Dyslexia

Physical Communication Cognitive Behavioural / Emotional

Dyslexia is a common learning difficulty that can cause problems with reading, writing and spelling. Unlike a learning disability, intelligence isn’t affected.

A person with dyslexia may:

  • read and write very slowly
  • confuse the order of letters in words
  • put letters the wrong way round – such as writing “b” instead of “d”
  • have poor or inconsistent spelling
  • understand information when told verbally, but have difficulty with information that’s written down
  • find it hard to carry out a sequence of directions
  • struggle with planning and organisation

A child will probably require additional support within school. Universities also have specialist staff who can support young people with dyslexia in higher education. Technology such as word processors and electronic organisers can be useful for adults too. Employers are required to make reasonable adjustments to the workplace to help people with dyslexia, such as allowing extra time for certain tasks.


"Rehabilitation interventions can lead to positive outcomes for children and their families if delivered in the familiar home environment and applied to everyday situations"
Cerebra; United Kingdom
Child 1 - Aged 14 and 3 years after a traumatic brain injury
2019 2020 Change
REASONING 301/800 426/800   +  125
MEMORY 181/800 304/800   +  123
ATTENTION 463/800 573/800   +  110
COORDINATION 47/800 309/800   +  262
PERCEPTION 158/800 374/800   +  216
"Thousands of children and young people living in the UK today without the help and support that can make a huge difference to their lives"
Dalton Leong; Chief Executive of the Children's Trust
"NHS clinicians struggle with what intervention to prioritise in paediatric neuro-rehabilitation due to limited clinical time and the complexity of needs. Children, clinicians, parents and schools all have different neuro-rehabilitation priorities"
Recolo; United Kingdom
"Taking brain injured children home causes high stress for families. Disjointed services exacerbate family stress levels."
Deborah Andrews; New Zealand
"Pediatric neuro-rehabilitation cannot be delivered in isolation. The needs of the child have to be looked at both holistically and within the context of the family unit. Parents need to be empowered to be parents in post-acute pediatric neuro-rehabilitation following brain injury"
The Children's Trust; United Kingdom
"Our 10 year study proves that family-led home-based neuro-rehab interventions deliver the best outcomes for children and young people"
Lucia Braga; Brazil
"With support parents cope better so the child has a better recovery"
Andrea Palacio-Navarro; Spain
"Parent-supported interventions after paediatric ABI bring reductions to the cost to society"
Eric Hermans; Netherlands
"Children and young people have poor social competence post brain injury due to reduced cognition, executive functions, and emotional control. As a result they are twice as likely to have mental health issues in the future"
James Tonks; University of London

OUR MISSION: To work to remove inequalities for children & young people affected by acquired brain injury; and provide effective support to their families that makes a real difference.

Council for Disabled Children Community Funded Charity Excellence Lottery Funded Youth Foundation BBC CiN