1. law, govt and politics
2. government
3. executive branch

Manual of Best Practice for
Dyslexia Association of Ireland
Branches and Workshops
January 2014
Contents
1.
1.1
1.2
1.3
1.4
1.5
1.6
1.7
2.
Introduction
This Manual
The Dyslexia Association of Ireland
Services Provided by the Dyslexia Association of Ireland
Funding of the Dyslexia Association of Ireland
Membership of the Dyslexia Association of Ireland
Structure of the Dyslexia Association of Ireland
Key Staff in the National Office
4
4
5
5
6
6
7
DAI Branches
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2.10
2.11
2.12
2.13
2.14
2.15
Bye-Laws
Branch Committees
Good Governance
Annual General Meetings (AGMs)
Branch and Workshop Finance
Fundraising
Branch Responsibilities as an Employer
Recruitment Procedures and Garda Vetting
Insurance
Information Provision
Inter-Branch Cooperation
The Role of Key Officers in the Branch: Chairperson
The Role of Key Officers in the Branch: Secretary
The Role of Key Officers in the Branch: Treasurer
Closing Down a Branch
8
9
11
13
13
15
16
16
19
19
19
20
21
21
22
3.
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10
3.11
DAI Workshops
Introduction
Setting Up a Workshop
Objectives and Ethos of the Workshop
Eligibility and Enrolment of Pupils
Structure and Scheduling
Staffing, Recruitment and Succession Planning
Suggested Materials and Equipment
Key Teaching and Learning Principles
Individualised Planning and Evaluation
Responsibilities of All Staff
Role of Workshop Coordinator
24
25
25
25
25
27
27
28
29
30
30
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
2
3.12 Role of Assistant Workshop Coordinator
3.13 Role of Workshop Tutor
31
32
4.
4.1
4.2
4.3
4.4
4.5
4.6
Key Issues
Child Protection and Garda Vetting
Health and Safety
Critical Incidents
Data Protection and Confidentiality Policy
Charities Legislation
Complaints Procedure
34
34
36
38
39
41
5.
5.1
5.2
5.3
5.4
5.5
5.6
5.7
5.8
5.9
Appendices
Steps to Setting Up a DAI Branch
Steps to Setting up a DAI Workshop
Curricular Programme (Primary)
Curricular Programme (2nd and 3rd Class Pupils)
Curricular Programme (4th, 5th and 6th Class Pupils)
Curricular Programme (Secondary)
DAI Policy on Alternative Therapies
DAI Fundraising Policy
Guidelines on Providing a DAI Information Service
42
47
52
55
57
59
65
68
72
6.
6.1
6.2
6.3
6.4
6.5
6.6
6.7
6.8
6.9
Sample Forms
Local Emergency Contact Numbers
DAI Workshop Enrolment From
Accident Report Form
Letter of Contract for Workshop Employees
Payroll Details
Workshop Tutor Time Sheet
Individualised Educational Plan (IEP)
Sign in / Sign Out Form and Procedure
Workshop Funding Form and Information
77
78
81
82
84
85
86
88
90
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
3
1.
Introduction
1.1
This Manual
This manual is intended to guide practice in Branches and Workshops that are affiliated to
the national body that is the Dyslexia Association of Ireland (DAI). This Manual is a live,
working document which will be reviewed at least annually to ensure that it is compliant
with relevant legislation and best practice. Branches will be notified of any updates. The
most current version will be available in the Download section of the DAI website.
This guidance is fundamentally important to both the establishment and on-going running
of Branches and Workshops, and adherence to this guidance is a prerequisite of affiliation
with the DAI. This manual on best practice reflects duties derived from other policy and
legislation, including financial regulation, charities legislation and child protection, to name
a few. It is also strongly informed by the experience gained by the Association over the last
40 years.
At all times colleagues are encouraged to get in touch with staff in the National Office to
discuss any issues or queries. Contact details for key staff can be found in Section 1.7.
1.2
The Dyslexia Association of Ireland
The Dyslexia Association of Ireland (DAI) was founded in 1972 by parents and teachers who
were concerned about the lack of awareness of dyslexia and the absence of provision for
children with dyslexia within the Irish school system. DAI aims to promote awareness of
Specific Learning Difficulties (Dyslexia) and to serve the needs of people with these and
related difficulties.
Mission Statement: The Dyslexia Association of Ireland aims to educate people in Ireland
about dyslexia, and offer appropriate assessment and effective support services for children
and adults dealing with dyslexia.
Our vision is a dyslexia friendly society where all people with dyslexia are enabled to fulfil
their potential, where every child and adult with dyslexia has access to appropriate
identification and support to achieve their full potential in education, training, employment
and all aspects of life.
The DAI is a company limited by guarantee, not having a share capital, registered in Dublin,
Ireland (Company No. 185795). It also is a registered voluntary organisation with charitable
status (CHY No. 10044). Only affiliated Branches of DAI are legally allowed to use our
Charity Number; re-affiliation is done annually.
The DAI represents almost 3,000 families from all over Ireland. Its membership also
includes teachers, educational psychologists and other professionals. Many members are
involved with their local Branch. The DAI has 37 Branches currently. Branches act as
informal parent support groups in local areas, provide information and run out-of-school
small-group classes (Workshops) for children and young people with dyslexia.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
4
The DAI is a founder member of the European Dyslexia Association (EDA) which now has
over twenty-five member countries. The DAI is also a founder member of Spectrum, an
umbrella group for people with hidden learning disabilities. DAI is also a member of the
British Dyslexia Association (BDA), the International Dyslexia Association (IDA), the Disability
Federation of Ireland (DFI) and the Wheel, a support and representative body for the
community and voluntary sector.
1.3
Services Provided by the Dyslexia Association of Ireland








1.4
An Information Service is run from our national office – post, phone, email, website
and in person. Information on local services is also provided by volunteers through
our network of nationwide Branches.
An Assessment Service is run in our national office. We have a team of educational
psychologists who provide a range of assessment services. We work with children,
young people and adults from seven years upwards.
Specialist Tuition for Children. DAI has a range of specialist tuition services for
children with dyslexia, e.g. one-to-one tuition, weekly Workshops classes, summer
schools and courses for exam students.
Specialist Tuition for Adults. DAI has a range of specialist tuition options for adults
who have been diagnosed with dyslexia, e.g. one-to-one tuition, the Career Paths
full-time course and occasional evening courses.
Membership of DAI is open to any interested individual. Members receive a
Newsletter twice each year, and some of our services are only available to
members. Members also qualify for reduced rates at many DAI events. Membership
also supports the continued existence of the Association.
Training and Education. DAI runs seminars and courses for parents, teachers, and
other groups. A conference and AGM is held in April each year. Bespoke training is
also available on request.
Lobbying and Campaigning. DAI both nationally and locally is active is lobbying and
campaigning for greater awareness and improved services for those dealing with
dyslexia. DAI liaises with Government departments, state agencies and relevant
professional bodies and educational organisations. All DAI Branches and members
are also encouraged to lobby and campaign, as there is great strength in numbers.
Fundraising activities. As a charity with limited state support, DAI is very reliant on
fundraising to enable us to continue to provide our services. Fundraising is done
both by the national association and also at local level by our Branches nationwide.
Funding of the Dyslexia Association of Ireland
The DAI receives a grant from the Department of Education and Skills (DES) which goes
towards the information service provided from the national office. DAI also receives a grant
from the Further Education Section of the DES that goes towards services for adults which
enables us to run the Career Paths course in Celbridge, as well as offering some reduced
cost assessment and tuition to adults with dyslexia who are financially disadvantaged.
SOLAS (formerly FÁS) also provides financial support for the Career Paths Course for adults.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
5
DAI also receives a grant from the Department of Environment, Community and Local
Government (DECLG) to help us support our network nationwide. This funding goes towards
funding the posts of Head of Psychological and Educational Services and Head of
Organisational Support Services, enabling them to support our Branches and Workshops
nationwide. It also enables us to organise training for parents and tutors and strive to
improve standards.
Unfortunately, the above funding covers less than half of the Association’s annual running
costs, so DAI is very reliant on annual membership fees, as well as fundraising, and income
generated from services, to enable the Association to survive from year to year, and cover
costs such as rent, phone, printing, stationary, postage, etc.
1.5
Membership of the Dyslexia Association of Ireland
Any interested person may become a member of DAI. Only one membership is needed per
family. The annual fee is just €40, though if people are in financial difficulty, a reduced rate
may be applied (€20). Members receive a card each year which must be produced when
enrolling a child for tuition with DAI.
 Only current members of the Association may avail of tuition at a DAI Workshop,
Summer School or with a DAI listed tutor.
 Only current members may serve on DAI Committees.
Two newsletters are issued each year to current members; email updates are also sent
occasionally. Newsletters keep members informed and up-to-date on dyslexia, the work of
DAI and upcoming events of interest. The DAI website and Facebook and Twitter are also
valuable sources of information for members and the public.
Membership fees go to cover the costs of running the National Association which is a
resource for the whole country. The income from membership fees provides someone at
the end of a phone to answer queries from a worried parent, advice for a tutor on
availability of courses, a visit from a member of DAI to help a group set up a new Branch or
to support existing Branches and Workshops. There is an on-going need for all of this work,
and the money DAI receives through membership ensures that the Association will continue
to be here whenever people need it.
1.6
Structure of the Dyslexia Association of Ireland
DAI is governed by its National Executive Committee (NEC). Members of the NEC are elected
each year at the AGM; any current member can put themselves up for election. The NEC is
responsible for making policy decisions regarding the structure and development of the
Association. The NEC is also responsible for keeping the association solvent and for
ensuring that all legal and fiscal responsibilities are honoured. The NEC has several subgroups: a Fundraising Sub-Committee, Finance Sub-Committee and Education SubCommittee. Other sub-groups are convened as necessary.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
6
1.7
Key Staff in the National Office
Head of Organisational Support Services – Deirdre McGuinness
Tel. (01) 6790276 | (086) 821 4004
Email: [email protected]
Deirdre can be contacted with queries relating to branch committee matters and parental
involvement, financial matters, administrations of Branches/Workshops, insurance queries,
publicity and any general queries. Deirdre visits Workshops and Branches and gives talks to
parents and tutors. Deirdre also co-ordinates the DAI Parents’ course.
Head of Psychological and Educational Services - Donald Ewing
Tel. (01) 679 0276 | (01) 635 9841
Email: [email protected]
Donald is the person to contact with queries regarding the educational operation of
Workshops. The DAI Educational Psychologists visit Workshops and provide talks for tutors,
parents and tutors. Donald also co-ordinates the DAI Teacher’s Course, which all tutors in
DAI Workshops must complete.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
7
2.
DAI BRANCHES
2.1
Branch Bye-Laws
All Branches and Workshops must operate according to the following Branch Bye-Laws and
the guidance on best practice laid out in this Manual for DAI Branches and Workshops. All
Branch Committee members and Workshop staff should operate in compliance with this
Manual.
The name of a Branch shall be the <Name> Branch of the Dyslexia Association of Ireland,
e.g. the Youghal Branch of the Dyslexia Association of Ireland.
DAI Branches must use the new DAI logo on all communications and promotional material
e.g. letterhead, brochures, posters and websites/social media. It is important to have clear,
consistent branding in all DAI Branches and Workshops. The DAI logo is available
electronically from national office.
Any local group affiliated to the Dyslexia Association of Ireland shall be deemed to be a
Branch of the Dyslexia Association, but shall be a separate unincorporated body. Branches
and Workshops must operate in compliance with this Manual. Affiliation must be renewed
annually, confirming that the Branch is in compliance with all the guidance in this Manual.
There is no annual affiliation fee. A standard form is sent to all Branches at the end of the
calendar year. Information required will include: committee details, workshop details,
information on Branch activities, information on fundraising activities and the funds raised,
and copies of the previous year’s accounts. This is to ensure compliance with the charities
legislation on accountability and to show evidence of good practice.
Any Branch found not to be complying with the guidance within this Manual will be
disaffiliated.
Any Branch found by the National Executive Committee (NEC) to bring the Association into
disrepute will also be disaffiliated.
Branches must function as part of the national organisation. Each Branch must remain in
regular official contact with the Head of Organisational Support Services, who will keep the
NEC informed on all matters pertaining to Branches.
A Branch may exist where no Workshop is in operation. A Branch may have a separate
Workshop Sub-Committee, or any other sub-committee deemed necessary by the Branch
Committee, e.g. a Fundraising Sub-Committee.
The Objectives of a DAI Branch are:
 The organisation and support of a Workshop to provide educational services and
facilities for children with dyslexia, wherever feasible.
 To increase awareness locally of specific learning difficulty/dyslexia as it affects both
adults and children.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
8





