational psychologist, whoconfirmed I was severely dyslexic.

I went into three years of denial,because I’d been told all my lifeyou’ll never make anything of

yourself and I carried on believingthat for quite a while.

But I got to the point where Idecided I was going to startproving people wrong. I wantedto prove I was just as good asthem – it takes me twice aslong to achieve things, but I get there in the end.

The difference was the learningsupport worker I met at what was then Broxtowe College inNottingham: Glen persevered,he would spend hoursproducing tailored worksheetsfor me, and never criticised me if I got something wrong. I ended up marrying him!

Once I achieved my GCSE in English, it made me thirsty for more education. It wassuggested to me that I becamea support worker helping adultswith learning difficulties.

My story Carol Warren

Through the government’sAccess To Work programme I got a laptop, Dragon voicerecognition software, Read&Writetext composition software and aDictaphone that helped to makemy life easier. Everything stilltakes me longer to do comparedto a non-dyslexic person but Iget there in the end throughsheer perseverance.

When a friend suggested Ibecome a UNISON rep, I said‘No’ at first because I didn’t thinkI could do it – I still have lots ofdoubts about my capability to dothings and still feel I’m not asgood as other people.

But since I became a rep in2005, I’ve taken many UNISON

courses, I’ve spoken twice atnational delegate conference and now I’m the regionalrepresentative for the EastMidlands and on the NationalFurther Education Committee.

UNISON activism has made abig difference to my confidence – I wouldn’t have done half thethings I have done if I hadn’tbecome a union rep.

If you think you may be dyslexic,it’s never too late to get assessedand get support: it can be life-changing to know there’s a reasonwhy you find reading, writing andnumbers difficult compared toother people, and you can getthe proper adjustments madeavailable for you at work.

PHOTO

© RO

Y PETERS

Learning Support Assistant, South Nottingham College

98

What are Specific Learning Differences?

DyscalculiaPeople with dyscalculia have trouble understanding basicnumber concepts and graspingbasic numeracy skills. They are likely to have difficultiesdealing with:✱ learning number facts

and procedures✱ telling the time✱ time keeping✱ understanding quantity,

prices and money.

Attention Deficit DisorderPeople with Attention DeficitDisorder (ADD) have problemsremaining focused. They:✱ are very easily distracted; ✱ lose track of what they

are doing;✱ have poor listening skills; ✱ may miss key points by not

paying attention to detail.

People with Attention DeficitHyperactivity Disorder (ADD) also have problems remainingfocused but the hyperactivitymeans they may also:✱ be restless and impulsive✱ behave erratically and

inappropriately✱ blurt out inappropriate

comments or constantlyinterrupt

✱ sometimes unintentionally seem aggressive.

ADD/ADHD can co-exist withautism, when individuals thinkinflexibly, become dependent on routines and lack social andcommunication skills. People with Asperger Syndrome find social interaction verychallenging and panic easilywhen they cannot cope.

Dyslexia, which is estimated to affect 10 per cent of thepopulation in the UK (4 per cent severely), is one of fourSpecific Learning Differences/Difficulties (SpLD), a group ofrelated conditions than canoccur together.

The term Specific LearningDifferences or Difficulties is used to contrast with general learningdisability, which refers to peoplewith significant impairment ofintellectual, adaptive and social functioning.

DyspraxiaPeople with dyspraxia havedifficulty co-ordinating andorganising their movement andthe condition may also affecttheir thought processing. They may:✱ find it difficult to judge what is

socially acceptable behaviour✱ feel anxious in unfamiliar

settings✱ have trouble finding where

to go✱ experience sensory overload✱ have weaknesses with

memory and organisation.

10

I first discovered I was dyslexicback in the mid-1990s, when Iapplied for a social work courseat what is now Birmingham CityUniversity: I struggled with thepaperwork, and there was nosupport at the time, but I musthave done something rightbecause I got an interview!

I passed the verbal interview, but I failed the written test.

