Empowering Tech were proud to contribute to the Curia Dyslexia Commission, which launched a report advocating for early intervention, teacher training, and assistive technology in classrooms to support students with dyslexia. Our involvement helped shape policy discussions and recommendations regarding dyslexia support and assistive technology in education and workplaces.
Contributions to the commission
Expert testimony: Our Global Head of Education at Empowering Tech, Julia Clouter, provided evidence and insights to the commission about improving access and uptake of assistive technologies for dyslexic individuals. We shared advice on implementing assistive technology in education in a way that can not only save time and money, but also improve outcomes.
One of the strategies brought forward was Pairing & Coaching: a technique used to provide those using assistive technology plenty of avenues of support. This includes teaching paired students how to use the assistive technology, and upskilling teachers and parents with the knowledge to coach on specific reading support.
Practical demonstrations: Scanning Pens (our child company) introduced their text-to-speech devices in classroom settings to establish a common ground for all children, showcasing the potential of assistive technology as a discreet equaliser. We then presented those findings which has helped influence conversations.
The commission's report highlighted Scanning Pens' handheld readers that convert text to audio playback, demonstrating their utility even during exams.
Impact on policy recommendations
With our contributions, Curia Dyslexia Commission's report made several key recommendations & observations:
Early intervention and diagnosis: The report emphasised the importance of early identification and support for dyslexic individuals, a cause very close to our hearts here at Empowering Tech.
Teacher training: It recommended providing teachers with training and strategies to support children with special educational needs, including the use of assistive technology.
The commission advocated for empowering teachers to integrate assistive technology within classroom settings, promoting a toolbox approach to teaching and learning.
The report addressed the need for organisations to adopt and adapt to the latest assistive technologies in the workplace.
The ‘Toolbox Approach’ was also recommended to deliver an inclusive learning environment. This approach has been one of the key strategies we have encouraged educators to implement in their classrooms, and was included under our recommendation. The Toolbox Approach is equipping schools with learning ‘toolboxes’ that are available to teachers and students to use during the teaching and learning process. Allowing students to self-select resources from these ‘toolboxes’ will help to empower them in meeting their own needs in the learning process and will prevent feelings of isolation and exclusion that arise when neurodivergent students are side-lined in classrooms that employ more rigid teaching methods.
By contributing to these policy discussions, we have helped shape the conversation around dyslexia support at a parliamentary level, potentially influencing future legislation and educational practices in the UK.