To lobby locally for better service provision by the state, through representations to
local politicians, councillors, school inspectors.
To operate as a support system for people with dyslexia and their families locally.
To promote information and education about dyslexia through talks, meetings and
use of local media.
To contribute to the development of policy and direction of the national
organisation through representation on and contact with the National Executive
Committee and on the educational front by contact with other Workshops and
teachers.
To fulfil any such other objectives as the members shall, by majority vote, deem
necessary to forward the objectives of the Branch.
Membership:
 Membership of the National Association is the only mandatory form of membership.
 Workshop teachers are currently deemed to be honorary members of the
Association.
 Only current members may sit on DAI Committees.
 Only current members may avail of DAI tuition, e.g. attending Workshop classes,
summer schools or one-to-one tuition.
The following sections provide guidance on the make-up and functions of Branch
Committees, including financial management. (See appendix 5.1 for guidance on the steps to
setting up a DAI Branch.)
2.2
Branch Committees
The principal responsibility of the Branch Committee is good governance, meaning that the
entire committee is responsible for the activities of the organisation, and managing and
organising the work. The committee must ensure that the organisation complies with all
relevant legislation e.g. health and safety, employment law, data protection law. Above all,
the Branch Committees must operate under the guidance of the Dyslexia Association of
Ireland as laid out in the Manual.
A minimum of 3 members is necessary to form a Branch Committee. Only current members
of the DAI may sit on a Branch Committee. It is good practice not to have more than ten
people on a Committee. Committees should aim to have a mix of experienced and new
members.
The election of officers shall take place at the inaugural meeting of the incoming committee
and, in the event that two or more committee members are nominated for the same
position, the election shall be by secret ballot of elected committee members. Thereafter,
the Branch Committee shall be elected each year at the Branch AGM. The Committee has
the right to co-opt two additional members.
Officers of the Branch Committee shall include a Chairperson, Secretary and Treasurer.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
9
Where a Workshop exists, the Workshop Coordinator and Assistant Co-ordinator shall be
‘Ex-officio’ members of the Branch Committee and should attend committee meetings.
The term of office for which an officer is elected shall normally be one year only. No officer
may be re-elected to the same post for more than three consecutive years and having
served for three years as officer must take a break of one year.
In the event that an officer is unable to fulfil the functions for which s/he was elected, it is
incumbent on him/her to inform the Branch Committee of this so that another member of
the Branch Committee can be elected to fulfil these functions.
Should an officer neglect to inform the Branch Committee as aforesaid, the Branch
Committee, having notified the said officer and having considered any representations he or
she may want to make in defence of the inability to carry out the functions of his or her
office, shall have the power by majority vote to appoint another member of the Branch
Committee to fulfil the functions of the office in question.
All Branch Committee members must be aware of the relevant guidance as laid out in this
Manual, and must ensure compliance with same.
The Branch Committee shall meet approximately monthly, but at least once every six weeks
during the working year.
A simple majority of the Branch Committee shall be required in order to constitute a
quorum for a committee meeting. Written minutes of each meeting should be kept.
The Branch and the Workshop relationship is like the relationship between the Board of
Management and the Principal and staff in a school. The Workshop Coordinator is
completely responsible for all education matters and the running of the Workshop. The
Branch Committee should not as a rule interfere with the educational programme.
However, the Branch Committee has ultimate responsibility to ensure that the Workshop is
run in conjunction with the DAI guidelines. The Workshop Coordinator should therefore
provide a report at each Branch Committee meeting outlining current workshop activities.
This report can be verbal.
Running Effective Committee Meetings: Regular meetings are necessary for making
decisions, sharing information, discussing ideas, solving problems, persuading people to do
things, etc. They are also essential for good governance and accountability to ensure that
the Branch is meeting all its responsibilities. Before a meeting, the Chairperson, Secretary
and the Workshop Coordinator will plan the meeting agenda.
SAMPLE AGENDA:
Meeting of ___________________Branch Committee
Venue: ______________________ Date: _______________
Time: _____________
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
10
1. Welcome and Apologies: Welcome any new members of the Committee, and for
the benefit of new members get everyone to introduce themselves and discuss
their role. Note who is in attendance and who has given their apologies.
2. Minutes and Matter Arising: The Secretary will read the minutes of the last
meeting and ask the group to agree if they are an accurate record. If a correction is
needed, the secretary notes this. Minutes should be proposed and seconded.
3. Correspondence: Any correspondence which has been sent to the branch should
be discussed, e.g. memos from national office, letters from possible donors,
representations from Parents.
4. Workshop Report: The Workshop Coordinator gives a brief report on workshop
activities since the last meeting and any issues arising.
5. Financial Report: The Treasurer will give a report on the current financial situation.
6. Business of the Day: For example, implementing and supporting DAI policy within
the workshop, planning for the AGM, organising upcoming fundraising events,
organising a public information meeting, planning PR and publicity for the Branch
and Workshop through the local media.
7. Any Other Business: This could be any issue of importance that needs to be
discussed by the Committee, or even something that a committee member feels
should be noted in the minutes, e.g. thanking a member for their particular hard
work on a recent fundraising event, passing condolences from the branch to a
committee or staff member following a bereavement. If a big, but non-urgent issue
is raised, it may be more appropriate to put it on the agenda for the next meeting.
8. Set the date of the next meeting: Before the meeting concludes, make sure to set
the date, time and venue for the next meeting. Also notify any absent committee
members.
Minutes of Meetings: Minutes are a written record of a meeting. They are one of the most
important roles of the Secretary. They are needed so that:
 People in the future know what happened.
 People know what decisions were taken and why.
 People are clear about what action each person is meant to take.
The Secretary needs to take notes during the meeting to record the minutes. Reading out
notes is a useful way to clarify with the group exactly what decision was taken, and why,
and the agreed actions. From these notes, write up the formal minutes as soon as possible
after the meeting.
2.3
Good Governance
All community, voluntary and charitable organisations have a responsibility to provide and
follow a code of good practice when it comes to how their organisations are run. It is the
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
11
responsibility of the people who run the organisation, usually called the board or
management committee - to make sure this happens.
Governance refers to how an organisation is run, directed and controlled. Good governance
means an organisation will design and put in place policies and procedures that will make
sure the organisation runs effectively.
But good governance is not about rules. It is an attitude of mind. It is about the ethical
culture of the organisation and the behaviour of the people on the governing body. Good
governance ensures that organisations operate to the highest standards possible and gives
confidence to those involved with them.
The five principle of good governance (set by the Governance Code) are:
Principle 1. Leading the organisation. This is achieved by:
1. Agreeing the vision, purpose and values and making sure that they remain relevant;
2. Developing, resourcing, monitoring and evaluating a plan to make sure that the
organisation achieves its stated purpose.
3. Managing, supporting and holding to account staff, volunteers and all who act on
behalf of the organisation.
Principle 2. Exercising control over the organisation. This is achieved by:
1. Identifying and complying with all relevant legal and regulatory requirements;
2. Making sure that there are appropriate internal financial and management controls;
3. Identifying major risks for the organisation and deciding ways of managing the risks.
Principle 3. Being transparent and accountable. This is achieved by:
1. Identifying those who have a legitimate interest in the work of the organisation
(stakeholders) and making sure that there is regular and effective communication with
them about the organisation;
2. Responding to stakeholders' questions or views about the work of the organisation and
how it is run;
3. Encouraging and enabling the engagement of those who benefit from the organisation
in the planning and decision-making of the organisation.
Principle 4. Working effectively. This is achieved by:
1. Making sure that the governing body, individual board members, committees, staff and
volunteers understand their: role, legal duties and delegated responsibility for decisionmaking.
2. Making sure that the board/committee members exercises their collective
responsibility through board meetings that are efficient and effective.
3. Making sure that there is suitable board recruitment, development and retirement
processes in place. Good handover is critical.
Principle 5. Behaving with integrity. This is achieved by:
1. Being honest, fair and independent;
2. Understanding, declaring and managing conflicts of interest and conflicts of loyalties;
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
12
3. Protecting and promoting the organisation's reputation.
2.4
Annual General Meetings (AGMs)
Each Branch shall decide the date of its own AGM. The Branch Financial Year runs from
January to December, therefore it is advisable to hold the AGM in the Spring when you can
present the final accounts for the previous year.
Notice of the AGM shall be circulated to members at least 21 days before the date on which
the AGM is to take place.
The AGM shall include reports from the outgoing Branch Committee, providing an overview
of accomplished objectives and any other work done, including the Workshop Coordinator’s
report, together with an outline of objectives and work of an ongoing nature and any other
business that the Committee deems relevant.
Nominations shall be taken at the AGM from members who wish to be elected to the
Branch Committee for the coming year. Only current members may sit on DAI Committees.
An Extraordinary General Meeting (EGM) may be convened at any time by a two-thirds
majority decision of the Branch Committee or by a simple majority of the members. Notice
of such a meeting should be circulated to the members at least one week in advance of the
date of such a meeting, together with details of the purpose for which the meeting is being
convened. An EGM may only discuss the topic for which it has been convened.
2.5
Branch and Workshop Finance
Each Branch shall maintain detailed accounts. Complete books of account must be available
for inspection by the National Executive Committee, or DAI staff, at any time. Receipts must
be issued for all money received.
Income and expenditure accounts shall be prepared annually for submission to the AGM of
the Branch. These accounts shall be certified and signed by the Chairperson and Treasurer
jointly. A copy of these accounts must be sent to the National Association as part of the
annual re-affiliation process. A template Excel file is available from National Office to aid
the preparation of accounts.
The accounting year operates from January 1st to December 31st.
It is essential that good accounting practice be followed in relation to the management and
recording of all monies.
The Branch shall operate a bank account in the name of the Branch. Cheques and
withdrawals must be signed by two of three or four named persons, e.g. Chairperson,
Treasurer, Secretary, Workshop Co-ordinator. All amounts issued and received should be
recorded and payments for amounts above a minimum figure should be by cheque. Two
signatories must be required for all cheques written or for monies withdrawn from branch
account electronically.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
13
Each Branch will be responsible for payment of all and every tax, or any other debts, due
and owing by the Branch.
Branches must ensure full compliance with Revenue requirements. Branches operating a
Workshop and employing teachers must be registered as an employer. It is the
responsibility of each Branch to ensure that legislation in respect of deduction of Income
Tax, PRSI, USC is complied with.
Teachers are paid for their work in the Workshop at the end of each term. Payroll is
processed in December and April/May. The National Office provides a free payroll service
to Branches to assist with this.
Workshops should be self-financing and therefore self-sufficient.
 Incoming fees should pay the outgoing expenses, with the exception of the funding
of disadvantaged students and exceptional purchases.
 Realistic rates of fees should be set, taking all expenditure into account.
 The fees of all students in the workshop should not be financed from fundraising.
 Money granted from outside bodies should be strictly applied to the project for
which it is received. It should not be used for the day-to-day running of the
workshop.
 If a workshop cannot pay its routine expenses from fee income, then the fee
structure and running costs need to be re-examined. In fact, the fee structure and
running costs should be reviewed each term, to ensure that the workshop remains
financially viable; a Short Financial Appraisal Form (MS Excel format) is available
from National Office to assist in this process.
 Fundraising should be done on an ongoing basis.
 A reserve fund should be maintained to meet exceptional circumstances.
It is however DAI policy that where possible no one should ever be refused assistance
because of inability to pay fees. Nonetheless, the National Association and each Branch is
responsible for keeping their respective operations viable. This means in practice that we all
have to set limits on how many subsidised services we can afford to offer each year. It is
perfectly appropriate for a Branch to set a limit on the number of funded places it can afford
to offer each term/year; those funded places should be targeted to those in greatest need.
The responsibility is for Branches to act prudently to maintain the existence and viability of
the service for the whole community.
Pupils who are unable to afford full fees should apply to the local Branch Committee
(through the Workshop Coordinator) for a funding subsidy. The Branch Committee should
set a budget for subsidised fees each term; the amount of this budget will depend on the
success of recent fundraising ventures. It is DAI policy not to provide full funding. A
contribution, no matter how small, towards fees is required. Funding subsidies should come
from money raised for this purpose and not from fee income.
Applications for funding should be dealt with in confidence by the Treasurer of the local
committee in consultation with the Workshop Coordinator. If funding applications have to
be discussed at committee meetings the names of applicants should not be disclosed. A
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
14
Workshop Funding Form for determining funding subsidy eligibility is included in the Sample
Forms section. In exceptional circumstances, when all local Branch funds have been
exhausted, an application can be made to the CEO of the National Association. In this
instance, the Workshop Co-ordinator should forward the completed funding application to:
Rosie Bissett, CEO, Dyslexia Association of Ireland, 1 Suffolk Street, Dublin 2, accompanied
by a letter giving evidence of the current Branch financial status.
Fees for attendance at the Workshop should be collected by the local Branch Treasurer, (or
other designated persons). The Treasurer will also be responsible for keeping financial
records of the workshop, paying tutors, providing the Workshop Coordinator with a float for
running costs and issuing cheques on behalf of the workshop for expenses incurred by the
Workshop with the prior approval of the local committee.
When parents wish to enrol a child at a DAI Workshop, they should be asked to make a
formal commitment for one full year. A letter of contract should be signed (see Sample
Forms). It would be desirable for fees to be paid in advance but this is not always possible.
It should be made very clear that fees charged are for the full year and that fees are due
whether the child attends on particular dates. Once a place has been allocated to a child,
the relevant fees are due.
As far as possible the fees charged to students and the rate paid to workshop tutors should
be maintained at a similar level throughout the organisation. Fees and tutors rates will be
reviewed periodically by the National Executive Committee and up-to-date guidelines issued
to Branches if any revision of rates is being made.
2.6
Fundraising
The Dyslexia Association of Ireland is a voluntary organisation with charitable status
(Registered Charity no. 10044). While we receive some state funding, this is not guaranteed
from year to year and in no way covers our costs. Like all charitable organisations we rely
greatly on fundraising, and are very grateful for any help received and all funds raised.
Fundraising is done both locally and nationally:
 At the local level, Branches organise local fundraising initiatives, e.g. table quizzes,
raffles, bag-packing in local supermarkets, street collections and a variety of other
activities. They also seek support from local businesses and grant making bodies.
 At national level, fundraising is organised by the Fundraising Sub-Committee of the
NEC. National fundraising activities include the Mary McKenna Golf Classic, an
Annual Raffle, Mini-Marathon, Charity Christmas cards, bag-packing events, etc. DAI
also seeks grants and donations from grant making bodies, corporate donors and
individuals.
At Branch level fundraising income is used for two primary purposes: to provide funding
subsidises to children from disadvantaged families who need assistance with workshop fees,
and to pay for new materials/resources for the Workshop.
See Appendix 5.8 for DAI’s Fundraising Policy. It is very important that all fundraising done
on behalf of DAI, both locally and nationally, is compliant with DAI’s Fundraising Policy.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
15
2.7
Branch Responsibilities as an Employer
When a Branch decides to run a Workshop, this necessitates the Branch becoming an
employer, as part-time specialist teachers will need to be employed. The Branch Committee
is the employer. Each Branch has to be a registered employer with Revenue. This is done
when the Branch first becomes an employer. Revenue then issues the Branch with a
Registered Employer Number. The contact person for the Branch will need to be updated
with Revenue when there is a change of Committee personnel.
As an employer, the Branch is responsible for making the appropriate deductions from
wages, i.e. tax, PRSI, USC. The National Office operates a payroll service to assist Branches
in this regard. All new teachers should fill out a Payroll Details Form. A Time Sheet which
records the hours worked by each employee should be completed. All staff are entitled to a
written contract confirming the nature and terms of their employment; contracts should be
issued on a term basis, i.e. two contracts per year (examples of all these forms are in the
Sample Forms section). A contract in particular is a legal requirement and should never be
treated as a formality.
The Branch must make provision to pay teachers at the agreed time, i.e. at the end of the
Workshop term. The Branch is also responsible for making payment of the appropriate tax,
PRSI, USC to Revenue in a timely manner, and submitting a P35 to Revenue each February.
Employees must also be provided with a P60 after the end of the tax year. The National
Office payroll service can assist with all the above.
The NEC issues recommended rates of pay for workshop personnel. These are only
recommended rates. It is up to each Branch to decide on its rates of pay, in negotiation with
the relevant employees. The current recommended rates are: Workshop Co-ordinators €55
per hour; Assistant Co-ordinators €50 per hour; and Workshop Tutors €45 per hour. Parttime employees are also entitled to 8% holiday pay in addition to their agreed hourly rate.
As an employer the Branch is also responsible for adhering to Equality and Health and Safety
legislation.
2.8
Recruitment Procedures and Garda Vetting
Recruitment Procedures
Job vacancies may arise in a number of different ways, e.g. increased Workshop enrolment,
resignations and retirements, leave of absences etc. The Branch Committee will need to
decide if the post needs to be replaced and when.
Recruitment and selection of suitably qualified staff should be made from the widest
possible field. All positions should be advertised both internally and externally. The DAI
website and social media, as well as local advertising in local papers and schools, can be
used.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
16
Individuals should be selected for employment on the basis of being the most suitable
candidate. Applicants should not be treated less favourably on the basis of gender, marital
status, sexual orientation, ethnicity, colour, age, disability, nationality and political or
religious beliefs.
A job description for all Workshop positions is included in this manual, which details the
core responsibilities and tasks relating to the job. The job description should be available to
all interview candidates.
A person specification should be drawn up for each post to be filled, describing the
experience, skills, qualifications, knowledge and personal qualities required to carry out the
job satisfactorily. This ensures that, before the recruitment process begins clear criteria are
agreed against which all applicants are assessed.
A minimum of three people designated by the Committee should carry out interviewing of
candidates. In the case of Workshop Coordinators, DAI’s Head of Psychological and
Educational Services should be involved in the recruitment process, up to and possibly
including interviews. Decisions should be based on the agreed criteria in the person
specification and the job description.
Jobs should be offered subject to reference checks and Garda vetting. A written record of
references obtained should be held on file; this includes making a written record of the key
points of a reference given over the phone or in person.
A written record of the assessments made for each applicant should be retained for at least
six months. Any candidate who feels that they have been unlawfully discriminated against
has a right of appeal, which can be exercised by writing to the Branch Committee. The
Committee shall appoint an independent person or group to review the complaint (this
could be someone from National Office). If the complaint is upheld an appropriate remedy
should, if possible, be offered. If the complaint is not upheld the complainant still retains
the right to have the complaint investigated by the appropriate mechanisms of the state.
Garda Vetting
It is the policy of DAI to Garda Vet all staff and volunteers regardless of paid/voluntary
status, part time or full time. In the context of DAI Branches, this means that all Workshop
staff and volunteers/helpers and all Branch Committee members must be Garda vetted.
The current policy is based on our duties of care to protect young people as laid out in Child
Protection and Health and Safety legislation and guidance. All information received from An
Garda Síochána is treated under the terms of the Data Protection Act. All decisions made
based on Garda Vetting returns are based on the principles of natural justice and our duty of
care.
The Garda Vetting process creates confidential information concerning individuals. There is
an Authorised Signatory in the organisation (currently the CEO) and they act as a key link
between DAI and the Garda Central Vetting Unit in terms of the vetting process.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
17
The Authorised Signatory passes on the information ensuring that the form and paper work
is fully and correctly completed and is passed on to the Garda Central Vetting Unit.
The Authorised Signatory will be the key person for any queries or questions. All
correspondence concerning a vetting application from staff or volunteers should be sent to
the Authorised Signatory. Returned forms from the Garda Central Vetting Unit will also be
sent to the Authorised Signatory.
The Authorised Signatory will be a named person and will be responsible for the filing of
information and of its disposal. All information will be treated as highly confidential and will
be stored in a locked filing cabinet.
An annual review of the Garda Vetting processes and procedures in DAI will take place.
A percentage of all previously vetted staff/volunteers will be randomly selected for revetting each year.
The Authorised Signatory handles all queries between the Garda Central Vetting Unit and
organisation and passes all forms to the Garda Central Vetting Unit. The Authorised
Signatory passes disclosures to the organisation. All issues to be communicated to the Garda
Central Vetting Unit have to be raised through the Authorised Signatory.
Procedure:
 Successful applicants for paid or voluntary positions will be asked to complete a Garda
Vetting Form.
 Application Forms should be sent back to DAI’s CEO in a sealed envelope marked
“Private and Confidential”, clearly indicating which Branch/Workshop they relate to.
 Garda Vetting Forms must be completed in full and signed and dated. Incomplete forms
will be returned to the applicant.
 Completed forms will be checked by DAI and then sent to the Garda Central Vetting
Unit.
 Vetted Forms will be returned to DAI.
 Should there be a reason to discuss the process or a disclosure prior to or as a result of
the vetting process the Authorised Signatory will do so with the candidate in a
confidential manner. The CEO will decide, with advice where necessary, whether the
candidate is suitable to work as a staff member or volunteer in DAI. This process will be
confidential.
Appeals: The candidate has a right to appeal the decision to the National Executive
Committee of DAI in writing within 14 days.
Final Outcome: The decision of the National Executive Committee is final and the candidate
will be informed in writing within seven days of the conveying meeting of the decision of the
appeal.
NOTE: It is important that all Garda Vetting Forms are filled out correctly and that any past
convictions of an offence are disclosed in full on the form being submitted to DAI.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
18
Incomplete disclosures will be considered as a false disclosure and viewed very seriously.
Some convictions may not exclude a candidate from working in DAI (e.g. road traffic
offences) - it depends on the nature of conviction and the timeframe involved.
Failure to fully disclose any conviction could jeopardise the candidate from working or
volunteering with DAI.
Paid workers and volunteers who are currently working in DAI are required to report any
new convictions to the Authorised Signatory immediately. Failure to do so immediately
could result in disciplinary procedures up to and including dismissal.
All disclosures will be treated with the utmost of confidentiality and due and fair process will
be applied to any situation that presents regarding a worker paid or voluntary.
2.9
Insurance
DAI operates a group insurance scheme which covers our Branch network, and delivers
good economy of scale in terms of the annual premium for Branches. The insurance policy
covers public liability, employer’s liability and contents insurance for declared Branch assets,
such as educational materials and technology.
DAI’s insurance year runs from October 26th each year. Branches will be invoiced for their
Branch insurance premium in November each year. The insurance policy covers normal
Branch and Workshop activities held in the Workshop premises, i.e. committee meetings,
weekly workshop classes, parents talks, small low-risk fundraising events.
If a Branch/Workshop is running any additional activities, such as fundraising events in other
locations or a summer school, National Office must be informed at least two weeks in
advance, and preferably longer, so we can check with our insurers to see what, if any,
additional premium may be due.
2.10 Information Provision
A key role played by the DAI both nationally and locally is to provide a quality information
service about dyslexia to our members and the public. A great deal of information provision
is done by Branches and Workshops in their local communities, especially by the Workshop
Co-ordinator and Branch Contact person. The DAI website in particular is the key source of
relevant up-to-date information, as well as DAI publications. Guidelines on Providing a DAI
Information Service are included in Appendix 5.9. All Branch personnel should be familiar
with these guidelines.
2.11 Inter-Branch Co-operation.
Due to the geographical spread of Branches throughout the country, inter-Branch
communication and co-operation is very important. It enhances the development of the
services we provide for children nationwide.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
19
DAI runs at least two development days annually for Branches and Workshops; it is essential
that each Branch should send at least one Committee member and the Workshop Coordinator to these important networking and learning events. Information learnt can then
be brought back and shared within the Branch and Workshop. The development days are
held on the second Saturday in November and the second Saturday in March annually.
Branches are also advised to maintain contact with the other Branches in their own region.
Experienced Branch personnel are an invaluable source of information and advice at local
level, both for new and existing Branches. Contact details for all Branches are available on
the DAI website and from national office.
Branches are also encouraged to liaise with local Branches around fundraising and especially
to reach understanding about the use of particular locations on the border of multiple
Branch catchment areas. Branches may also decide to join together for joint fundraising
ventures and then split the proceeds.
It is important to remember that we are all trying to achieve the same goals, not compete
with one another. We are stronger when we work together.
2.12 The Role of Key Officers in the Branch: Chairperson
The Chairperson of a DAI Branch is the one who leads the committee and so should be a
very committed to the work of the Association. S/he should be thoroughly familiar with all
the contents of this manual; it provides a roadmap for running a Branch of DAI effectively.
The Chairperson, like all committee members, must be a current member of DAI.
The Chairperson calls and chairs meetings, and should ensure that meetings are time
limited. Before a meeting s/he consults with the Secretary and Workshop Coordinator to
arrange an agenda. The agenda should set out the items to be discussed at the meeting and
a copy should be given to everyone present.
At a meeting the Chairperson ensures that each person gets a fair chance to express
opinions but does not let any one person dominate the meeting. The Chairperson should
remain as impartial as possible.
When an item has been discussed the Chairperson should sum up the points that have been
made, get an agreement from the meeting that this is a fair summation, and if any action is
to be taken, then this should be indicated clearly to the Hon. Secretary so that s/he can
record it in the minutes of the meeting.
The Chairperson is often one of the signatories on bank accounts, i.e. cheques and
electronic banking.
No one person should hold the office of Chairperson for more than three years. The
Chairperson must call an AGM (Annual General Meeting) at least once each year and must
make a report to the members of the Branch on the activities of the past year. The
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
20
Chairperson should be elected annually either at the Branch AGM or at the first committee
meeting after the AGM.
The Chairperson may represent the branch externally, e.g. meetings with other
organisations in the area, talking to the media about branch activities. It is the Chairperson’s
responsibility to ensure that the Branch is run in accordance with the bye-laws of the
association. A Vice-Chairperson will chair meetings in the absence of the Chairperson, and
assist the Chairperson as necessary.
2.13 The Role of Key Officers in the Branch: Secretary
The Secretary of a DAI Branch is a vital one. S/he keeps the records of the Branch.
The Secretary should be fully familiar with the contents of this manual; it provides a
roadmap for running a Branch of DAI effectively.
The Secretary, like all Committee members, must be a current member of DAI. The
Secretary attends meetings and with the Chairperson and Workshop Coordinator arranges
the agenda.
The Secretary keeps minutes of meetings and in particular must record decisions made and
actions to be taken. These minutes should be read at the next meeting of the Branch and
agreed by all present as accurate. A full record of minutes should be retained for at least six
years; it is useful for new Committee members to read previous minutes to help familiarise
themselves with the Branch operations.
The Secretary writes letters as requested by the Branch Committee and keeps copies of all
correspondence received by the Branch. This correspondence should be read to the Branch
meetings. In the case of long documents this information should be available for reading or
photocopying by other members of the Committee. The Secretary is the one to ensure that
communication is maintained and that information flows between the Branch and the
National organisation.
The Secretary is often the person to maintain lists of the Branch members, although this
role may sometimes be taken by another member of the Committee. This officer must
ensure that all children attending a DAI Workshop are current members of the Association.
The Secretary is often one of the signatories on bank accounts, i.e. cheques and electronic
banking.
The Secretary must be elected at each branch AGM or at the first committee meeting after
the AGM. The Secretary should not hold office for more than three years without a break.
2.14 The Role of Key Officers in the Branch: Treasurer
The Treasurer looks after the Finances of the Branch and works very closely with the
Workshop Coordinator of the workshop in this regard.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
21
The Treasurer should be fully familiar with the contents of this manual; it provides a
roadmap for running a Branch of DAI effectively.
The Treasurer is usually one of the cheque signatories (often together with the Chairperson,
Secretary, Workshop Coordinator). Cheques (and electronic payments) should always have
two signatories/authorisers, and it is convenient to have three or four people who may sign.
The Treasurer works with the Workshop Coordinator and other committee members to
prepare a budget for the year, and review the fees. The Treasurer will write cheques as
requested by the Committee and maintain invoices and receipts as necessary. The
Treasurer will provide the Workshop Coordinator with a float (petty cash) for minor
workshop expenses. The Treasurer (or a designated committee member) will usually help
with the collection of the fees at Workshops.
The Treasurer will liaise with the Workshop Coordinator and the payroll service regarding
employee payroll details, and maintain employee records and details of hours worked each
term. The Treasurer will issue cheques to tutors and the Revenue at the end of each term,
as appropriate.
When funding is requested by the parents of a student at a Workshop, the Treasurer and
the Workshop Coordinator will usually be the only members of the Committee to know the
names of such parents. Strict confidentiality is essential. Committee members may be asked
for direction on the granting of funding subsidies but this should be done without the names
of applicants being revealed.
The Treasurer should prepare accounts each year for presentation to the AGM. A copy of
these accounts must be included with the annual re-affiliation documentation. The Branch
should hold financial records for at least the previous six years – this is a legal requirement.
The Treasurer must be a current member of DAI. S/he should be elected annually at the
AGM or at the first Committee meeting after the AGM. The treasurer should ideally not hold
office for more than three years consecutively.
It would normally be helpful that each of the officers has a second person who acts as a
support/assistant and is available to take over the work of that officer in case of illness or as
preparation for taking on that main role, as part of good progression.
2.15
Closing Down a Branch
It is critical that all Branches keep in contact with the Head of Organisational Support
Services on a regular basis, to update on any changes that may occur, whether there is a
change of Branch Officers or problems occurring within the Branch/Workshop, so that
support can be offered to address any difficult issues in a timely manner.
If, at any stage, it would seem that the only recourse is to close the Branch/Workshop, then
immediate contact should be made in advance of closure with both the Head of
Psychological and Educational Services and the Head of Organisational Support Services, so
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
22
that support can be provided to ensure that correct procedures are followed. There are
many issues to be addressed at closure especially around financial procedures, discharging
outstanding debts, informing Revenue that the Branch is ceasing to operate as an employer,
dealing with the Branch records and data held, etc. It is critical that these issues are all
addressed appropriately, with the guidance of the key National Office staff.
After all debts are discharged by the Branch, any remaining assets, whether in cash or
materials, shall be given to the National Association to be used in securing the aims and
objectives of the association.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
23
3.
3.1
DAI Workshops
Introduction
Workshops provide specialist tuition and support for children with Dyslexia and their
families. The Workshop is directed by the Workshop Coordinator. The following guidance
for Workshop staff is a combination of required structures and processes, as well as more
general advice and ideas. In order to remain affiliated to the DAI, Workshops must be run in
accordance with the guidance in this manual.
Workshops are open to children and young people, between the ages of seven and
eighteen, who have been assessed as dyslexic. The Workshop is complementary to the
work done in school, but also has a significantly different focus and ethos. The Workshop
aims to make learning a pleasant and satisfying experience.
Workshops are financed through tuition fees and fundraising activities. It is DAI policy that
where possible no one should ever be refused assistance because of inability to pay fees.
However, the National Association and each Branch is responsible for keeping their
respective operations viable. This means in practice that we all have to set limits on how
many subsidised services we can afford to offer each year. It is perfectly appropriate for a
Branch to set a limit on the number of funded places it can afford to offer each term/year;
those funded places should be targeted to those in greatest need. The responsibility is for
Branches to act prudently to maintain the existence and viability of the service for the whole
community.
The role of the Branch Committee is to support the running of the Workshop in all aspects.
Implementation of the educational programme shall be the responsibility of the Workshop
Coordinator. Parents support the day-to-day running of Workshops by carrying out tasks
which support the tutoring activities e.g. organising library, refreshments, supervising breaktime.
3.2
Setting up a Workshop
Any Branch Committee wishing to open a Workshop should have received notification of
affiliation from the National Executive Committee (NEC) of the DAI. Establishing a
Workshop can be a difficult task and requires a substantial amount of time, effort and
money.
Fundraising will have to be organised and no group should consider opening a workshop
until they have at least €2,500 available to them. Care also should be taken to ensure that a
planned Workshop is not too close to an existing Workshop, or without clear consideration
of the number of children who may attend.
Suitable premises and adequate and appropriate equipment/resources should be secured.
It should be noted that rent-free premises are not always the ideal. Paying even a modest
rent gives a Committee some independence and a right to expect certain standards.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
24
The Branch Committee should meet with the Head of Organisational Support Services and
Head of Psychological and Educational Services, as part of the process of setting up a
Workshop.
A pre-enrolment waiting list should be established, consisting of names, age and addresses
of students wishing to enrol in the workshop. Parents should be aware that this does not
guarantee a place and that this decision is made by the Workshop Coordinator.
More detailed guidance about setting up a workshop is included in Appendix 5.2.
3.3
Objectives and Ethos of the Workshop
The aims of the Workshop are:



To raise literacy levels via the implementation of an individualised programme of
reading and writing for each child within a group format
To raise the child’s confidence that they can learn and will learn to read and write
successfully
To advise and support parents on matters of literacy learning and relevant
educational issues
Workshops are designed to be complementary to but different from school. The overall aim
of a Workshop is to assist the child with dyslexia to learn more effectively in an encouraging
and safe atmosphere. The Workshop seeks to provide a secure and friendly learning
environment that gives the child the opportunity to see that other children experience
similar difficulties and to learn from one another.
As well as developing greater competence in reading and writing, the Workshop has an
important role to play in developing children’s confidence in their ability to learn well and to
experience success. Such confidence is vital to self-esteem and to further success in
academic learning.
The Workshop strives to balance the needs of the individual with the benefits of group
tuition. The hallmarks of a Workshop are specialised teaching, commitment, understanding
of the child’s needs and difficulties, empathy, encouragement, trust and collaboration.
3.4
Eligibility and Enrolment of Pupils
The Workshop Coordinator is responsible for allocating places to pupils in the workshops.
A child is eligible where the Workshop Coordinator is satisfied that the student has a Specific
Learning Difficulty (Dyslexia), will benefit from the programme offered and that the student
is suited to the workshop course. Families enrolling a child must be a member of the DAI
and membership numbers should be recorded on all enrolment forms annually. Sample
Enrolment Forms, Medical Consent Forms and letters/contracts for parents regarding
attendance and payment of fees are included in the Appendices Section.
3.5
Structure and Scheduling
The Workshop takes place once weekly. The Workshop is divided into sessions of group and
one-to-one tuition. It is recommended that children work with at least two tutors over the
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
25
course of an evening. The Workshop Coordinator is responsible for the schedule and
formatting of the Workshop.
The below table illustrates a recommended timetable where there are six tutors (T1-T6)
Illustration of Scheduling
5.00pm
Group A
Tutorials with
T1, T5 and T6
5.30pm
Group Work 6:1
with T1
6.00pm
Receptive
Language
Group Work 6:1
with T1
Expressive
Language
Group Work 6:1
with T2
6.30pm
Group B
Expressive
Language
Group Work 6:1
with T2
Tutorials with
T2, T5 and T6
Group Work 6:1
with T2
Receptive
Language
Group Work 6:1
with T1
Group C
Receptive
Language
Group Work 6:1
with T3
Expressive
Language
Group Work 6:1
with T4
Tutorials with
T3, T5 and T6
Group Work 6:1
with T3
Group D
Group Work 6:1
with T4
Receptive
Language
Group Work 6:1
with T3
Expressive
Language
Group Work 6:1
with T4
Tutorials with
T4, T5 and T6
It is recommended that the following principles are followed when structuring a Workshop:






Subdivide the 2 hours into four periods of 30 minutes each, with small break at half
time
Tutors rotate between groups
Students are divided into groups of four, five or six
Grouping on the basis of age rather than reading level
Each child should get group teaching and a period of 1:1 or 2:1 in each Workshop
Each group has one session each of ‘receptive’ and ‘expressive’ written language, i.e.
specific reading and writing skills.
The remaining time might then address the following:






Oral language development
Handwriting and fine motor movements
Knowledge of direction
Visual processing such as discrimination, tracking and sequencing
Metacognitive skills – heightening the child’s awareness of how she learns, e.g.
ability to self-correct, self-question, recall, store in memory etc.
Keyboard/typing skills
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
26
3.6
Staffing, Recruitment and Succession Planning
The Workshop Coordinator has overall responsibility for educational matters in the
workshop. This role is roughly equivalent to that of School Principal. The number of tutors
employed in the Workshop should be dictated by the total number of pupils attending the
Workshop. There should be a ratio of one tutor for every five pupils, not including the
Workshop Coordinator. Workshops with more than six tutors should also have an Assistant
Workshop Coordinator. In practice the ratio means that the number of tutors employed
might need to vary year on year, as numbers attending the Workshop varies.
When initially setting up a Workshop, or planning to replace a Workshop Coordinator, the
Branch Committee should forward CVs of prospective Workshop Coordinators to the Head
of Psychological and Educational Services the. The Head of Psychological and Educational
Services is available to support the Branch Committee in the selection process including
being a member of the interview panel if required.
The Workshop Coordinator then has the responsibility for selecting tutors to work in the
Workshop. All tutors should have at least minimum qualifications of: (i) recognised primary
or second-level teaching qualification or a Froebel or Montessori Diploma (all 3 levels of
Montessori are necessary); and (ii) successful completion of the 20 hour DAI Teachers’
Course, or other equivalent specialist training in teaching students with dyslexia. Ideally,
tutors will also have a minimum of two years’ teaching experience, have completed other
special education courses, and have previous experience of working with children with
specific learning difficulties. Queries about prospective tutors’ qualifications can be directed
to the Head of Psychological and Educational Services.
Applications from prospective tutors should be in the form of a professional CV
accompanied by the names of two referees. It is good practice to check with referees, even
if the individual is known to the Branch Committee. All Workshop staff must undergo Garda
Vetting by DAI.
When it is likely that a Workshop Coordinator might be stepping down then the Branch
Committee should plan with as much notice as possible to replace them to ensure the
continuity of the Workshop.
3.7
Suggested Materials and Equipment











flashcards
worksheets
age appropriate dictionaries/thesauruses
phonics programme, Alpha to Omega or similar
reading programmes
spelling programmes
comprehension books
pencils/pens and other key stationary
educational/literacy games
common word lists – e.g Schonnell, Dolch
assessment tests
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
27




3.8
plastic, foam or magnetic letters
coloured paper
laptops/tablets
files or document wallets
Key Teaching and Learning Principles
The Workshop takes place once weekly and therefore cannot deliver a full literacy
programme, as one would see in school. The Workshop offers teaching in accordance with
sound educational theory and best practice for learners with dyslexia. These approaches
include multisensory teaching, a highly structured literacy programme that is explicitly
sequential and cumulative, involving logical, progressive and small steps with opportunities
for over-learning, repetition, recapping and reinforcement. The DAI does not endorse or
recommend any specific reading programme.
For the duration of the Workshop session the appropriate interventions should be directed
to developing literacy and cognitive skills, meta-cognitive skills as well as confidence and
self-esteem.
Alternative interventions should not form any part of a Workshop programme.
Individualised Learning
In any Workshop there will be a range of abilities in any group of pupils. The tutor’s role is
to plan and differentiate the teaching and learning activities and approaches taking into
account, as far as possible, the individual’s and the group’s needs. The Workshop offers a
unique opportunity to help the child to understand his own learning strengths, preferences
and weaknesses. Differentiation of the teaching and approach is crucial.
Group and Co-operative Learning
A key principle of the DAI Workshop is cooperative learning where pupils learn from each
other and thus gain both learning skills and social skills. It is more fun to work together than
alone and it can aid motivation, confidence and self-esteem. It is good to encourage
exercises which require each member of the group to contribute a part, an insight, a
method of approach, e.g. problem-solving exercises are good at the start where members of
the group have to co-operate in order to attain the solution.
Confidence and Self-esteem
A substantive aim of the Workshop is to build self-esteem, develop trust in the teaching
situation and show the student that they can learn. This is done by creating an atmosphere
where pupils are relaxed with the tutor and know him or her by first names. It is a great
opportunity to share their fears and troubles and to realise that they are not alone. Their
experience in school may make them feel as one of a minority and the non-judgemental
approach taken by tutors in a Workshop builds confidence and leads to an improvement in
learning.
Learning Strategies and Metacognition
It is important to be aware of the particular learning preferences the child has and, as far as
possible, to tailor the teaching and learning with consideration of the following:
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
28






