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EUPALT - Life Long Learning Project
European Passport for the Education of Therapists/Teachers Working with People with Dyslexia
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).

EU need:
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.

(See also Analysis by Vinco )

National needs:

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.
This project has been funded with support from the European Commission. © 2011-2018 by EUPALT Project
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. powered by