Afterwards, the gentleman who did the verbal interviewencouraged me to read aboutdyslexia in my local library and to see my GP if I recognisedanything.

When I read the book, I didrecognise things that werehappening to me – but I wenthome and didn’t go to the GPbecause I felt frightened and I left it alone.

When the chance came up to do Return to Learn withUNISON, I did that. I had afantastic time working togetherwith other people who havedifficulty studying, sharing andsupporting each other: it wasawesome, that’s all I can say, a new beginning.

Some time after I’d done Returnto Learn, one of my managersasked me what I was doingabout a case: when I told her,she asked me to write it up, andwhen she looked at it she askedme to see her later. She told meshe would like me to go to anassessment centre, although shedidn’t say it was for dyslexia.

When the assessment wascompleted, my manager askedhow I would feel about going fora psychology assessment. Ithought: ‘Does she think I’mmad?’ and was worried I would

lose my job since I was the onlybreadwinner, a single parentbringing up two children.

When I did see the psychologist,we did some tests over a periodof six weeks and at the end sheasked me how I managed tohold down my job: she wassurprised at the level I wasfunctioning with the level ofdyslexia I had. I said I would takeeverything home so I could takemy time to write up reports: I was doing double the amount I should have been.

My manager sent me on a six-month course on how to managedyslexia at Matthew BoltonCollege, and after that I wasgiven extra time to write upreports and I would godownstairs to get away from thedistraction of the phones in ouropen plan office.

I became an activist in UNISONto help people who neededsupport. Now I’m a steward, I’m chair of Birmingham branchwomen’s group and secretary of the black members’ group. I enjoy sharing my experiencewith people, going out and beingan activist in UNISON.PH

OTO

© R

OY

PETE

RS

My story Beverley Smith

Social Care Coordinator, Birmingham City Council

1312

Dyslexia is an equalities issue

disclosure because they worrythat managers and/or colleaguesmay treat them negatively as a result.

This is where ULRs can play animportant role. Learning reps are ideally placed to supportcolleagues with dyslexia throughthe disclosure process, and helpprepare the ground for a positiveresponse from managers andco-workers.

ULRs can support people withdyslexia by working with theircolleagues on the branchcommittee to take up any issuesthat need addressing and helpensure reasonable adjustmentsare successfully negotiated.

They can also help dyslexiccolleagues by putting them intouch with local or nationalorganisations that run helplinesand support groups for peoplewith dyslexia.

All employers and learningproviders must treat disabledemployees and students on anequal footing with non-disabledpeople and must make‘reasonable adjustments’ to theirpremises and employment/educational arrangements for all disabled staff/students.

These are two of the centralrequirements of the Equality Act 2010, which covers peoplewith dyslexia.

The Act says: ‘A person has adisability for the purposes of thisAct if he has a physical or mentalimpairment which has asubstantial and long-termadverse effect on the ability tocarry out day-to-day activities.’

The guidance that accompaniesthe Equality Act mentionsdyslexia twice.

Paragraph A6 states: ‘Adisability can arise from a widerange of impairments which canbe … developmental, such asautistic spectrum disorders(ASD), dyslexia and dyspraxia’.

Paragraph B9 states: ‘In somecases, people have copingstrategies which cease to work in certain circumstances (forexample, where someone whohas dyslexia is placed understress). If it is possible that aperson’s ability to manage theeffects of an impairment willbreak down so that effects willsometimes still occur, thispossibility must be taken intoaccount when assessing theeffects of the impairment.’

For people to get help in theworkplace, it is important thatthey disclose their dyslexia totheir employer. However, manypeople feel uncertain about

Reasonable adjustments

The Equality Act states that employers have a duty to make“reasonable adjustments” for disabled employees in compliancewith the requirements of the Act. The reasonable adjustmentsthat a person with dyslexia needs will depend on:✱ the person’s personal circumstances ✱ how he or she experiences dyslexia ✱ the person’s job role ✱ the workplace.