Take nothing for granted: check what he knows automatically; fill the gaps.
Ask the pupil how they prefer to approach a task.
Get to know how they feel about themselves and about their difficulties.
Use sight, touch, hearing and movement to reinforce memory and facilitate learning.
Show them how to reflect on the task, e.g. talk through how they have done a task,
so that they begins to recognise patterns and rules.
Give them exercises which involve applying the rule and pattern.
The only kind of comparison that takes place in a orkshop is with one’s own previous level.
Involve pupils in setting goals and checking that they have attained them.
An important feature of the Workshop is helping the child to develop an awareness of how
to approach learning tasks i.e. strategies and skills. These should be made explicit in tuition.
Children, from the youngest group onwards, should be trained in efficient ways of learning.
Choose books carefully – the aim is to increase the chances of self-motivated study. No rote
learning apart from sight words which can be personalised and meaningful in themselves.
3.9
Individualised Planning and Evaluation
Each pupil should have an Individualised Education Plan (IEP) that outlines their main
difficulties, the areas of work that are to be targeted, and an evaluation of progress. A
template in included in section 6.7.
Planning
When a child comes to the Workshop they will normally have a variety of written reports
and oral information obtained from parents. The initial sessions with the tutors will include
probing levels of attainment. An analysis of this information will help the tutor to plan the
areas for priority in the IEP and also the methods, approaches to adopt . This information is
recorded on the IEP in sections 1 and 2. Planning for each child should be maintained in the
individual pupil’s Tutor File.
It is important for each pupil to have a Pupil Folio of work for, e.g. copies, worksheets, test
results etc. kept in a folder which can be made available to parents and pupil at the end of
the term/year and allows them to get a sense of progress made. These folios can go home
with the pupils at the end of each year.
Evaluation
At the end of each term the tutor takes part in parent-tutor meetings. Tutors must consult
with other tutors throughout the term to get a rounded overview of the child’s work and
progress to inform these meetings. Tutors should complete the Evaluation section (Section
3) of the IEP at this time and give a copy to parents whilst retaining a copy for their own
records – in the Tutor File.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
29
3.10 Responsibilities of All Staff
All staff will make a commitment to work for a minimum of one term and to follow the
Workshop timetable as scheduled. Staff will implement programmes consistent with DAI
policy as set out in this Manual.
If unable to attend on any given day, a staff member should inform the Workshop
Coordinator as soon as possible. Staff may not arrange their own substitution. Absent staff
should make available their lesson planning.
Staff will allow the Workshop Coordinator or the Head of Psychological and Educational
Services to observe lessons to facilitate planning and programme evaluation.
Staff must attend scheduled hourly meetings with the Workshop Coordinator at least twice
a term (which will be paid) and assist in planning and developing programmes.
Strict confidentiality must be maintained by all staff and volunteers about all confidential
and personal information known, either during or subsequent to the period of employment.
3.11 Role of Workshop Coordinator
The Workshop Coordinator is responsible for developing and maintaining the educational
activity of the Workshop and should maintain close contact with the Head of Psychological
and Educational Services. S/he will implement the education programme as laid down in this
manual.
The Workshop Coordinator should be available for administration and consultation with
tutors and parents when the Workshop is in session. S/he should also be available to teach
where circumstances dictate.
The Workshop Coordinator will appoint Workshop staff and maintain a pupil/tutor ratio of
5:1.
The Workshop Coordinator will design a timetable for staff to work each session and will
assign pupils to specific tutorials and groups, and specific staff to teach tutorials and/or
groups.
The Workshop Coordinator will support the development of IEPs for pupils in collaboration
with tutors.
The Workshop Coordinator will initiate investigations of any socio-emotional factors which
appear to affect learning.
The Workshop Coordinator will be responsible for DAI equipment used at the Workshop.
The Workshop Coordinator will control a Workshop float approved and provided by the
Branch Treasurer and submit receipts to the Treasurer regularly.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
30
The Workshop Coordinator will maintain attendance records for all pupils and staff. Staff
records will be submitted to the Treasurer at the end of each term to ensure accurate
payroll.
The Workshop Coordinator will investigate and deal with any behaviour issues and/or
consistent lateness and absences. Parents should be consulted and appropriate measures
taken. Persistent problems may require a pupil's removal from a Workshop.
The Workshop Coordinator will safeguard and ensure the confidential treatment of all
confidential reports and information contained in Pupil Files in line with DAI’s Data
Protection and Confidentiality Policy (Section 4.4).
The Workshop Coordinator shall meet with staff formally twice a year (most usually at the
start of each term for an hour) and also check in regularly with staff as part of the evening’s
timetable to monitor progress of individual pupils and to discuss any issues that may arise.
The Workshop Coordinator is an ex-officio member of the Branch Committee and should
attend all Branch Committee meetings. S/he will be the primary liaison between the
Workshop and the local Branch Committee. The Workshop Coordinator should provide a
verbal report to each Branch Committee meeting outlining current workshop activities and
programme.
The Workshop Co-ordinator will normally be the Branch’s Designated Liaison Person to
whom any queries about child protection concerns should be addressed, with support from
key staff at National Office.
The Workshop Coordinator will liaise with parents and arrange parents’ meetings.
The Workshop Coordinator will liaise with local schools and any other local agencies as
appropriate.
In the event of a Workshop Coordinator wishing to resign their position, they should inform
the Branch Committee of their decision immediately. The selection of a new Workshop
Coordinator must be made in conjunction with the Head of Psychological and Educational
Services.
3.12 Role of Assistant Workshop Coordinator
Their principal role is to support the Workshop Coordinator in large Workshops and to
function in the role of Workshop Coordinator in her/his temporary absence. The Assistant
Workshop Coordinator will be a teaching member of staff.
The Assistant Workshop Coordinator will be appointed by the Workshop Coordinator, with
the approval of the local Branch Committee and in consultation with the Head of
Psychological and Educational Services.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
31
The Assistant Workshop Coordinator is also an ex-officio member of the Branch Committee
and should attend Branch Committee meetings where possible or where requested.
In the Assistant Workshop Coordinator’s absence, the Workshop Coordinator can request
another staff member to function temporarily as Assistant Workshop Coordinator.
3.13 Role of Workshop Tutor
Tutors in workshops are required to have a specialist training in teaching methods best
suited to children with dyslexia. Except in unusual circumstances, a tutor’s contract shall be
for a term’s duration. Workshop tutors shall be deemed to be Honorary Members of the
DAI.
In the event of unavoidable absence a tutor shall inform the Workshop Coordinator as far in
advance as possible of her absence and where possible indicate what lesson plan should be
followed by the substitute tutor.
Tutors are expected to familiarise themselves with the teaching guidelines as set out in this
Manual and to plan their work accordingly. Tutors will be required to attend two hour long
planning meetings for which they will be paid. These meetings are most usually at the
beginning of each term.
Throughout the year, tutors are expected to develop and monitor Individual Educational
Plans and co-ordinate their teaching plans with other members of staff e.g. a tutor assigned
to work with an individual shall liaise with the group tutor and vice versa.
Tutors shall keep a careful record of work and evaluate the goals set, at regular intervals,
discussing a child’s progress and further directions with the Workshop Coordinator.
Tutors should keep the Workshop Coordinator informed on all aspects of the child’s
progress, social and emotional as well as with literacy skills. They should discuss with her
any issue that may be relevant to the child’s development and which may need to be
addressed, either in the workshop situation or by referring to other professional specialists.
Tutors should strive to ensure that they are seen as sympathetic and understanding of the
child’s difficulties. They should be careful to encourage and reward all effort, in order to
develop the child’s confidence in learning and to motivate them to succeed.
Tutors should use group tuition as opportunity for children to share insights and successful
learning strategies.
Tutors shall inform themselves of all matters relating to the child’s safety within the
workshop and as enunciated in the Health and Safety section of this manual (see Section
4.2).
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
32
Tutors will be available to meet formally with parents twice a year at the end of each term.
Other feedback sessions may be arranged through the Workshop Coordinator.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
33
4.
Key Issues
4.1
Child Protection and Garda Vetting
DAI is fully committed to safeguarding and protecting the well-being of all children with
whom it works. In all matters, the welfare, safety and protection of young people is
paramount. Children have a right to a safe childhood, and it is the duty of each person with
whom they come in contact to protect that right. A loss of human dignity, through a variety
of types of abuse (neglect, emotional abuse, physical abuse and sexual abuse) will affect a
child’s educational prospects, and as such, it is the duty of the DAI to act when any violation
to that dignity is suspected or evident.
In line with the National Guidelines on Child Protection (Children First, Our Duty of Care),
DAI is developing a comprehensive Child Protection Policy which will cover safe recruitment
and selection procedures, including Garda vetting; as well as, effective procedures for the
reporting and management of any child protection concerns.
Designated Liaison Persons (DLPs) will be appointed who act as the liaison with outside
agencies and as a resource person for any staff member or volunteer who has child
protection concerns. The DLP will be responsible for reporting allegations or suspicions of
child abuse to the Health Service Executive (HSE) or An Garda Síochána.
In-depth training on child protection will be run in 2014. Attendance at this training will be
compulsory for all Workshops and Branches, given the importance of this issue. The
Workshop Co-ordinator, or Assistant Co-ordinator, and a Committee member from all
Branches must attend.
When the new Charities Regulator is appointed in 2014, we must be able to demonstrate
that we operate safe recruitment and selection procedures for staff and volunteers. DAI
must also be compliant with the new Mandatory Garda Vetting legislation. These checks and
safeguards are for the benefit of everyone, and show donors that we operate best practices
in all matters. They are also important to safeguard the reputation of our association.
4.2
Health and Safety
The primary consideration of this Association and of all Branch and Workshop personnel is
the safety and well-being of students, tutors, staff, volunteers and visitors. The physical
safety of all parties must be ensured through vigilance and proper procedures. As most of
our Workshops and meetings are held on school premises, there should not be a problem
meeting health and safety requirements. Ensuring health and safety is a common sense
activity. If there is any obvious risk in a classroom or corridor (for example, schoolbags left
lying around, or – an extreme example - exposed electrical wires) then immediate action
should be taken to deal with the danger. It is not necessary to call in outside specialists to
do safety checks unless there is a specific area of concern. The focus for Branches will be to
ensure that safety is maintained while the Workshop is in operation.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
34
It is also important to ensure that the Workshops are conducted in an atmosphere of
mutual respect. Students must show courtesy and consideration to tutors and fellow
students. Teachers should be aware of any attitudes or actions within the class setting
which might result in verbal or physical aggression between students, as bullying can occur
in almost any setting. If a tutor becomes aware of any situation within the Workshop which
could affect the physical or emotional well-being of a student, or students, the matter
should be reported to the Workshop Coordinator or other relevant authority immediately.
The same standards of care in relation to child protection which apply in mainstream
schools should be observed in DAI Workshops.
Branch Responsibilities
The following information is brought to the attention of each Branch of the Association:
 Identify and eliminate as far as is practicable all hazards to the health and safety of
pupils, tutors, staff, volunteers and visitors to Workshop premises.
 Appoint a Committee member with direct responsibility for safety.
 Take all precautions as far as is practicable to prevent or not to cause accidents.
 A sign-in and sign-out procedure must be used at the Workshop.
 Provide complete insurance cover for all users of Workshop premises and all authorised
visitors.
 Designate one person to be in charge of fire safety in the Workshop.
 Ensure that a designated person in each Workshop is trained in the safe and correct
method of use of fire extinguishing appliances.
 Ensure that a fire drill takes place at least once each term.
 Have a designated assembly point in the event of a fire and ensure that a roll is kept of
all persons present in the building while the Workshop is in progress so that this can be
checked against the assembled persons.
 Ensure that the name and address of the nearest doctor and emergency services is
available.
 A first-aid box should be maintained on the premises but no medication of any kind
should be given either to students, tutors, staff, volunteers or visitors.
 Ensure that all electrical equipment, plug tops, sockets, electric cables are in a safe
condition and that sockets are not overloaded.
Workshop Responsibilities
The following points are for the guidance of tutors within their own classroom:
 Identify and eliminate as far as is practicable all hazards to the health and safety of
pupils, tutors, staff, volunteers and visitors to Workshop premises in your classroom.
 Take all precautions as far as is practicable to prevent or not to cause accidents.
 Be aware of the procedures in relation to fire safety in the Workshop, for example be
familiar with the emergency exits in case it is necessary to lead students to safety, and
be aware of fire drill procedure.
 Ensure that you have a list of all students in your class so that it would be immediately
clear if all were accounted for in the event of a fire.
 Should a student become ill during class no medication of any kind should be given,
but the Workshop Coordinator should be informed immediately.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
35









Should an accident occur in your classroom, a report of the accident should be written
in the Workshop Accident Book immediately after the event. It may be helpful to take
a photographic record of any physical evidence of the accident. A photo taken by a
phone would be quite adequate.
Students must be supervised by a designated adult at all times. No student should be
allowed to leave the Workshop session early without the permission of the child’s
parents.
Students must not be allowed to operate equipment without permission of relevant
tutor or supervisor.
Students must not be allowed to use any equipment to which a risk is attached, e.g. a
paper guillotine, electric kettle etc.
Students should not be allowed to bring any article which might cause injury into the
classroom.
Students must not arrive at Workshop premises before the designated time at which
official supervision commences and must not be left by parents beyond the
designated pick-up time. A Workshop sign-in and sign-out procedure must be used.
Students must be supervised by a designated adult at all times.
In the event of illness parents should be contacted immediately.
Students should not be given any medication, including unprescribed medications, by
any representatives of the Dyslexia Association.
Reporting Accidents
In the event of an accident happening to a child or adult on Workshop/Branch premises the
insurance company should be notified immediately, whether or not a claim is being made by
the affected party. The CEO should also be notified, as should the Board of Management of
the premises. A sample Accident Report Form is in included in this Manual. This should be
completed as soon as possible after the accident. A copy should be kept on file by the
Workshop/Branch, and copies should be sent to the CEO at national office and to our
insurance company.
First Aid
Each Workshop should have a basic first aid box available on the premises, for minor first
aid. Workshops do not need to have someone qualified in first aid present during Workshop
hours. We have been informed in a telephone conversation with the Health and Safety
Authority that schools are considered low risk working environments, and as such do not
require the mandatory presence of qualified first aiders. However, if a qualified
occupational first aider is available (e.g. a Committee member, parent, volunteer or
Workshop teacher) it would be important that they are known and that all staff and
volunteers know who to contact for first aid treatment, should the need arise.
4.3
Critical Incidents
From time to time a member of the Workshop community may be touched by some tragic
life experience. Such an experience touches the lives of all in the community. Children in
particular may be bewildered and shocked and have little experience or coping skills to draw
on. While other groups to which our Workshop participants belong may be dealing with the
incident it may happen that questions and issues will emerge in the more informal
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
36
atmosphere of the Workshop. It is important that we have a procedure that will support all
involved to deal with the situation appropriately.
Definition of a Critical Incident
A critical incident may be defined as any incident or sequence of events which overwhelms
and disrupts the normal running of the Workshop by virtue of its magnitude, extent and
effect on the community. The following are examples of such incidents:
 Sudden death, suicide, disappearance, critical injury or serious illness of a member of
the Workshop, a person related to a member of the Workshop or in the local
community.
 A serious accident to children, family member of staff on or off the school premises.
 Threatening intrusion of persons during the Workshop.
 Physical attack on staff, parents or students during the Workshop.
Other incidents may be deemed critical to the group when they affect a large number of the
Workshop community. Not all children will be affected to the same degree, since our
Workshop participants typically come from several local communities.
Procedures in the Event of a Critical Incident
The persons responsible for managing a critical incident include the Workshop Coordinator.
When a critical incident comes to the attention of a member of staff he/she should inform
the Coordinator immediately.
Action to be taken includes the following:






Check the facts of the event
Inform parents
Inform staff and state facts clearly
Agree on what to say to students: individual tutors can best deal with this in their
small groups. Give facts sensitively and appropriate to age of children and their
closeness to the event. Note the people who are available for support.
Liaise with support and community groups already involved
Notify the CEO in the National Office
Pointers for Breaking Bad News









Tell the group/child you have sad news and that it is difficult for you to do this.
Let them know the name of the person and give them some facts.
Encourage questions and comment.
Explain how people react to bad news - shock, tears, anger.
Don’t allow a child to be on their own.
Assure them that staff are there to talk to and support them.
Let them know that adults also feel distress and that they can support and be
sensitive to members of staff.
If a child is very distressed they may need to go home accompanied by their parent.
Support parents to deal with child’s distress, as above.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
37
Where an incident has occurred in the Workshop or on a Branch event or outing:






Collect the facts
Agree a statement and write it down as soon as possible.
Inform the CEO at the National Office
Appoint persons to contact all parents. Give clear factual information.
Make sure all parents have contact numbers of Committee members, and any other
person who is able to support.
Make sure staff members are given the support they need.
Each Workshop should have its own listing of emergency contact numbers (see Appendix
6.1) available at the Workshop or at any Branch or Workshop event, as detailed on the next
page. Include the names and contact telephone numbers, landline and mobile if available.
4.4
Data Protection and Confidentiality Policy
In accordance with the Data Protection Acts 1988 and 2003, DAI complies with the seven
data protection principles regarding personal data kept. These include:
 The data must be obtained and processed fairly.
 The data should be accurate and up to date.
 The data shall be kept only for one or more specified and lawful purpose.
 The data shall not be used or disclosed on any matter incompatible with those
purposes.
 The data shall be adequate, relevant and not excessive in relation to that
purpose/purposes.
 The data must not be kept for longer than is necessary. Relevant data should be kept
for six years. Data older than six years should be confidentially destroyed/shredded.
 Appropriate security measures must be taken against unauthorized access to, or
alteration, disclosure or destruction of the data and against their accidental loss or
destruction.
An individual is entitled on foot of a written request to be:
 Informed by the Organisation of any personal data relating to him/her and supplied
with a copy of this information.
Employees, volunteers and Committee members are required at all times to maintain
absolute confidentiality in respect of matters which come to their knowledge in the
course of their work, and are expected to maintain the confidentiality of personal
information at all times.
All personal data held on members or clients attending DAI classes must be kept
confidential, in particular any information of a sensitive nature and information contained in
educational psychology assessment reports. Assessment reports are only shared with tutors
on a need to know basis, i.e. those who work with the individual in question. Information
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
38
such as educational psychology assessment reports should be kept in a secured locked
cabinet.
Personal data, information on any member or employee should not be disclosed without
the consent of the individual. In practice this means that personal details, home phone
numbers, addresses, etc. are not disclosed, unless the individual has given consent for that
to happen. For example, people who act as Branch contact person or have agreed that their
number can be made available to the public who are seeking information on the Branch or
wish to apply for a place in a Workshop.
If someone requests personal contact information for another person, it should not be
knowingly disclosed without the consent of the individual in question. An individual can take
a message and pass it on to the individual in question, and they can then decide to either
contact the person directly themselves or give consent to pass on their number to the
individual requesting it. This is simply standard good practice and respects peoples’ right to
privacy and confidentiality.
The National Office and National Executive Committee have a clear right under DAI’s legal
structure to communicate with all members, Branch Committees and Workshops.
All Branch information should be provided to the National Office and National Executive
Committee as requested, e.g. names and contact details for Committee members, Workshop
staff, children attending the Workshop, financial records, fundraising records, Workshop
programme information etc. This information is treated as confidential and collected to ensure
that Branches are operating according to this Manual and in line with legal and regulatory
responsibilities.
Committee members have a responsibility to their committee colleagues in regard to
confidentiality. An individual committee member may be required to resign from the
committee for a breach of collective responsibility in regard to confidentiality.
Exceptions to the confidentiality policy will only occur where it is in the interest of good
child protection practice or where other legal obligations (e.g. health and safety) demand
disclosure of information.
If in any doubt about confidentiality or consent, ask for written consent from the
individual/parent in question re disclosing information.
All reports must be held securely by the Workshop Coordinator and treated confidentially at
all times. The information contained in educational psychology reports is to be released only
to the Workshop Coordinator, relevant tutor and group tutor and, if necessary, the Head of
Psychological and Educational Services, for consultation. Each Workshop should keep a
locked filing cabinet for reports and other confidential material. Each student should have a
file in which weekly records of his/her programme of work and progress in the Workshop
are kept. These files should also be kept securely and are confidential.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
39
4.5
Charities Legislation
The purpose of the Charities Act is to reform the law relating to charities in order to ensure
accountability and to protect against abuse of charitable status and fraud. It is also designed
to enhance public trust and confidence in charities and increase transparency in the sector.
The Bill provides for a regulatory framework for charities.
Key aspects which the Act provides for include:
 a definition of ''charitable purpose'' for the first time in primary legislation
 the creation of a new Regulatory Authority to secure compliance by charities with their
legal obligations and also to encourage better administration of charities
 a Register of Charities in which all charities operating in the State must register
 the submission of annual activity reports by charities to the new Authority
 updating the law relating to fund-raising, particularly in relation to collections by way of
direct debits and similar non-cash methods
 the creation of a Charity Appeals Tribunal
 the provision of consultative panels to assist the Authority in its work and to ensure
effective consultation with stakeholders
When registering with the Charities Regulator, there is a lot of information that they are
likely to require. For a National Association such as the Dyslexia Association which also has
many Branches nationwide, the National Office will need to collect data from all of the
Branches each year, so we can submit an overall account of the activities of the whole
association.
The kind of information that the Charities Regulator is likely to require is:








Copies of Memorandum and Articles of Association, Bye-laws, etc.
Information about our area of operation, i.e. locations nationwide
Bank details for charitable funds, i.e. details of accounts at National and Branch level
What activities will be carried out to reach organisational objectives
How our organisation, both nationally and at Branch level, raises funds
The amount of funds raised in recent years, again both at National and Branch level
Plans for funding specific activities
Details of risk assessments and checks/safeguards for organisations working with
vulnerable people, i.e. Health and Safety, Child Protection Policy, Garda Vetting, safe
recruitment and selection procedures, etc.
 Details of the National Association’s and Branches gross income for the last financial
year.
 A copy of the financial accounts for the last year. DAI will have to collate the financial
reports from all of the Branches. This is why the accounting year for
Branches/Workshops must be from January to December, and all Branches should
present accounts using the Excel template provided with re-affiliation documentation.
When the Charities Regulator is in place (expected in 2014), and when we know exactly
what will be required, we will be in contact with all Branches. The information required by
the new Charities Regulator is not much more than Branches are currently asked to provide
to the National Association each year as part of the re-affiliation procedure. The whole
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
40
purpose of this legislation is greater accountability and to ensure best practice and proper
procedures. Therefore, it is to the benefit of all genuine charities such as DAI, and will only
increase our good reputation.
In exceptional circumstances, if Branches are not operating to DAI guidelines and not
complying with relevant legislation, then they may be dis-affiliated, for the protection of the
Association and all the other Branches who operate according to DAI’s best practice
guidelines. All possible efforts will be made by the National Association to assist Branches in
complying with any requirements laid down by the Charities Regulator. If
Branches/Workshops have any difficulty, please do contact the National Association
immediately for advice and support.
Accountability for funds raised will be a major issue for the Charities Regulator. In the light
of this, DAI has developed Guidelines on Fundraising which must be followed by all Branches
(see Appendix 5.8).
4.6 Complaints Procedure
What is a complaint?
A complaint is an expression of dissatisfaction concerning the provision of a service or
services by a DAI Branch and/or Workshop. It can be made verbally or in writing.
How should a complaint be handled?
A complaint should be directed informally initially to the relevant personnel of the Branch or
Workshop. Staff and/or Committee members should try to deal with the problem without
delay or, if the complaint does not relate to a service provided by DAI, direct the
complainant to the appropriate body.
If the complaint is not resolved at this stage, the matter should be reviewed by the Branch
Committee. If the complaint is against a member of the Committee they should excuse
themselves from the proceedings due to conflict of interest; they should nonetheless be
able to give a full account of their side, to ensure due process.
A written record should be maintained by the Branch of all complaints made and the
outcome of same.
If the complaint remains unresolved, the individual should be advised that they can make a
formal complaint to the National Executive Committee of the Dyslexia Association of
Ireland, who will investigate the complaint further. Complaints should be sent in writing to
the National Executive Committee, c/o CEO, Dyslexia Association of Ireland, 1 Suffolk St.,
Dublin 2.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
41
5.
Appendices
5.1
Steps to Setting up a DAI Branch
DAI welcomes interest in the setting up of local Branches of the Dyslexia Association of
Ireland. The Association will give whatever support and encouragement possible to
encourage local communities to establish Branches and Workshops, wherever feasible. The
following are steps that should be followed when setting up a new Branch.
Step 1
Join the Dyslexia Association of Ireland
Membership of DAI is open to all interested people. By joining the Association you gain
access to the information and experience which exists within the DAI network. Membership
of DAI is membership of the national association. While many people are attached to local
Branches, many members have no Branch nearby, and many have little contact with their
nearest Branch. Membership subscriptions therefore, are paid to the National Organisation.
Membership must be renewed each year. Membership cards are issued which clearly
indicate the period of membership covered, and notices are issued when renewal is due.
Step 2
Ascertain Local Interest and Need
Find out if people in your area feel there is a need to provide support and services for
children and adults with dyslexia. To do this you can contact the local paper or radio
station, or place a small advertisement asking people to contact you. You could also contact
the National Office of DAI, to request that a notice be put in the Newsletter or on DAI’s
website and Facebook. You could receive a list of local DAI tutors who may be interested in
joining you.
This process may be initiated by one person, but it won’t be completed unless a cohesive,
like-minded group is formed fairly quickly. Once you have identified a number of interested
co-workers arrange an informal get together in your own house or a local hotel. You may
need to meet several times before you are ready to go to Step 3.
Try if at all possible, to make the meetings short and sociable. If a group is to work together
for some time, they will need to get on well and trust each other. Time spent on getting
acquainted is time well invested.
Step 3
Form an Ad Hoc Committee
An Ad Hoc Committee should consist of approx. six people. There is no maximum number
but a group needs to be a manageable size (best to not go over 10 members). It is advisable
to include at least two prospective tutors at this stage. The Chairperson of the Committee
will generally be a parent. The roles of Branch Committee members are explained in this
manual.
Get a commitment from each member of the group to stay with the project for a fixed
period. Bear in mind that setting up a Branch can sometimes be easier than keeping it going.
The objective of most Branches is to set up a local Workshop. Branches can also be formed
to provide an Information/Support Group only.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
42
Try to determine the extent of local interest in and knowledge of dyslexia in your
community by talking to other parents, teachers, etc.
Identify local people who may be able to help with your ultimate aim of setting up a Branch
and a Workshop. For example, while preliminary meetings are taking place you can also be
trying to contact tutors and locate suitable premises for the Workshop.
Each member of the group must be a current member of DAI. Members of the group should
have informed knowledge of SLD/dyslexia and a willingness to develop their knowledge
through talks and attendance at DAI courses. They should be aware of the way in which DAI
operates. You are not expected to be an expert on dyslexia but if you want to set up a
Branch of DAI you must have a clear knowledge of its ethos and procedures, as detailed in
this manual. In particular, you need to know the relationship between the national
association and Branches. The National Association will provide support, through the Head
of Organisational Support Services and the Head of Psychological and Educational Services,
but a lot of work has to be done locally. It can also be helpful to make contact with existing
DAI Branches in your region who are great sources of information and advice.
A meeting should be arranged between the ad hoc committee and representatives of the
national organisation. The Head of Organisational Support Services can be contacted to
arrange this. No set of guidelines can tell you all you need to know. There is no substitute
for sitting down with staff from National Office and asking questions. Many of the issues
which arise will have been encountered by other groups. Knowledge and experience can be
shared. It is advisable also to arrange a meeting with an existing Branch in your region to
learn from their experience about setting up a Workshop and keeping it going successfully.
It is very important, from the beginning, to set up the correct structures. Minutes of
meetings should be kept from the very first meeting. All money received and spent must be
accounted for by designated persons and lodged in a new identifiable account.
Step 4
Hold First Public Meeting
When the groundwork has been done and there is a certain amount of awareness locally, a
public meeting should be called. Publicity can be arranged by contacting a local paper or
radio station. Usually, the media will favour a human-interest story, so a member of the
local committee may agree to be interviewed.
The Head of Organisational Support Services can be most helpful when it comes to
arranging this meeting, and will arrange a speaker or speakers from the National
Association. Please contact the National Office or the Head of Organisational Support
Services well in advance of the meeting.
It is time consuming and costly to hold public meetings, so one should not be arranged too
soon. The following should be considered:
 Arrange for a competent person to take the chair.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
43
 Ensure than an attendance list is circulated - and returned. It is important to get people
to indicate if they wish to be kept informed of progress or meet again. It is useful to
know whether interested people are parents or tutors.
 The National Association can provide information for the meeting.
 Ensure that there are membership forms available.
 If it is planned to hold an in-service course for teachers in the area, take names and
contact details of interested teachers and schools.
 Don’t leave it too long before holding the next meeting or enthusiasm may wane.
At this stage an ad hoc group is speaking for itself only. It does not represent DAI and in
talking to the media should not deal with educational or psychological issues. It is best not
to get involved in controversies.
While all formal contact on behalf of the DAI with government or other agencies must be via
the NEC and National Office staff, a local Branch Committee may enter into negotiations
with any local agency/organisation.
However, a local association Committee should not enter into discussions about the nature
of specific learning disabilities/dyslexia, methodologies for intervention or other related
issues, without prior consultation with national office.
All people using the services of DAI must be current members. All Branches must be aware
of and comply with all legal requirements in regard to insurance and financial matters
detailed in this manual.
Step 5
Apply for Affiliation to the Dyslexia Association of Ireland
Once an ad hoc committee has been formed it is time to apply for affiliation to the National
Association. Affiliation should be by letter to the NEC, setting out the names, addresses
and phone numbers of the members of the ad hoc committee and stating the objectives of
the group. There is no affiliation fee.
The NEC may grant affiliation, or further information or actions may be requested from the
ad hoc committee.
N.B. Affiliation is granted on a yearly basis. Applications for re-affiliation must be sent to
National Office each spring. Re-affiliation forms are sent to each Branch annually, usually
around December, and must be returned to national office by February.
Any Branch found not to be complying with the Bye-laws and guidance in this manual may
be disaffiliated.
Any Branch found by the NEC to bring the Association into disrepute may be disaffiliated.
Step 6
Request a DAI In-service Course for Teachers
Groups may wish to request a DAI course for local teachers, if necessary. Organisation of
such a course must be co-ordinated between the local group and the National Office.
Running a course is sometimes necessary in order to provide a bank of tutors trained to give
specialist tuition to help children with dyslexia, and to secure tutors for the Workshop. DAI
runs approximately five teachers’ courses each year. The courses are 20 hours in length and
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
44
are delivered over four consecutive Saturdays. Tutors employed by the Branch are expected
to have attended this course or to have an equivalent approved qualification for teaching
children with dyslexia.
Step 7
Start Fundraising
Fundraising needs to be high on the list of priorities, and if a group is hoping to open a
Workshop, it will be a priority. An amount of some €2,500 to €3,000 would need to be on
hand before it is realistic to think of starting a Workshop. Some of this fund will go towards
providing teaching equipment for the Workshop. Section 3.7 provides information on
suggested books and teaching materials needed for a Workshop. Other Workshops are also
great sources of information and advice on recommended materials.
Once a Branch is properly affiliated to DAI, insurance cover can be arranged (see section
2.9). This will facilitate the holding of fundraising events. Fundraising and grant applications
are made easier by being part of a recognised national body. As an affiliated body, Branches
come under our registered charity number which is CHY No. 10044. If a Branch is not
currently affiliated they cannot use our charity number.
Step 8
Set up a Workshop
Detailed guidelines on setting up a Workshop are available in this manual (section 5.2).
Securing premises for the Workshop is the first step. A local school is often the best option,
as there will be suitable accommodation and parking. Be prepared to pay a reasonable rent,
as it is best to establish a business relationship with the school’s management.
The Branch Committee will usually identify a teacher who is willing to act as Workshop
Coordinator. Once such a person has been identified the Committee should consult the
Head of Psychological and Educational Services, immediately. If there are several
interested candidates, interviews should be held. See section 3.6 for advice on recruitment
procedures.
A pre-enrolment list of children who may be eligible to attend the Workshop should be
maintained. Names can be added to this list at meetings, or from later contacts. Children
may not be enrolled in the Workshop until a Workshop Coordinator has been appointed and
certain educational criteria are met to determine whether a child is likely to benefit from
the programme.
Step 9
Keep In Touch with the National Office
It is very important to keep in touch with the National Association. This can be done
through communication with the Head of Organisational Support Services, the Head of
Psychological and Educational Services and the CEO.
Names, addresses and phone numbers of Branch Committee members should be forwarded
to the National Office. It is important that the details of the designated Branch and
Workshop contact people for the public are kept up-to-date.
Information which comes from National Office must be made available to all Branch
Committee members, and Workshop personnel. Many Branches maintain an information
folder/library which can be read by any members of the Branch.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
45
If there are any queries, or any difficulties encountered, it is essential that the National
Office is kept informed. Help and support will be provided wherever possible, but these are
only possible when communication is maintained.
Branches are welcome to nominate members to serve on the NEC. The Association is run by
its NEC and likes to draw members from as wide a constituency as possible.
Branches will work with the National Association in achieving its national aims, as set out in
DAI’s Memorandum and Articles of Association.
Should your Branch decide to cease operations it is imperative to inform the Head of
Organisational Support Services ASAP. Materials acquired during the operation of the
Workshop remain the property of DAI. See Section 2.15 for procedure to be followed when
closing a Branch. After all debts have been discharged by the Branch, any remaining assets,
whether in cash or materials, shall be given to the National Association to be used in
securing the aims and objectives of the Association.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
46
5.2
Steps to Setting up a DAI Workshop
Step 1
Calculate the Figures
The first thing to do is to do the calculations and see if the finances make the Workshop
viable. Take into account the amounts that you will have to pay:
 Teachers Pay – recommended rate €45.00 per hour
 Workshop Coordinators – recommended rate €55.00 per hour
 Assistant Workshop Coordinators – recommended rate €50.00 per hour
(for all above, include payment for teaching time and meeting time.)
 Holiday Pay – 8% of total for year
 Employers PRSI – 8.5% max, but may be lower for some teachers.
 All of the other expenses such as rent, insurance, materials, etc.
When you know the overall cost for running the workshop, based on a 5:1 pupil/teacher
ratio, you can then work out the fee which would be required per child. NB the position of
Workshop Co-ordinator should not be included in the 5:1 ratio, unless Workshop numbers
are 18 or below.) If you go below this pupil-tutor ratio, the workshop is unlikely to be
financially viable.
Example: If the cost of running a workshop with 10 tutors for 12 weeks is €15,000 per term,
you can say that at a ratio of 5:1, you could take 50 children and the fee would be €300 per
child, or €25.00 per two-hour session. This is just a rough example but it would give you a
basis from which to start.
Step 2
Check on Your Numbers
Check how many parents might wish to send children to the Workshop. Parents will find it
easier to make up their minds once they know approximately what the fees are likely to be.
They will, of course, have to accept that their Branch will be liable for paying expenses
incurred by the Workshop. In May or June, you may only be able to give parents an
approximate idea as to the cost of the Workshop for the following academic year; in
September, when you know the final numbers, you will be able to calculate the exact
amount. Check also how many tutors are available to teach.
When you know the numbers of children and tutors who are committed to
starting/returning, you can then gauge how many new children can be accommodated, and
how many new tutors, if any, may need to be recruited. This is not an easy exercise and it
may have to be kept relatively fluid into September, but it is preferable that a Workshop
should continue with reduced numbers than for it to close. Tutors are contracted on a term
basis and if the number of children drops from one term to the next there will need to be a
corresponding drop in the number of tutors. Likewise, if the number of children increases
significantly, then additional tutors will be required.
It may also be possible for children or tutors from one existing Workshop to transfer to
another, if numbers in the original Workshop are not sufficient.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
47
Step 3
Register as an Employer
If it seems that sufficient parents and tutors are committed to working with the Workshop,
then the Branch should proceed to register as an employer. The Branch only needs to
register as an employer once, and the relevant information must be passed on to the new
Branch Committee each subsequent year.
The responsibilities that the Branch will be taking on are:







To pay relevant expenses – tutors fees, rent, insurance, etc.
To pay tax, PRSI, USC to the Revenue twice a year
Return P30s to the Revenue each month/quarter
Make a P35 return every February & issue P60s to all employees
Keep detailed accounts
Maintain a record of hours worked by tutors (time sheets)
Provide contracts of employment to all staff (one per term, i.e. two per annum).
To register as an employer a form TR 1 must be completed and signed. Copies of this form
can be ordered by ringing the Revenue or can be downloaded from the revenue website
www.revenue.ie. The completed form should be returned to your local tax inspector. There
is no difficulty in registering as a voluntary committee. An accompanying letter can be sent
explaining the nature of the Workshop and the Branch involvement, to explain the situation,
or if people are unsure of how to fill in any section.
This form registers the Branch as an employer for the purpose of returning tax, PRSI and
USC. Any Branch member can sign the form on behalf of the Branch, and the person who
signs it does not assume personal liability. The liability attaches to the Branch Committee as
a whole. Officers of the Committee do not acquire personal liability, according to our legal
opinion. Liability attaches to all members of the Branch. However, there is no reason why
this liability should ever be tested if the items listed above are dealt with in a timely
manner.
Registering as an employer will have no implications for any Branch members’ individual tax
situation. All our Branch activity is carried out by volunteers; nobody is paid for being on
Committees, so there is no way that they can be taxed as a result. If the Branch contact
person changes Revenue should be notified as soon as possible so that correspondence
goes to the appropriate/designated person.
Part-time workers do not have a statutory entitlement to sick pay. Part-time workers are
entitled to 8% holiday pay.
The Branch must have adequate insurance in place to cover all Branch and Workshop
activities, i.e. public liability and employers’ liability insurance. DAI organises group
insurance cover for all our branches. Branch insurance can be arranged by contacting the
National Office. Invoices for insurance are usually issued to Workshops in November each
year (see section 2.9 for further information).
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
48
Fundraising activities may be covered by this insurance, but some activities may require
additional insurance depending on the nature of the activities and the locations. Written
notification of any event (other than the Workshop classes or Committee meetings) should
be sent at least two weeks in advance to national office who will check to see if the event is
covered, or whether additional insurance will be needed for the event.
Health and Safety is the responsibility of the owner of the premises, usually the Board of
Management of the school premises rented for the workshop. However, each workshop
should be familiar with the Health and Safety section of this Manual (see section 4.2).
Accounts must be maintained by the Branch. The accounting year will be from January 1 st
to December 31st. Section 2.5 contains further information on Branch and Workshop
Finances.
The Branch must keep time sheets to record the hours worked by each employee. A sample
time-sheet for Workshop tutors is included in this manual. If the National Employment
Rights Authority (NERA) requested these, an employer must have records maintained on the
hours worked by each employee. Their website (www.employmentrights.ie) contains lots of
information for both employers and employees on employment rights.
Step 4
Letters of Contract for Teachers
All employees, including part-time employees, such as tutors working two hours per week in
a Workshop, are entitled to receive a Letter of Contract setting out terms of employment,
such as hours of work, rate of remuneration, length of contract etc. Contracts should be
made per term, not per academic year. A sample contract is included in the section 6.6 of
this manual.
Step 5
Information Collection
Once Letters of Contract are issued to tutors, all tutors must supply some necessary
information for administrative purposes (see sample Payroll Details Form). This information
should include:





Name of tutor
Address and contact telephone number
PPS Number
Tax Certificate – if any tax credits are available for this employment
PRSI Class, i.e. Class A or Class D, in main employment.
It should be stressed that all information is treated confidentially, and only shared on a
need-to-know basis between the Treasurer, payroll service, the National Office and the
Revenue.
DAI’s provides a free payroll service for Branches to calculate the tax, PRSI and USC due, and
amounts due to tutors, and will generate the information necessary for completing P30, P35
and P60 forms. The National Association covers the cost of this service; Branches are not
charged for this payroll service.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
49
Branches should make payment to Tutors at the end of each Term.
DAI’s payroll service needs each branch to do two things:
1) Supply information relating to every tutor
The information which has been provided by tutors (as above) should be forwarded to
DAI’s payroll service as soon as possible. Branches can decide who should undertake
this task. It could be the Secretary, Treasurer, Workshop Coordinator or any named
person. The important thing is that everyone is clear just who is going to do this, and
that the payroll service is informed about who to contact in the Branch in the event of
any queries.
2) Supply the payment details at the end of term
When the Workshop is nearing the end of each term, the Branch should contact DAI’s
payroll service with a list of names of tutors, number of hours worked and the rate to
be paid per hour, depending on their position. Make sure that 8% holiday pay is also
noted. We will do the rest. This will include calculating the amount due to the tutor
and the relevant tax, etc. to be deducted. A print out of the details will be provided to
the Branch, listing payments due to each tutor and total tax, PRSI and USC to be paid to
the Collector General/Revenue. This process will take about one week. The Branch
should then issue payment for each tutor, and arrange payment to Revenue with the
relevant P30. NB While it is necessary to keep a record of hours worked by part-time
tutors, it is not required that this information be sent on to the schools where the tutor
usually works.
Step 6
Returning P30 Form Each Month/Quarter
Once a Branch has registered as an employer, the contact person will receive a P30 form
each month or quarter, depending on which option you choose. Filling it in is very simple.
This form should be returned before the 15th of each month showing a nil return for every
month other than December and May, as these are the months when payments are made
and tax would normally be returned. The form is returned to the Collector General
(Revenue) in the postage free envelope provided.
In December and May, when the payroll service has calculated the payments for the end of
term, i.e. tax and PRSI due, a report will be sent to the Branch contact person. This will list
the amount of tax and PRSI due in these months. The amount simply needs to be copied
onto the relevant P30 Form and a cheque for the total amount enclosed, and returned as
usual to the Collector General/Revenue in the freepost envelope provided. They will issue a
receipt in due course which must be retained.
Step 7
Monitor Income/Organising Payment of Fees
It is essential to keep a close eye on payment of fees as the term progresses, to ensure that
there will be sufficient funds to make payments in December. If there is any cause for
concern here the Branch should contact National Office to discuss the problem immediately.
Fees may be collected in a number of ways. If possible, parents should be encouraged to
pay up front for each term. If necessary, a payment plan can be arranged, where parents
pay on a weekly basis, or by standing order. If parents are genuinely financially
disadvantaged and unable to meet the fees, their fees may need to be subsidised. If people
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
50
who can afford to pay are persistently not paying their fees, the Branch must advise these
people that the place in the Workshop will be lost if fees are not paid promptly.
Step 8
Make P35 Return & Issue P60s
Before the end of each year a P35 form and a number of P60 forms will be sent by the tax
office to the Branch contact person. All of the information needed to complete these forms
will be provided by DAI’s payroll service in January/early February. Time-wise, this is
possibly the longest job involved in the tax year, but it should not take more than a couple
of hours. It will require transcribing the information provided by the payroll service onto
the official forms and signing them on behalf of the Branch. The P35 is returned in the
envelope provided.
A P60 form needs to be completed for every tutor, listing amount of income from this
employment, tax paid and PRSI and USC returned. The P60s should be given to each tutor
for their own records and in case they wish to apply for a tax rebate. The Branch should
also keep a copy of each P60.
Branches must keep all financial records for the previous 6 years, in case anything needs to
be queried or checked. For example, a tutor might contact a Workshop to get details on
their PRSI contributions for a particular year.
Some items have not been covered here as they are at the discretion of each Branch, e.g.
payments to substitute tutors could be made at end of term, as for other tutors, or
arrangements could be made to suit individual cases. If there are ever any queries, advice
should be sought from the National Office.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
51
5.3
Curricular Programme (Primary)
Oral Language
 Listening, talking
 Vocabulary
 Analogy, synonyms, antonyms, meaning
 Conjunctions, words relating to time and direction
 Syntax sequencing, organising ideas, tone
 Attention exercises and games, memory exercises
Receptive Written Language
 Phonological awareness
 Letters, sounds, blends
 Whole words
 Reading for meaning
 Reading for pleasure
Expressive Written Language
 Letter-sound matching
 Syllable patterns
 Whole words
 Sentence-subject, verb object
 Paragraphs
 Writing for a purpose
 Creative writing
Group Work
Topics for Group Work (Language Development) are listed in the Appendix 5.4 for both 2nd
and 3rd Class, and in Appendix 5.5 for 4th, 5th and 6th Class. No one tutor could cover all
topics but with consultation with the Workshop Coordinator, the plan should be produced
for each group, taking into account the individual needs within the group.
This list may seem very technical, but with tutor creativity and ingenuity, the student can
learn vital skills in a fun way. A difficulty for many students is a short attention span. By
varying topics and approaches in a session, the students will maintain motivation.
Tutorials
The main aim of the Tutorial is to increase sight vocabulary and build up a bank of words
that the child will know at an automatic level.
The average time for a tutorial in a Workshop is 30-40 minutes and so over the period of a
year, tutorial time amounts to a little over 14 hours. It is therefore vital to make optimum
use of this time to build up vocabulary and the child’s confidence to read.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
52
Where possible the workshop will attempt to offer students 1:1 tutorials. However,
numbers of students and tutors do not always allow for this. A 2:1 ratio is more frequently
possible. It cannot be stressed enough how important is preparation work and suiting the
work to the child’s needs.
In a 2:1 tutorial it is vital to have plenty of back-up work which is individualised and is based
on work that has gone before. Such work needs to be prepared in advance. Although
commercial and photocopiable resources are most useful they must be used within the
individualised plan for each child.
During a tutorial the student may have chosen a library book to read. This can be taken
home to read and read with the tutor each week.
Tutors must consult with group tutors at least twice in each term. These consultations will
be organised by the Workshop Coordinator. It is vital for a tutor to have a clear overview of
the student’s progress in the workshop for Parent –Teacher meetings at the end of each
term. These tutor-tutor consultations will take place outside workshop teaching hours.
They provide the opportunity for tutors to inform group tutors of areas or patterns of error
that may arise at tutorial time. This gives the group tutor more information for developing
an individualised programme for each child.
It is important to keep a record of the work completed, in the form of well-presented copies
or folders and individual discs. This will amount to a sizeable body of work at the end of the
year, in which the student can take great pride.
Sight Vocabulary
Tutors begin by going through word lists to choose the words to be taught. These can be
taken from graded lists such as:




Schonell, Dolch lists
first and Second 100 Words
lists generated from child’s own interest
subject based lists
It is important to explain to the child that this list is not a test but contains lots of words that
s/he will need to know. The following is a suggested sequence for developing sight
vocabulary:
1. Show the learner a picture. Give him/her a clue; ask him/her to name the word you
have in mind. The purpose is to elicit the word from the learner.
2. Ask him/her to isolate the sounds within the words as s/he hears them. If s/he has any
difficulty, help him/her by exaggerating the sounds.
3. Tell the learner you will write down what s/he says. Make a note of the sounds s/he
‘hears’, using phonemic notation.
4. Underneath notation write the actual letters and tell the learner that this is the spelling
of the word. Differentiate letters from ‘sounds’, using slanted lines.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
53
5. Using a marker, have the learner ‘map’ the letters on to the sounds. Advise him/her to
do those s/he is sure of first.
6. Assist him/her to complete the mapping and ask him/her to draw a line under the letters
which make one sound, or a line through silent letters.
7. If there are syllables help the learner to find them and draw vertical lines to separate
them. Extend this line done the page, for use in step 8.
8. Ask the learner to write each syllable in large handwriting. Have him/her pronounce the
word.
9. Have the learner trace the word several times and say the word or each syllable in a
natural rhythm.
10. Discuss the word and have him/her say it in a sentence.
11. Cover the word and ask the learner to say the word and then write it from memory. If
s/he succeeds, proceed to step 12. If not continue as follows: a) Show him/her the word
on a flashcard and have him/her copy it. b) Draw the lines under the letters that make
single sounds and then ask him/her to copy each sound as you say it. c) Make a diagram
of the word and have him/her fill in the gaps e.g. shop, _hop, s_op, -op, sh --, s—, -sh-p
or if the word has syllables, use these instead of letters. d) Ask him/her to write the
word from memory. If s/he succeeds go to Step 12. If not, use the three-dimensional
letters and sand-tray.
12. Introduce the second word in the same way.
13. Check learning by asking the learner to write both words from memory. Repeat step 11
if necessary.
14. Continue in this manner with each word.
15. Have learner read all the learned words from flashcards.
In a 30-minute tutorial, once a child has become accustomed to this method, one would
expect a child to learn five words per session. After fourteen weeks a child may be expected
to have learned to recognise automatically close to 70 words, a significant number.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
54
5.4
Curricular Programmes (2nd and 3rd Class Pupils)
Word Attack Skills:
 Alphabet recognition - grapheme recognition
 Phoneme awareness
 Concept of onset and rime
 Phonological training - word families and nonsense words.
 Sight Vocabulary for basic words - 100 most used words
 Word analysis - finding smaller words inside, meaning, repeated patterns etc.
 Days of the week, months of the year, seasons, colours, and numbers.
 Name and address,
 Topics – seasonal, vocabulary, brainstorming, e.g. words to do with Halloween, or
football.
Listening Skills:
 Listening to short passages on tape – story told in sound effects, e.g. door opens,
footsteps, ‘phone rings etc.
 Listening Comprehension- following oral directions
 Teacher reads a story, followed by questions.
 Group discussion where children have the opportunity to listen to each other.
Dictionary Work and Vocabulary:
 To learn the alphabet sequence through rote memory
 To develop the ability to alphabetise words
Oral Expression:
 Increase vocabulary
 Develop self confidence
 Develop the ability to interact in group discussions
 Simple sequencing of ideas
Creative / Personal Writing:
 Begin the process of personal writing in its simplest form, by choosing picture topics for
discussion, allowing the children to express themselves imaginatively. The tutor may
list the words generated by the children on the board or a chart. The children are
facilitated in their effort to produce a written passage without the fear of spelling errors
or correction. As this format progresses the children should become more proficient.
Syntax:
 Word categories and their functions
 Simple sentence structures [agent, action, object]
 Punctuation and the use of capital letters relevant to both.
Sequencing:
 Pictures to tell a story
 Patterns - visual sequencing using shapes or colours.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
55
 Words to form a complete sentence
Memory skills
 Following a series of simple instructions, oral and written
Reading Comprehension:
 To develop information seeking techniques and scanning strategies
 Looking at, describing or analysing details in picture form.
 To develop reading for understanding, passages should be short to maintain attention
and interest.
 Read book over a number of weeks to encourage retention of information over a longer
period.
Handwriting:
 To train fine motor co-ordination
 To develop clear letter formation
 To foster fluency
 To increase neatness, organisation, and legibility of present style
NB - As time is limited in Workshop sessions, handwriting where feasible should be dealt
with, but should not take priority over the above topics.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
56
5.5
Curricular Programme (4th, 5th and 6th Class Pupils)
Word Attack Skills:
 Building on previous skills for Group A and revising / doing skills that have been missed
or found to be incomplete
 To increase word attack skills through syllabification
- Affixes
- Homonyms
- Bound morphemes: -ed, -ing
- Word synthesis and analysis
 Sight Vocabulary - most frequently used words
 Topics – subject based, e.g. mathematics, history etc.
Listening Skills:
 To develop the ability to attend, relate and interpret receptive language
 Listening Comprehension- following oral directions
 Teacher reads a story, followed by questions
 Group discussion where children have the opportunity to listen to each other.
Dictionary Work and Vocabulary.
 To learn the alphabet sequence through rote memory
 To develop the ability to alphabetise words and the use of dictionary and thesaurus
 To increase word power for greater variety and precise expression of thought
 To improve the usage of synonyms and antonyms.
Oral Expression:
 Increase vocabulary
 Develop self confidence
 Develop the ability to interact in group discussions
 Sequencing of ideas to a complex level
 Group discussion to develop the ability to interact and debate topics.
Functional Writing:
 Answering questions
 Report writing
 Book Reviews
 Letter Writing
Creative / Personal Writing:
 To facilitate free written expression through language experience stories and
imaginative work. The tutor facilitates by brainstorming, mind mapping and charting
words to encourage written expression without fear of spelling errors.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
57
Syntax:
 Word categories and their functions: nouns, verbs, adjectives, adverbs, pronouns and
prepositions etc.
 Simple sentence structures [agent, action, object]
 Imperative, interrogative and negative transformations
 The embedding of subordinate clauses
 Direct and Indirect Speech
 Punctuation and the use of capital letters relevant to both.
Sequencing:
 Pictures to tell a story
 Words to form a complete sentence
 Sentences to form a complete paragraph
 Concepts of introduction, main and closing paragraphs
 Memory skills – following a series of simple instructions, oral and written.
Reading Comprehension:
 To develop information seeking techniques and scanning strategies
 To increase reading power by emphasising attention to detail
 To improve the ability to abstract the main idea
 To increase reading speed without loss of accuracy
 Looking at, describing or analysing details in picture form [ as a preparation for media
studies]
 Read book over a number of weeks to encourage retention of information over a longer
period.
Handwriting:
 To train fine motor co-ordination
 To develop clear letter formation
 To foster fluency
 To increase neatness, organisation and legibility of present style.
NB - As time is limited in Workshop sessions, handwriting where feasible should be dealt
with, but should not take priority over the above topics.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
58
5.6
Curricular Programme (Secondary)
Oral Expression
This is dealt with both formally and informally. In 1st year the students are sometimes
reluctant to air their views and need to be encouraged to speak out, whereas in the older
class, they may have become quite verbal. Discussion or oral practice should precede all
reading and writing activities e.g. illustrating use of indirect speech, organising sequence of
events, using conjunctions in complex sentences, becoming familiar with confusing or new
words.
One way of developing opinions and critique of course material is to introduce poetry and
plays through the medium of drama, either with a drama tutor, if available, or by the tutor
incorporating dramatic activity into their class e.g. have the group play out a passage from
Romeo and Juliet, done in different styles. Students learn, by doing the piece in different
styles, that good drama/literature is universal over time and place. The students get the
chance to build up the characters and develop the plot through participation, discussion and
question and answer. This approach applies also to poetry and novels.
Receptive Language
Many students with dyslexia have significantly stronger listening comprehension than
reading comprehension. Many have significantly weaker ability to listen than the average
student. Yet they are required to spend many hours each day listening to instruction and
discussion. There is a place in the Workshop for developing strategies to become more
efficient listeners e.g. structured tasks include giving instructions, which they have to act
upon; listening to a story and then having to retell it - this can be a group activity; listening
to a radio debate and having to express opinions on the speakers’ arguments.
It can be very helpful to dictate short passages using subject-based vocabulary on any
subject from Mathematics to Art. In addition to developing listening skills this exercise
helps the tutor to see where the student needs to overlearn certain key words. These words
can then be dealt with in vocabulary extension.
Reading
The particular aims of reading tuition in the workshop are:
 To develop fluency i.e. rate and accuracy. Skills needed include speed of word
recognition, ability to skim, scan and discriminate between similar-looking words.
 To access meaning/information. Skills needed include ability to understand the
vocabulary, the syntax and grammar, to make inference, to deduce meaning, to
assimilate and categorise information. Reading comprehension requires knowledge of
vocabulary, syntax and grammar and thinking skills.
 To develop an interest in reading for pleasure and knowledge.
Vocabulary
Word attack skills can be taught through subject-specific vocabulary and key words for
different texts. At second level the words used lend themselves very well to looking at
syllables and affixes e.g. photo –synthesis, -graph, -copier, -tropic.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
59
Some lists of subject specific vocabulary have already been compiled but as the vocabulary
is very extensive in each subject the tutor will need to expand these lists. Vocabulary is best
learned in a context, so structured exercises in the use of this vocabulary, both oral and
written should be part of the methodology.
Dictionary use at this level can be a very arduous task for the student. Developing the use
of a good thesaurus may prove more interesting and helpful e.g. looking up a word could
lead to a fun learning session, where practice in using the thesaurus is being established and
knowledge of vocabulary is enhanced.
Students often have difficulty with both the vocabulary and syntax of examination
questions. These are areas that need to be worked on with the student.
Syntax and Grammar
Students need to develop an awareness of syntax and grammar as important conduits of
meaning. Create charts with verb inflections, irregular verbs, explore the importance of
conjunctions and connecting words, the meaning of punctuation marks as part of
understanding what one reads and the functions of words in a sentence.
Ability to identify main and subordinate clauses is a necessary task for understanding text.
Passage Comprehension
At second level reading comprehension takes on a new importance, since students now
have to deal with a wide variety of types of reading e.g. literature, science, business, history
etc., each requiring different levels of reading. Reading comprehension is a skill they will
need for the rest of their lives.
Passages can be taken from novels, newspapers, magazines, and any text. To develop
comprehension skills start at a very basic level i.e. a short passage given to the student to
scan in a short period of time to see if he can extract the main idea. This will help to identify
where the student may be experiencing difficulty. Specific techniques need to be developed
such as:




identifying the keyword
refreshing their prior knowledge of the subject
employing self-questioning techniques
re-telling in an ordered sequence the main events or issues.
Scanning for study can be done in many ways:
 highlighter pens
 underlining
 points in margin
 bookmark with words
To develop thinking skills, with the passages provide:
 a set of open questions
 a set which encourages the student to make predictions
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
60
 a set which requires them to make judgements.
Use pictures to develop visual attention to detail, ability to infer, take a guess and use visual
evidence to support their viewpoint.
Exercises where the student has to extract information into categories will improve his
ability to remember factual information, e.g. Article on ‘Eating Patterns in the 21 st Century’.
The student creates two or more columns, gives each a heading and then ‘collects’ the
relevant information under each heading.
By the time the students are preparing for examinations, reading under time constraints
becomes an important issue. In the Third Year Workshop group the student needs to be
aware of this. The student should be encouraged to look at questions prior to reading a
passage to save time and focus attention.
Each reading session should involve:
 vocabulary building
 discussion
 practice in a specific comprehension skill
 General passage comprehension.
Literature in Examinations
Literature is given special mention here, since the Workshop at Third and Sixth Year levels
serves the function of preparation for the state examination English Papers. Much of work
devolves around responding to the tone and attitudes expressed in the pieces of literature
being studied. Discussion on these is particularly valuable where students can learn from
one another’s insights. However the students also need to be able to write about what they
have discussed. They need to be able to:




name the emotions expressed
identify literary terms
recall the sequence of events
support their opinions with relevant argument and evidence from the text.
They also need to be able to structure an answer to examination questions. While it is not
possible to ‘cover’ the whole programme it is possible to help the student to be more
accurate in his knowledge of given text, to be familiar with the vocabulary used and have
more confidence in structuring and supporting his views. The workshop tuition can provide
him with outlines and frameworks he can apply.
Writing
Writing includes spelling, syntax and grammar, functional and personal writing. It includes
presentation of work and handwriting. Often it is the more difficult task for the student, the
one in which he is most reluctant to engage. Difficulties with planning, getting started, word
recall, spelling and visual-motor activities, such as transcription, all need to be taken into
account in the group sessions.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
61
Functional and Personal Writing
To develop good ground in this area you must begin at a basic level. To do this the students
should be taught to use suitable planning strategies for their particular needs. These
include:




Spidergrams
Block plans
Spine graphs
Mindmaps
Discussion of a subject prior to writing is vital, as the students need practice in developing
planning strategies orally first, practice in organising their thoughts and gaining access to
their vocabulary. The discussion also allows them to learn from one another.
To start with, they may only produce a short paragraph, but the aim is to build on the
method of planning towards a full essay. It may take many sessions to achieve that.
Spellings are not the main focus in these exercises to develop writing skills. However, there
is a time for improving spelling. Frequent spelling errors by a student should be noted and
worked on individually, developing with the student strategies by which he will remember
the rule or shape or derivation of a word.
A practice of editing and revising one’s written work should be encouraged.
Many stimuli can be used to develop personal writing: pictures, objects, passages from
literature, advertisements, audio recordings.
With functional writing, students will benefit from exercises which develop awareness of
the use of appropriate language and tone for each situation.
Spelling
Developing spelling should continue throughout the workshop. At this stage many students
will benefit from an approach that helps them to remember the rule, the root and the
grammatical function of the word.
They should be encouraged to revisit the strategies they used earlier e.g. words within
words, syllable patterns, shape of words, roots and derivations.
Two ‘banks’ of words should be learned to the point of automatic recall viz. frequently used
words and subject-specific vocabulary. As noted above, words are best learned and stored
in a context.
Skills for Learning
All students benefit from efficient learning strategies such as planning, note-making,
revision, self-monitoring, self-understanding, working to time limits, memory strategies.
Becoming proficient in some of these is more challenging for the learner who has dyslexia
than for other children e.g. difficulties with sequencing can create havoc with essay work,
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
62
weaker working memory makes recall impossible, it seems. Developing study strategies
should be a function of workshop tuition and needs to be reinforced right through the years.
Remember:
 ‘Study Skills’ are better learned by daily practice than by talking about them
 While each student will have a preferred learning style, not all strategies suit all learning
activities and thus the student who can use a variety of strategies can deal more
efficiently with a variety of tasks
 The more active the student is in his own learning the more successful it will be.
Note-making
These skills should be developed in a way that is of benefit to the students themselves.
Spellings should not in any way hamper their intake of facts and information. Methods that
have proven effective include: use of spider-grams, lists, mnemonics and bullet points.
Students may be used to these ideas from primary school but under pressure of exams they
may leave out vital facts in the effort to spell or present work and thus it is important that
they develop good strategies for recording, and consequently learning.
They must become accustomed to differentiate between note-taking and work suitable for
presentation as homework or for exams. If a student is good at diagrams, s/he should be
encouraged to make use of them, especially in subjects such a science and geography, or
indeed any subject. However it is also useful that the student should know a number of
ways of recording information.
Encourage students to use a certain amount of shorthand but not to the point of
introducing almost another written language which could confuse. Abbreviations are useful
e.g. Eighteenth Century = 18C.
An alternative that suits some students is to put study points on tape for each subject or
have a specific notebook for each subject with personal student notes. Students should be
encouraged in the workshop to use tapes and computers to store information, to help them
order their ideas and reinforce their memories.
Revision
Work needs to be constantly revised. But revision is about more than re-reading one’s
notes. Encourage the student to look, say, cover, write, not only spellings, but also as a
strategy for revision. Alternatively, instead of writing they may draw or illustrate the main
ideas, construct a dialogue etc.
Self-Monitoring and Metacognition
The more the learner becomes aware of what he is doing, how s/he is learning, the more
independent, competent and confident he will become. Checking his/her own progress can
take the form of self-questioning:

At the beginning of a task: what information do I need to know from this passage? How
many facts must I remember? With what can I associate them – pictures, letters, other
information?
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
63

At the end of the task: how much can I recall? What piece do I get stuck on? What can I
do to make that piece stick? What has worked well for me
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
64
5.7
DAI Policy on Alternative Therapies
The Dyslexia Association of Ireland has been working with children and adults with Dyslexia
since 1972. The Association advocates direct teaching as the optimum way of improving
literacy skills. Teaching is time-consuming and often tedious, but when appropriate teaching
intervention begins early in life and has the moral and practical support of the home and the
school, it will be successful. All teaching is most effective when it adheres to the following
basic principles:
1.
The results of the assessment are used to diagnose specific learning difference.
2.
Learning objectives are used for planning and evaluation.
3.
The teaching is multi-sensory, using all available learning channels.
4.
The teaching is systematic/sequential, i.e. uses task analysis.
5.
The teaching is cumulative, i.e. helps the learner connect what is being learned to what
is already known.
6.
The teaching provides for over-learning, i.e. repetition and consolidation, through
rehearsal to automaticity.
7.
The teaching is cognitive and encourages learners to think about language and
understand language structures.
8.
The teaching is success orientated, i.e. it ensures success and builds self-esteem.
9.
The learner is helped to transfer learning to real literacy situations.
10. The home is involved.
The Dyslexia Association’s years of experience and knowledge of SLD/Dyslexia, as well as our
contact with British, European and International associations, has led us to the conclusion
that there is no quick fix, no magic pill, no universal panacea, that will provide a cure.
Despite this belief, regularly, bona fide researchers and charlatans alike continue to look for
alternative treatments that might cure, prevent or otherwise have a positive effect on the
learning difficulty. Learning difficulties and dyslexia in particular, seem to attract unusual
forms of treatment. The only real way to determine the worth of these treatments is to
become better acquainted with some of the methods of scientific investigation. Research
has shown that many things can influence performance:
 Placebo Effects – improvements just because patients believe that they are receiving
effective treatment.
 Hawthorne effects – the finding that for every change in circumstances there will be a
change in behaviour.
 Attentional effects – subjects may react favourably to a treatment just because they are
the centre of a lot of attention.
 Motivational effects – the result of a subject trying much harder just because they have
been singled out for treatment and made to feel special.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
65
Parents and professionals should watch out for any promoted method or product that costs
a lot of money and promises a quick fix or ‘cure’. Any method or product should be
considered controversial and suspect if:
1. There is no research to prove that it works, or which explains why it works.
2. The research has not been independently replicated.
3. The claims of the method or product far exceed the research results.
4. The only ‘proof’ is the personal testimony of parents or their children.
Before signing any contract, agreeing to any treatment or purchasing any product that
sounds too good to be true, ask to see the independent research papers that support their
claims. Also ask for local references. Talk to professionals in the field about the method. If it
sounds too good to be true, it probably is.
Some questions to ask of a new treatment:
 Is the theory scientifically plausible?
 Does evidence for efficacy go beyond testimonials? Have independent studies been
done?
 Is there evidence that gains are due to the treatment rather than maturation, practice,
placebo effects, etc.?
 Are costs reasonable relative to benefits?
Non-teaching Interventions
A range of non-teaching interventions has been developed in recent years. Most of these
interventions claim that, by providing additional stimulus and a systematic programme that
develops an aspect of the child’s functioning, their therapy also results in improved literacy
skills. Reading is not something which develops naturally, it is a skill which has to be taught
and so while non-teaching interventions can help some children who have deficits in
particular areas of processing, they will continue to need informed teaching.
Interventions can be roughly categorised under a number of headings:

Exercise and Movement

Auditory Stimulation

Visual correction

Diet
Exercise and Movement
These therapies include educational kinesiology, neuro-developmental therapy, primary
movement, brain gym and DDAT programme. The main therapies are based on theories of
development and how various movements that the child should make have failed to
develop appropriately. The therapies attempt, by a programme of movement, to remediate
these developmental delays or bad habits. They include such programmes as Neurodevelopmental Therapy, Primary Movement and Brain Gym.
One movement therapy, DDAT, is based on what is known as the cerebellar theory of
dyslexia. This proposes that the cerebellum, which is the part of the brain that, among other
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
66
functions, controls balance and movement can be retrained. There has been considerable
controversy in recent times over the research methodology related to this programme.
DDAT went out of business in 2008.
Auditory Stimulation
These include sound therapies, auditory training and the Mozart Effect, i.e. the belief that
the rhythms and cadences of Mozart’s music improve brain activity.
Visual Correction
A number of therapies concentrate on the visual aspects of dyslexia. They note that some
persons with dyslexia experience difficulty with eye control, eye-tracking and convergence,
while others report difficulty with ‘blurring’ print and sensitivity to black print on white
background. This has led to the development of colour testing, prescribing coloured lenses
and overlays and a range of visual-based remedial programmes. There remains some
controversy over Scotopic sensitivity, more often now called Meares-Irlen Syndrome or
visual stress, but anecdotal evidence suggests that the use of lenses and overlays do remove
some of the discomfort of reading. However, the difficulties may be independent of
dyslexia and the child will still need to be taught the structure of the written language.
Nutritional Supplements/Diet
There is a body of influential research which has been examining the effects of certain EFAs
(essential fatty acids) and HUFAs (Highly Unsaturated Fatty Acids) on brain function. These
essential fatty acids are found in oily fish and in vegetable oils and seeds
Summary
By definition, an alternative therapy is any intervention, other than direct teaching,
intended to treat SLD and, especially, those treatments or therapies promoted or supplied
commercially. This includes such interventions as coloured lenses, light treatments, sound
therapy, kinaesiology, neurological retraining (e.g. Brain Gym, Neuro-Developmental
Therapy, Primary Movement) and medications/supplements (e.g. omega oils.)
The Workshop shall not endorse, promote or employ in the Workshop any alternative
therapy without the prior approval of the Head of Psychological and Educational Services
and the NEC.
Any member of DAI has the freedom to refer their child for any intervention they desire, but
they cannot implicate their local or the National Association in any way in that intervention
without the prior agreement of the National Executive Committee.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
67
5.8
DAI Fundraising Policy
This Fundraising Policy is in compliance with the Statement of Guiding Principles for
Fundraising which was drawn up for the Irish Charities sector in the context of the Charities
Act (2009).
The Charities Act has the stated objective of “ … implementing agreed Codes of Good
Practice in relation to the actual fund-raising operations …”.
The Statement sets out best practice for charities who fundraise from the public, based
around core principles of respect, honesty and openness.
A full copy of the Statement of Guiding Principles for Fundraising is available at www.ictr.ie
Public Fundraising Compliance Statement:
 The Dyslexia Association of Ireland is committed to complying with the Statement for
Guiding Principles for Fundraising and has formally discussed and adopted the Statement
at a meeting of the governing body (National Executive Committee).
 The Dyslexia Association of Ireland confirms its commitment to the principles set out in
the Statement of Guiding Principles for Fundraising by a statement to that effect in its
annual report (2011 Annual Report onwards).
 The Dyslexia Association of Ireland has a Donor Charter which is consistent with the
Statement of Guiding Principles for Fundraising.
 The Dyslexia Association of Ireland monitors compliance with the Statement of Guiding
Principles for Fundraising and compliance reports are received annually by the governing
body.
 The Dyslexia Association of Ireland considers the Statement of Guiding Principles for
Fundraising when planning all fundraising activity.
 The Dyslexia Association of Ireland provides honest, open and transparent disclosure
when fundraising from the public.
 The Dyslexia Association of Ireland has appointed a member of the governing body
and/or a senior member of staff to be responsible for compliance with the Statement of
Guiding Principles for Fundraising.
 The Dyslexia Association of Ireland ensures that fundraising staff/volunteers are provided
with information and training, when needed, on the Statement of Guiding Principles for
Fundraising and its implementation.
 The Dyslexia Association of Ireland has a feedback and complaints procedure consistent
with the Statement of Guiding Principles for Fundraising. Feedback is recorded for review
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
68
by relevant staff including the CEO and governing body. Feedback is responded to
promptly and appropriately.
 The Dyslexia Association of Ireland prepares financial reports consistent with the
requirements of the Charities Act 2009 which include a statement concerning the extent
to which control of the organisation is independent of its funding sources.
 The Dyslexia Association of Ireland ensures that all donations are tracked and recorded
and complies with data protection requirements.
 The Dyslexia Association of Ireland is accessible to the public through a number of readily
available contact options.
Donor Charter:
As a charity seeking donations from the public we the Dyslexia Association of Ireland (DAI)
aim to comply with the Statement of Guiding Principles for Fundraising.
Our pledge is to treat all our donors with respect, honesty and openness.
We commit to being accountable and transparent so that donors and prospective donors
can have full confidence in DAI.
We promise we will effectively apply your gifts to us for their intended purposes.
We commit that you, our donors and prospective donors will:
 Be informed of the organisation’s mission, and of the way the organisation intends to
use donated resources.
 Be informed of the identity of those serving on the organisation’s governing board, and
that the board will exercise prudent judgement in its stewardship responsibilities.
 Have access to the organisation’s most recent financial statements.
 Be assured your gifts will be used for the purposes for which they were given.
 Receive appropriate acknowledgement and recognition.
 Be assured that information about your donation is handled with respect and with
confidentiality to the extent provided by law.
 Expect that all relationships with individuals representing the charity will be dealt with
professionally.
 Be informed whether those seeking donations are volunteers, employees of the
organisation or hired third party agents.
 Have easily available the agreed procedures for making and responding to complaints.
 Have the opportunity for any names to be deleted from mailing lists. DAI mailing lists
are not shared with third parties.
 Receive prompt, truthful and forthright answers to questions you might have of the
organisation.
What to do if you have feedback
If you do have a comment about any aspect of our work, you can contact DAI in writing or
by telephone or email. In the first instance, your comment will be dealt with by our
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
69
Director/CEO. Please give us as much information as possible and let us know how you
would like us to respond, providing relevant contact details.
Write to: The Director/CEO, Dyslexia Association of Ireland, 1 Suffolk Street, Dublin 2.
Tel: 01 6790276 Email: [email protected]
Opening hours: Monday to Friday, 9.00 am to 1.00 pm, and 2.00 pm to 5.00pm.
The Responsibility of those Managing Fundraising Activities:
Fundraisers and fundraising charities, such as the Dyslexia Association of Ireland, commit
themselves to the highest standards of good practice and to ensuring that all their
fundraising activities are respectful, honest, open and legal. Any information obtained in
confidence as part of the fundraising process must not be disclosed without express prior
consent.
Those responsible (or their designate, whether voluntary or paid) must:
1. Be responsible for ensuring that fundraisers are aware of and can generally
communicate the purpose of the organisation and of the specific fundraising efforts
they are involved in;
2. Be responsible for ensuring that fundraisers are aware that they must disclose if they
are employees of the organisation or third party agents;
3. Provide, where possible, clear and adequate, written or verbal, information to the
public about any relevant follow-up including telephone procedures;
4. Have procedures to ensure that, wherever possible, particular caution is exercised
when soliciting from people who may be considered vulnerable;
5. Ensure that, where paid, fundraisers are remunerated by such methods that will
avoid the incidence of pressure on the potential donor to donate;
6. Where events organised in the charity’s name are not known by the charity until
after the fact, the charity will work with that fundraiser to ensure they are aware of
the standards expected and that the fundraiser will apply them to any future events
they hold for the charity;
7. Where donations are raised through electronic means, for example through
charities’ websites, the level of security applied to such websites shall be of a
sufficient standard to protect the confidentiality of donors credit card and other
personal details;
8. Be responsible for ensuring that paid fundraisers are remunerated within the
minimum wage regulations;
9. Ensure all public collections have a Garda permit, or where no permit is necessary,
permission from the relevant authority (such as for collections in church grounds);
10. Ensure there is signed confirmation that data is kept securely and confidentially and
in compliance with the Data Protection Acts 1988 and 2003;
11. Ensure that the recruitment process screens potential recruits to indicate suitability
(subject to data protection regulations);
12. Where remunerated, ensure fundraisers are legally entitled to work in the
jurisdiction;
13. Be responsible for ensuring that, where paid, all fundraisers and third party agents
are given appropriate contracts, to include a clause stipulating their compliance with
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
70
the Statement of Guiding Principles for Fundraising and with any legal requirements
that apply;
14. Ensure that appropriate training, education and information is available to
fundraisers to enable them perform their roles effectively;
15. Comply with the ICTR good practice factsheet on handling cash and non-cash
donations.
16. Be generally responsible to explain to the public how fundraising is organised and to
help educate the public about the realities of resourcing charitable organisations.
Where specific questions are received these should be answered openly and
honestly. The principle of informing the charity in advance and adhering to these
standards will be highlighted as much as possible by the organisation.
Note: The Dyslexia Association of Ireland does not use paid fundraisers; all fundraising is
currently done by volunteers.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
71
5.9
Guidelines on Providing a DAI Information Service
The Dyslexia Association of Ireland (DAI) has always been committed to the highest
standards of service in its dealings with all individuals and organisations. The following
are the main principles set out by DAI for the provision of a quality information service,
both nationally and at Branch/Workshop level.
The service provided should be:
1. comprehensive, providing accurate, up-to-date information and advice;
2. empowering, by enabling people to exercise their rights and responsibilities;
3. confidential, impartial, non-judgmental, independent and non-directive;
4. accessible to all people (using outreach, telephone and media as appropriate);
5. a professional and caring service.
Above all, whether as a staff member or a volunteer, it is important to remember that
you are speaking on behalf of the Dyslexia Association of Ireland, and thus any
information given or views expressed must be consistent with DAI policy.
1. Comprehensive Accurate Information Provision
 Provide information that is clear and accurate and meets the needs of people.
 Ensure that the information provided is up-to-date, using recent DAI publications
and the DAI website in particular, as a source of up-to-date information.
 All information provided must be factual, not based on word of mouth, or
personal opinion or experience. For example, comments on the merits or
otherwise of a particular psychologist should not be given.
 Information should be provided in a diplomatic manner, and if you have nothing
good to say, then better to say nothing! For example, it is not appropriate to
criticize an individual teacher or a specific school.
 No one is expected to have an encyclopaedic knowledge – if you cannot answer a
query, always refer the client to the individual or organisation who can best
answer their query. It may be that you need to refer them to another person
within the branch or workshop, to a National Office staff member or to another
organisation.
2. Empowering People
 The goal is to ensure that people are enabled to make full use of the information
they have been given.
 Knowledge is power - by informing people of their rights and responsibilities, DAI
can help to empower individuals to seek the supports that they may be entitled
to.
 Parents can be empowered to become stronger advocates for their children, and
adults can become better self-advocates.
 People can also be empowered to campaign and lobby for improved provision for
all people with dyslexia.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
72
3a. Confidentiality
 Employees, volunteers and Committee members are required at all times to
maintain absolute confidentiality in respect of matters which come to their
knowledge in the course of their work, and are expected to maintain the
confidentiality of personal information at all times.
 Ensure that you are very familiar with the DAI confidentiality policy (see page 6).
 Breaches of confidentiality must be treated very seriously.
3b. Independent and Impartial
 Being independent and impartial means being neutral, fair, balanced and
unbiased in the information you provide.
 DAI, and those speaking on behalf of DAI, does not and should not give personal
recommendations for psychologists, teachers or other professionals.
 DAI, and those speaking on behalf of DAI, does not endorse any one learning
programme over another.
 Staff and volunteers may have personal opinions about individuals but these are
very subjective and it is inappropriate to give this personal opinion when
speaking on behalf of DAI.
 Personal opinions should be avoided if at all possible, but if you choose to give a
personal opinion, you must make it very clear to the client that it is your own
personal opinion and not that of the Dyslexia Association.
3c. Non-Judgemental
 Non-judgemental means not judging or acting on the basis of one’s own personal
standards or opinions.
 A non-judgemental approach is one which does not reflect your own biases.
 You may have had a negative experience with, for example, a teacher in a
particular school, but you should not allow that to influence a conversation with
a client.
3d. Non-Directive
 Information must be provided in a non-directive manner, i.e. DAI staff and
volunteers provide information and advice, but it is up to the individual to decide
how they wish to proceed with that information.
 For example, you can give a parent information about a special reading school in
their area, but they must decide for themselves whether to enrol their child or
not, or you can give an adult information about diagnosing dyslexia but they must
decide for themselves whether to seek an assessment or not.
4. Accessible to all
 DAI is committed to ensuring equality and access for all in regard to DAI services
and activities.
 DAI is committed to ensuring that the rights to equal treatment established by
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
73
equality legislation are guaranteed to each and every client and work to
accommodate diversity. (The grounds covered under equality legislation are:
Gender, Marital Status, Family Status, Age, Race, Religion, Disability, Sexual
Orientation, and Membership of the Traveller community).
 Identify and work to eliminate barriers to access to services for people
experiencing poverty and social exclusion.
5. Professional and Caring
 Deliver information with courtesy, sensitivity and the minimum time delay.
 It is important to deal with people as professionally as possible and in a caring
and empathetic way.
 Deal with queries in a timely manner and with courtesy. Ideally, try to respond to
telephone queries within 24 hours and written queries, including emails, within 3
working days.
 Do remember how anxious clients can be when they are seeking information, and
any delay can be very disheartening and frustrating for them.
 If you are struggling to find the time to deal with queries, seek help from another
Committee member or from the National Office. Many Branches have a Branch
mobile phone which is shared among several Committee members so no one
person is overloaded, and all queries are then dealt with in a timely manner.
Similarly, the Workshop Co-ordinator and Assistant Co-ordinator could share a
Workshop mobile and thereby lessen the individual load.
 When giving information take into account that some people may require
additional time to absorb and understand the information provided, and may
need to have information repeated.
Information providers interacting with people face-to-face or by telephone should:
 Give name and role.
 If possible, check how the person wants to be addressed.
 Allow person to speak without interruption – some people present their query in
the form of a story/narrative.
 Listen attentively.
 Speak clearly, slowly and in a jargon-free manner.
 Allow time to deal fully with the query.
 Follow-up, as appropriate, with written confirmation of the information provided.
Written Communication
All written communications (including electronic communication, i.e. emails and
websites) issuing from DAI branches and workshops should include the following
information:
 Branch Name, e.g. Kilkenny Branch of DAI. It should be clear that the
Branch/Workshop is part of the Dyslexia Association of Ireland.
 Contact Postal Address.
 Contact Telephone Number.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
74
 Contact Email Address.
 The name of the person who is issuing the correspondence and their role in the
Branch/Workshop.
 DAI’s registered Charity No. which is CHY 10044.
 DAI’s registered Company Information, as follows: The Dyslexia Association of
Ireland is a company limited by guarantee not having a share capital, registered
in Dublin, Ireland with registered company number 185795.
 If a logo is used it should be the DAI national logo. This is available from National
Office, on request.
Written and audio-visual materials should follow best practice on accessibility and
legibility, as follows.
Advice on Making Written and Audio-Visual Materials Accessible
Font
 Use a font which is rounded, with reasonable space between letters and ‘easy on
the eye’. Sans Serif fonts such as Arial, Comic Sans, Verdana, Helvetica, Tahoma
and Sassoon Sans are recommended.
 Use a minimum size of 12pt or 14pt.
 Where possible use lower case letters rather than capitals.
 Don’t write entire sentences in capitals – it’s like shouting at the reader.
Paper




