Students with Reading Difficulties
Diagnostic Testing
There is no structural or systematic testing of students to diagnose reading difficulties. The language and reading curriculum does not prescribe assessment standards and testing methods. The schools decide whether students have attained all the objectives and, thus, use their own tests and award qualifications. Most teachers use formative assessments to follow up on the development of their students.
In primary education, teachers are attentive in detecting reading difficulties. They follow studentsʼ progress through continuous observation and periodic testing, particularly via tests linked to the series of textbooks used. Once a reading difficulty is detected, teachers rely on the Pupil Guidance Center during a periodic multidisciplinary consultation to confirm the initial diagnostics through specialized testing. Most schools, however, do not wait for a formal diagnosis to support students with reading difficulties.
Instruction for Children with Reading Difficulties
Students with reading difficulties often receive support in their own classroom as a result of formative assessments and diagnostic testing. In general, teachers use differentiation to meet the reading difficulties of their students. This support consists mostly of similar learning activities (i.e., same materials, process, and instructions).
Students get more specific support in the case of persistent reading difficulties such as dyslexia. Once these difficulties are determined, remedial teaching procedures can be implemented inside or outside the classroom. Remedial teachers, care teachers, or a care coordinator mostly are responsible for this additional support. In the case of a more severe, specific difficulty, schools use a thoroughly individualized curriculum and individual assistance with consideration of studentsʼ specific needs. In recent years, learning difficulties, including reading difficulties, have been increasingly dealt with by schools with curricular adaptations, remediation, compensation, or dispensation—STICORDI measures (i.e., measures to STimulate, COmpensate, REmediate, DIfferentiate, and DIscharge, from STImuleren, COmpenseren, Remediëren, DIfferentiëren, and DIspenseren).
Although many students with reading difficulties remain in regular primary education, the needs of some students exceed the capacity of regular schools. Special education schools provide these students with adapted education, training, care, and treatment. Teaching methods are highly individualized in special education. In addition to the assistance of teachers and depending on their difficulties, students receive social, psychological, orthopedagogical, medical, and/or paramedical integrated assistance.