For an employee with dyslexia, this could mean:✱ training in using assistive technology (e.g. voice recognition

computer software);✱ providing assistive technology such as voice recognition

software on their computer, a Dictaphone, sat nav for their car;✱ making information available on coloured paper, using sans

serif type (e.g. Arial) at a particular size (e.g. 14pt);✱ providing additional time to complete written tests;✱ providing learning support on courses.

14

I discovered I was dyslexic after I took early retirement from the Metropolitan Police in1989. I had some counsellingafterwards and the psychologistwho was supervising mytreatment for stress conductedsome tests and at the end askedif I realised I was dyslexic. I said,‘No, but it does answer an awfullot of questions’.

When I was about seven, myprimary school teacher MissGurling wanted me declarededucationally sub-normal, butwhen I took an IQ test (twice,because they didn’t believe thefirst one) it came out at over 130(well above average intelligence).

When I went to secondaryschool, the first year was fineapart from the usual complaintsabout my handwriting, and I wasput into the A stream at the endof the second year, but I left

school without any GCEs andbasically self-educated myselfthereafter.

After I left school, I studied voiceat the Guildhall School of Musicin London for about 18 months,but I couldn’t sight-read becauseof my dyslexia so I couldn’tcomplete the course andgraduate. Nowadays there areprovisions to help dyslexics butthey didn’t exist then.

I spent 14 years in theMetropolitan police, where Iwould still come up against stufflike ‘Goodley, your handwriting’sawful’ but like many dyslexics Ideveloped the ability to keepthings in my head instead ofwriting them down, anddeveloped my own version ofshorthand for my notebook.

I was on duty as a CID officerduring the 1985 riots at

Broadwater Farm in northLondon, and they decided that I needed a little less stressafterwards so they posted me out to Barkingside on the Essex border.

Unfortunately, I got involved in an armed siege on one particularnight and I retired early after that. It was during thecounselling I received afterwardsthat I was finally diagnosed at the age of 39.

My advice to any member whothinks they might be dyslexic isto find out, get an assessment or a diagnosis. Ask your unionlearning rep (ULR) or lifelonglearning co-ordinator (LLC) to enquire about getting youassessed. And don’t be afraid totell your work colleagues and linemanagers: there is no stigmaattached to dyslexia.

PHO

TO ©

JO

HN J

ONE

S

My story Jeff Goodley

Project Manager, Wash Estuary Group

1716

Getting a dyslexia assessment

an agreement, discuss how toraise the issue with your lifelonglearning co-ordinator or yourbranch secretary.

UNISON members on coursesat a local college can ask to seethe student services departmentor equivalent, who can referindividuals to a specialist tutor oran educational psychologist.This may lead to an individualgetting additional support inclass and/or extra time tocomplete written exams.

Unemployed individuals can ask to see the Disability EmploymentAdviser at their local Jobcentre,who can conduct an initialassessment and may refer themto an occupational psychologist.This may lead to provision of

some special equipment to helpindividuals when they find a job.

Anyone who thinks they may be dyslexic can also make anappointment with their GP, who will then refer them to aspecialist. Doctors can also treatindividuals for associated stress,anxiety or depression and mayrefer them for counselling.

People who think they may be dyslexic may also opt for aprivate assessment, which cancost anything from £150 to £350.

ULRs can suggest memberscontact their local dyslexiaassociation for advice about the best route to assessment in their area.

The main reason for having anassessment is to identify eachindividual’s areas of difficulty sothat their employer can thenprovide appropriate support.

In addition, an assessment ofdyslexia is often the best way ofunlocking additional resources in learning environments (such as securing additional time in which to complete exam papers,or grants towards the cost of a laptop).

Trained specialists such aseducational psychologists orspecialist tutors are the onlypeople who can conductassessments.

Preliminary assessments areconducted by specialist tutorsand are often the best first stepfor individuals who believe theymay be dyslexic, and may be allthat is required in some cases.

They do not take as long as fullpsychological assessments andtherefore do not cost as much.

