Kristen Cass, a specialist dyslexia teacher at Barton Hill Academy in Torquay, has emphasised the critical role of early intervention and inclusive teaching methods in supporting children with dyslexia.
Speaking at a public meeting of the Select Committee of Tynwald, Ms Cass shared insights from her 25 years of experience in the field.
“We aim to remove barriers as early as possible,” Ms Cass said. “We’re not waiting—we’re being proactive about identifying needs and putting support in place.”
She highlighted the school’s use of dyslexia-friendly strategies, such as reducing classroom clutter, providing visual aids, and allowing alternative ways for students to record their work, like using Chromebooks or voice recordings.
Screening
Ms Cass also discussed the challenges of screening. “We don’t screen every child—it’s not doable,” she explained.
“But we use checklists and monitor progress closely, especially in Year Two when signs of dyslexia often become clearer.”
She noted that while educational psychologist reports rarely use the term “dyslexia,” they often point to specific learning difficulties consistent with the condition.
Barton Hill Academy, an Inclusion Quality Mark flagship school, has been recognised for its commitment to neurodiversity. “Inclusion is at the heart of everything we do,” Ms Cass said.
“We focus on strengths—dyslexic children often excel in problem-solving and creative thinking.”
When asked about teacher training, Ms Cass stressed the importance of specialist support.
“Ideally, every school would have a dyslexia specialist, but even shared expertise across schools can make a difference.”
The committee thanked Cass for her contributions, with Chair Rob Callister calling her insights “valuable and deeply appreciated”.
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