Avoid light coloured text on a dark background.
Use coloured paper instead of white, even cream or off-white helps.
Matt paper is better than glossy, as it will reduce glare.
Ensure paper is heavy enough to prevent text coming through from the back.
Good quality 80-90gsm is effective.
Presentation Style
Good presentation style aids both readability and visual impact.
 Limit lines to about 20 words, where possible.
 The space between lines is important – set at 1.5 spacing.
 Use wide margins and clear headings.
 Uses boxes or coloured shading to highlight important text.
 Avoid dense blocks of text by using shorter paragraphs.
 Use bold or colour to highlight. Italics and underlining make reading more
difficult.
 Keep text left justified, with a ragged right edge.
 Use bullet points or numbers.
 Include relevant graphics and images, where possible.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
75
 However, don’t use background graphics behind text as this can make the text
difficult to read.
Writing Style
The way text is written can really impact on the reader. Complex long sentences can be
difficult to read and comprehend.
 Be concise. Write in short simple sentences.
 Give instructions clearly. Avoid long sentences of explanation.
 Try to call the reader ‘you’; imagine you are talking to them directly.
Increasing Accessibility
Everyone processes information in a different way. Some people prefer long wordy
explanations, while others may prefer an alternative style, e.g.
 Using visual representations such as a mind-map, or a flow chart.
 Lists of do’s and don’ts can be clearer than a long passage of dense text.
 Provide a glossary to explain jargon, key terms and abbreviations.
 For larger documents, you should provide a contents page and an index.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
76
6.
Sample Forms
6.1
Local Emergency Contact Numbers
Workshop Parents’ Committee:
_____________________________________________
Workshop Co-ordinator:
_____________________________________________
Workshop Assistant Coordinator:
_____________________________________________
Local Garda Station:
_____________________________________________
Local Hospital:
_____________________________________________
Local Medical Centre/GP Practice:
_____________________________________________
CEO of DAI:
_____________________________________________
HSE Social Work Service:
_____________________________________________
The Samaritans:
_____________________________________________
Childline:
_____________________________________________
Aware:
_____________________________________________
National Suicide Network:
__________________________________________
Bereavement Counselling Service:
_____________________________________________
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
77
6.2
DAI Workshop Enrolment Form
Name of Workshop: __________________________________________________________
Venue: ____________________________________________________________________
Date/Time of Workshop: _____________________________________________________
Introduction
Thank you for your interest in the ______________________ Dyslexia Association of Ireland
Workshop. We look forward to welcoming your son/daughter for the forthcoming session.
Dyslexia Association of Ireland Workshops are run by local Dyslexia Association of Ireland
Branches which are voluntary Committees of parents and teachers. Branches are affiliated
with the National Association which has its central office in Dublin.
The Workshops are designed to support children and young people who have dyslexia and
are intended to be complementary to work done in school but with a supportive and
individualised ethos that recognises the emotional and confidence aspects of dyslexia as
well as the core literacy and related difficulties.
In order for your child to get maximum benefit from attending the DAI Workshop it is vital
that the student is committed to: (1) full attendance and coming to class on time, and (2)
full co-operation in class and willingness to do the work assigned.
Finance
The Workshops are not run for profit and fees are charged to cover necessary costs such as
employing suitably qualified teachers, renting premises and purchasing appropriate
resources and supplies. The Workshop also benefits from fundraising activities and needs
parental support to assist with such events and initiatives.
Places in the Workshop are assigned for one full academic year. Fees are due for the full
year as they are set on an annual basis. To facilitate parents, fees may be paid on a weekly
or termly basis, but the full annual fee is due, even if the student misses a class. Therefore it
is wise to make sure that your child understands that attendance at the Workshop is a
commitment for a full school year.
The annual fee for the Workshop is: €_____
The Workshop runs for ___ weeks/year.
The weekly cost for the Workshop is €_____
Deposit Enclosed: €_____
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
78
Key Information (to be completed by Parent/Guardian)
Name of Student: ___________________________________________________________
Address:
__________________________________________________________________
___________________________________________________________________________
Name of Parent/Guardian: _________________________________________
Contact Telephone numbers: _________________________________________
Name of Parent/Guardian:
_________________________________________
Contact Telephone numbers: _________________________________________
Name of School Currently Attended: _____________________________________________
Date of Birth: _________
Class in School ___________
Current DAI Membership Number: ___________________
(All children attending Workshops must be current members of the DAI. Only one membership is needed per family.)
Date of enclosed educational psychology assessment report: ___________
Health and Safety
Parents should sign their son/daughter in and out of the Workshop each evening.
Workshop staff are not responsible for children on the premises outside the hours of the
Workshop.
Please provide the name and contact details of two people who may be contacted in the
event of an illness or emergency occurring during the hours of the Workshop.
Name Contact Person No. 1 __________________________________________________
Mobile Telephone:
__________________________________________________
Name Contact Person No. 2 __________________________________________________
Mobile Telephone:
__________________________________________________
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
79
Medical
Please detail any significant health issues your child has that it would be important for staff
to be aware of?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Is your child currently taking any medication?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Name and Address of GP: _____________________________________________________
Address of GP: ______________________________________________________________
In the event of an emergency and when every effort has been made to contact me without
success, I hereby give permission for my son/daughter ________________ to be taken to
the surgery of Dr. _______________________ or taken by ambulance to hospital and there
to receive any urgent medical/surgical attention deemed necessary in such an emergency.
I can confirm that all the information is accurate and understand that all this information is
treated confidentially. Assessment reports are only shared with tutors on a need to know
basis. Branch and Workshop records are maintained confidentially by the Dyslexia
Association of Ireland at Branch and National level.
Signed: ______________________________________________ Date: ________________
(Parent/Guardian)
Signed: ______________________________________________ Date: ________________
(Parent/Guardian)
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
80
6.3
Accident Report Form
Person affected/injured:
Name: ________________________________________
Date of Birth: _______________
Parent/Guardian :_______________________________
Address: ___________________________________________________________________
_____________________________________________
Tel. _______________________
Person reporting the incident:
Name: _______________________________________
Tel. _______________________
Address: ___________________________________________________________________
Accident/Incident:
Date: _____________________________
Time: __________________________________
Location: ___________________________________________________________________
Description of incident (including cause and nature of injury):
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Actions taken/recommendations: ____________________________________________
___________________________________________________________________________
___________________________________________________________________________
Signed: ____________________________________
Date: _____________________
The Branch should keep a copy of this form, and a copy should be sent to the CEO in National
Office.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
81
6.4
Letter of Contract for Workshop Tutors
This is an example of the type of letter, which could be used as a contract letter, or a letter
setting out terms of employment, between Branches and tutors. Branches should enter their
own dates, venues, etc. It is advised that contracts be issued per term, i.e. two per year.
Signed copies of the letter/contract should be kept on file.
Date _____________
Mr. Joe Bloggs
15 Ballybeg Road
Ballybeg.
Sample Contract/Terms of Employment for Workshop Tutors
Dear Mr. Bloggs
We are pleased to confirm the terms and conditions of employment with the
Ballybeg Branch of the Dyslexia Association of Ireland as follows:

Your employment will commence on ______________________ and will terminate
on _____________________. The Unfair Dismissals Acts 1977-1993 will not apply to
the expiry of your contract on this date.

You will be employed as a part-time tutor at the Ballybeg Workshop for this term
and your place of employment shall be Ballybeg N.S.

Hours of work are normally from 5.00p.m. to 7.00 p.m. on Tuesdays.

The duties of the job will be as per Roles and Responsibilities in the DAI Best Practice
Manual (copy available for your information). All personnel are expected to operate
in line with the DAI Manual.

The rate of remuneration shall be €45.00 gross per hour worked (plus 8% holiday
pay), payable at the expiry of the contract. To facilitate payments please complete
the Payroll Details form supplied.

This contract is subject to Garda Vetting and reference checks.

You will agree not to disclose to any third parties any confidential information either
during or subsequent to the period of employment.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
82
We trust you find this in order and would be grateful if you would sign the enclosed copy of
this letter and return same for record purposes at your earliest convenience.
Yours sincerely
Jane Doe
on behalf of the Ballybeg Branch of the D.A.I.
___________________________________________________________________________
I ______________________________________have read, understand and accept the
aforementioned terms and conditions of my employment with the Ballybeg Branch of the
Dyslexia Association.
Signed _________________________________
Workshop Tutor
Date ____________________
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
83
6.5
Payroll Details
The following form is useful for the collection of payroll information, and in case of
emergency.
PAYROLL DETAILS for DAI Workshop Tutors
Name of Workshop:
________________________________________________
Employer Registration No. of Branch (if known): ________________________________
Teacher Details:
Name of Teacher:
________________________________________________
Address:
________________________________________________
________________________________________________
Telephone No.
________________________________________________
PPS No.
________________________________________________
Next of Kin:
Name_________________________Tel. _______________
PRSI Details:
Are you in full-time employment elsewhere, in addition to this part-time employment in a
DAI Workshop? Yes ____
No ____
PRSI Contribution Class:
________________________________________________
(This information will be on your most recent P60)
NOTE: Most tutors who are in full-time employment with the DES, or
ETB, will be on class A or D in their main employment.
In addition to Gross Pay, an allowance of 8% for Holiday Pay due is included in the Gross
Payment made. Pay is subject to the relevant deductions, i.e. tax, PRSI, USC.
Teachers in full-time employment will have their full tax credits absorbed by their main
employment and so will be liable for tax at the higher rate. If you are a tutor working
only in a Workshop, or if you know that you have tax credits to spare, you should contact
Revenue to arrange the allocation of any spare tax credits to your Dyslexia Association
Workshop employment so that you pay the correct tax.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
84
6.6
Workshop Tutor Time Sheet
DAI Workshop: ______________________________________________________________
Workshop Tutor Name: _______________________________________________________
Workshop Week
Date
Hours worked
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Total hours worked this term: __________________
Signed:
___________________________________
Co-signed: ___________________________________
(Workshop Tutor)
(Workshop Co-ordinator)
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
85
6.7
Individualised Educational Plan (IEP)
Name: ______________________________ Group Tutor: ______________________
Term: Autumn / Spring 20__
SECTION 1: PROFILE
A summary of key difficulties, issues and areas for development.
SECTION 3: EVALUATION
An evaluation of progress made with key priorities and also general progress.
Date of Evaluation:___________
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
86
SECTION 2: PRIORITY AREAS
Priority Area
Resources/ Approaches
Success Criteria
Evaluation
6.8
Sign in / Sign Out Form and Procedure
All Workshops should be operating a sign in and sign out procedure for children attending
workshops. Parents should sign in when they drop off their child, and sign out when they
collect their child when the workshop is over. This is for the protection of all concerned and
to ensure that children are not left unaccompanied at any stage, especially in car parks or
outside of the workshop premises, particularly on dark winter evenings. Many Workshops
are already operating this system, but we want to ensure that all Workshops operate this
system for everyone’s protection, but especially for the children. A sample sign in/out
sheet is attached. You can use your own format but the important thing is that a procedure
is in place and records are kept.
If parents’ have given their written permission (please see the enclosed consent form)
secondary students can sign in and out themselves.
The enclosed consent form should be given to ALL parents at the start of each year so that
they understand the scope of our insurance in relation to their child/children being on
workshop premises. It also reminds parents that they must be members in order that their
child is covered by our insurance while attending a Workshop.
A rota of parents should be organised so that at each Workshop there are at least 2 parents
assigned to sign in/sign out duties.
SAMPLE Workshop Sign In/Sign Out Sheet
Ballytown Workshop
Child’s Name
Signed in by
Date: Tuesday 5th November 2013
Time
Signed out by
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
Time
89
6.9
Workshop Funding From and Information
In certain circumstances, DAI Branches makes funding available for people who find it
impossible to pay the full fee for a Workshop, i.e. people who are unemployed or on a
very low income. Each application is considered carefully and therefore the form below
must be fully completed. If you are on social welfare you should have the form certified
(signed and stamped) by an independent witness, i.e. your social worker or community
welfare officer. Alternatively, if you are not in receipt of any social welfare payments, you
should submit copies of both parents’ most recent pay-slips or a letter from your
employer(s) stating current wages, hours or work, etc. Applications can only be accepted
from current DAI members enrolled in DAI affiliated workshops. Completed applications
should be given to your Workshop Programme Coordinator.
Name of applicants (i.e. both parents): ___________________________________________
Address: ___________________________________________________________________
______________________________________________ Tel. _________________________
Person for whom funding requested (i.e. child’s name): ______________________________
Current DAI Membership Number: ______________________________________________
Name of Workshop: ________________________________ Fee per term: ______________
I am applying for funding for the following term: Sept.-Dec. Term
or Jan.-April Term
Occupation of applicants, i.e. both parents: _______________________________________
Weekly/Monthly income of family: ______________________________________________
Number of people dependent on that income: _____________________________________
Have any other bodies been approached to secure funding? __________________________
NOTE: Funding may be available from organisations such as St. Vincent de Paul or
Community Welfare.
How much of the fee can you afford to pay? ______________________________________
NOTE: DAI is not able to offer full funding, and the level of funding available is very limited.
I confirm that the above information is correct, to the best of my knowledge.
Applicants: ________________________________________ Date: ____________________
Witness: __________________________________ Occupation _______________________
(NB. Social Worker or Community Welfare Officer)
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
90
Information on Applying for Funding for DAI Workshop Fees
Each Workshop Funding Application is considered carefully and therefore the application
form must be fully completed.
If you are in receipt of social welfare you should have the form certified (signed and
stamped) by an independent witness, i.e. your social worker or community welfare officer.
Alternatively, if you are not in receipt of any social welfare payments, you should submit
copies of both parents’ most recent pay-slips or a letter from your employer stating current
wages, hours worked, etc.
Completed applications should be given to your Workshop Programme Co-ordinator.
When the application has been reviewed, a funding subsidy may be granted by your DAI
Branch.
In very exceptional circumstances, when all local Branch funds have been exhausted, an
application can be made to the CEO of the National Association. In this instance, the
Workshop Co-ordinator should forward the completed funding application to: Rosie Bissett,
CEO, Dyslexia Association of Ireland, 1 Suffolk Street, Dublin 2, accompanied by a letter
giving evidence of the current Branch financial status.
Each application is assessed individually based on the information provided. When a
decision has been made, the applicant will be notified whether their application has been
successful, and, if so, how much of a funding subsidy can be provided.
Funding should only be granted per term, i.e. January to April or September to December.
As people’s circumstances do change, a separate application needs to be made for each
term. Copies of this funding form are available from your workshop’s Programme
Coordinator.
NOTE: Applications are only accepted from up-to-date DAI members enrolled in DAI
affiliated workshops. People on social welfare/reduced income can pay a reduced DAI
annual membership rate of €20 (normal fee is €40) – please contact DAI national office for
further information.
DAI is a charity and we are only able to provide these limited funding subsidies due to the
tremendous hard work of our staff and volunteers nationwide who regularly engage in
fundraising activities to generate funds both locally and nationally.
Therefore, we encourage, and need, all DAI members to get involved and help support DAI’s
fundraising events, both at branch level and at national level. It is only through your active
support and involvement that DAI will be able to continue to provide this much needed
support to financially disadvantaged families.
Manual of Best Practice for Dyslexia Association of Ireland Branches and Workshops, January 2014
91