Full psychological assessmentsare conducted by educationalpsychologists and occupationalpsychologists and use a widerange of tests to make an in-depth analysis of an individual’sstrengths and weaknesses.Because they take several hoursto complete, they can cost up to £350.

While it may seem daunting togo for a dyslexia assessment, theprofessionals who conduct themare trained and experienced inputting people at their ease.

Some employers are willing topay for assessments. If you havea workplace learning agreement,check to see if it includes supportfor Skills for Life or dyslexiaassessments. If you don’t have

Access to Work

Access to Work is a government programme that provides financialsupport, practical help and useful advice to disabled people and theiremployers to cover the extra costs of removing obstacles to work.Access to Work covers people whose disability prevents thembeing able to do parts of their job whether they are:✱ in paid work✱ unemployed about to start a new job✱ unemployed about to start a Work Trial✱ self-employed.Find out more by searching ‘Access to Work’ on www.directgov.uk

1918

When I started primary school in the early 1960s in Leicester, I seemed an intelligent child, but I had difficulty learning to read:on one occasion, my teacherslapped my legs and made mestand in the playground in therain to punish me.

I enjoyed school, I liked being ina learning environment, but I feltvery frustrated because I wasalways put in the bottom set andI could never understand why.

Because I left school with very low grade CSEs, I went to workin a factory making boxes andthen worked as a chambermaidin a hotel.

But I finally got to the stage whenI thought ‘I’m better than this’.When I was about 30 years old, I did a couple of O Levels at ourlocal sixth form college, in childdevelopment and sociology.

Because the child developmentwas more practical, I came out with an A, but I got a C insociology because the exams let me down.

About four years later, I decidedto do basic English and mathsthrough the Workers’Educational Association (WEA)because I knew that’s where myweaknesses were. It was quitedaunting but once I got there,there were lots of people whowere probably the same as meand I found it quite supportive.

While I was on the course, I picked up a leaflet about a pre-access course concentrating onEnglish, maths and study skillsrun by City of Bath College. After that, I progressed onto anaccess course, and then starteda BSc in Sociology with IndustrialRelations at the University ofBath when I was 36.

The university paid for me to have a dyslexia diagnosis. I wasalarmed when I saw the results,because it’s not good to see allyour weaknesses down in blackand white.

But the university then paid forme to see a specialist tutor at theDyslexia Institute every fortnightwho taught me how to structureessays, how to speed read,different techniques to get roundmy problems: it wasn’t easy butit was really good.

Afterwards, I started workingwith unemployed people, did aone-year postgraduate diplomain careers guidance, and thengot a job with Tyneside Careersin 2000. That’s when I joinedUNISON, and I’m now Assistant

Branch Secretary for SouthTyneside Local GovernmentBranch (full-time paid release).

Working with UNISON hashelped my confidence levelsfurther as I have given speechesat the National DelegateConference, Women’sConference and at the LocalGovernment Conference: I can’t read a speech from paperbut I write down key words thathelp me to remember what Iwant to say.

Dyslexia should not hold youback in any way from doing whatyou want to do in your life. If youthink you may be dyslexic, talk to someone about it and getyourself assessed: there will bequalities you can be proud of.

PHOTO

© M

ARK PINDER

My story Tina Roche

Assistant Branch Secretary, South Tyneside Branch

2120

Organising in UNISON around dyslexiaUnion learning reps have a vitalrole to play supporting colleagueswho think they may be dyslexicand co-workers who needsupport to secure somereasonable adjustment in the workplace.

✱ You can find out where tosignpost them for further help and advice.

✱ You can organise specificcourses to help themovercome literacy, numeracyor ICT problems.

✱ You can work with youremployer to make sure theyare aware of their legalresponsibilities to employeeswith dyslexia under theEquality Act 2010.

Research suggests over half ofadults with dyslexia are hidingtheir condition in the workplace,and many people are not awarethat they are dyslexic.

That’s why it is also important thatULRs and all workplace reps playtheir part in raising awarenesswith colleagues and managers, to combat potential or actualdiscrimination and help create a culture in which disclosure can lead to greater fulfilment for the individual and increasedproductivity for their employer.

✱ Make sure your branchdisability policy specificallyincludes dyslexia.

✱ Make sure your branchcommunication is produced in a dyslexia-friendly format(more details on page 24).

✱ Organise dyslexiaawareness-raising sessions in the workplace.

✱ Invite members with dyslexiato address branch committeemeetings and branchmeetings to help educateactivists and members aboutthe issues.

Supporting members who may have dyslexia

Member discloses they may have dyslexia to ULR

ULR discusses the next steps in confidence

ULR contacts local dyslexia organisation for further information and advice on assessment

Member decides to proceed with assessment

Initial assessment identifies strengths and weaknesses

Further assessment by occupational or educational psychologist may be required

ULR supports member when they disclose assessment/diagnosis results to employer

ULR helps employer put in place reasonable adjustments

ULR continues to provide ongoing confidential support

22

I worked as a glazier for 18years until I fell off a ladder whileI was working at East MidlandsAirport: I shattered both anklescompletely, I couldn’t walk for ayear, and needed another sixmonths rehab after that.

But the psychological side washardest for me. Glazing was theonly work I’d really known sinceleaving school, and I was veryworried about how hard it wouldbe to find another job, knowing I had dyslexia: it was a reallystressful time, and I did get helpfor anxiety and depressionthrough my GP.

After six months back at work, it became obvious that I couldn’tcontinue and that’s when I spoke to the disabilityemployment officer at theJobcentre: they explained that I could get some equipment tohelp me when I found a new job.

Around the same time, I went to Wilmorton College in Derby,which is where I got thepsychologist’s assessmentconfirming I had dyslexia, and I spent about a year and a halfgoing on various courses there including basic English and maths.

I started volunteering at the Bankcroft day centre inAshbourne where I live, which is for adults with learningdifficulties. Through that, Iapplied to be a residential socialcare worker on a relief basis,which I did for two years, andnow I’ve got a permanent postwith regular hours.

My dyslexia is quite severe: I can’t put things into orderproperly, I find cross-referencingthings very difficult, and I havetrouble retaining information – myshort-term memory really is bad.

I used to do all sorts of things to help me, such as takingphotographs of things andputting them on my computer:you can imagine how time-consuming that all was, and it can cause added stress.

I’ve got my laptop now with my Dragon speech recognitionsoftware and I try and do asmuch as possible on that, butsome of the work gets lost onthe computer – that can happenat times.

Through UNISON, I’ve takenthe five-day union learning repcourse and the Stage 1 healthand safety course – both timeswith a scribe funded throughthe college. Taking notes oncourses had always been abarrier before: without the helpof the scribe, I wouldn’t havebeen able to do either of thosecourses.

When I had my accident 20years ago, I really didn’t knowwhat to do, and I never thoughtI’d be able to do the job I donow. But it goes to show thathowever severe the barriers are,you can overcome them if youknow where to go for help.

My story Stephen Craven

PHO

TO ©

MAR

TIN

JENK

INSO

N

Residential social care worker

2524

Making UNISON communicationdyslexia-friendly

Print and electroniccommunication checklist✱ Produce all written

communication using sans serif fonts such as Arialinstead of serif fonts such as Times New Roman.

✱ Use a minimum type size of 12pt for accessibility.

✱ Use double line spacing.

✱ Do not justify text: it is easierto read text when it is set left(as this text is).

✱ Avoid block capitals,underlining and italicswherever possible and use bold text for headings.

✱ Write in short sentences(fewer than 30 words), avoidlong paragraphs, eliminateas much jargon as possibleand always explain anyjargon or acronyms that are absolutely necessary.

✱ Provide a summary on the contents page.

✱ When designing leaflets etc,do not impose type overpictures since this is difficultto read.

✱ Avoid bright white andglossy paper; it is mucheasier to read type on pastel colours.

✱ Email documents tomembers: individuals withdyslexia usually preferelectronic communication to bits of paper.

✱ Coloured overlays canreduce visual perceptualproblems that are commonin people with dyslexia.

✱ Emails or text messages areusually much better thanhandwritten notes for members with dyslexia.

Oral communicationchecklist

✱ Summarise the main points of long discussions.

✱ Identify action points and who is responsible for carrying them out.

✱ Give people enough time to discuss issues.

✱ Avoid reading out longdocuments in full.

Making union communicationdyslexia-friendly does not onlyhelp members who are dyslexic:making these adjustments willalso make union communicationmore widely welcoming toeveryone.

People with dyslexia usually find it easier to read sans seriftypefaces such as Arial and have trouble with serif typefaces (such as Times New Roman),italics and BLOCK CAPITALS.

2726

Dyslexia resources

Independent Dyslexia Consultants www.dyslexia-idc.orgProvide a wide range of services for the workplace and education,including consultancy, training, tuition, coaching and assessment.General enquires: 020 7388 8744, Assessments: 020 7383 3724Email: info@dyslexia-idc.org

Access to WorkGovernment scheme to provide advice and financial support to people whose disability affects the way they do their job. London (covers London, E England, SE England)Email: atwosu.london@jobcentreplus.gsi.gov.ukTelephone: 020 8426 3110, Textphone: 020 8426 3133Cardiff (covers Wales, SW England, W Midlands, E Midlands)Email: atwosu.cardiff@jobcentreplus.gsi.gov.ukTelephone: 02920 423 291, Textphone: 02920 644 886Glasgow (covers Scotland, N England, Yorkshire and Humberside)Email: atwosu.glasgow@jobcentreplus.gsi.gov.ukTelephone: 0141 950 5327, Textphone: 0845 6025850

Re-adjust Services www.re-adjust.co.ukProvides consultancy, assessment and awareness services, assistivetechnology, training and Access to Work solutions and strategies.Email: sales@re-adjust.co.ukFreephone: 0800 018 0045, Telephone: 01223 420 101

The Dyslexia Shop www.thedyslexiashop.co.ukProducts for people with dyslexia, including coloured overlays.General enquiries: hello@thedyslexiashop.co.uk Sales: sales@thedyslexiashop.co.uk, Customer services: 01394 671818

Crossbow Education www.crossboweducation.comDyslexia and visual stress support including coloured overlays forreading; multisensory teaching resources; books, spelling games andother phonics activities; sand timers; pencil grips and handwriting aids.Telephone: 0845 269 7272, Email: sales@crossboweducation.co.uk

Online tests for adultswww.spot-your-potential.com Developed in partnership by British Dyslexia Association & Lucid Researchwww.amidyslexic.comDeveloped by a team of chartered psychologists and academics

Equality & Human Rights Commission www.equalityhumanrights.comProvides information and guidance on discrimination and human rightsissues through its helplines, which are all open Monday to Friday, 8am–6pm.England: 0845 604 6610, Textphone: 0845 604 6620Email: englandhelpline@equalityhumanrights.comScotland: 0845 604 5510, Textphone: 0845 604 5520Email: scotlandhelpline@equalityhumanrights.comWales: 0845 604 8810, Textphone: 0845 604 8820Email: waleshelpline@equalityhumanrights.com

British Dyslexia Association www.bdadyslexia.org.ukCampaigns for a dyslexia-friendly society where barriers to dyslexicpeople do not exist and all people with dyslexia fulfil their potential.Telephone: 0845 251 9003, Email: admin@bdadyslexia.org.uk

Dyslexia Action www.dyslexiaaction.org.ukCharity that provides a wide range of services to people of all ages who have dyslexia, including assessments and specialist tuition.Telephone: 01784 222300

Published by UNISON – the public service unionUNISON centre, 130 Euston Road, London NW1 2AY

October 2011

Editor: Martin MoriartyDesign: www.design-mill.co.uk

Stock Order No. ACT185