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Dyslexia Education Stakeholders Forum 2023

Africa Dyslexia Organisation (ADO) and British Council is thrilled to announce the Dyslexia Education Stakeholders Forum 2023, an annual event dedicated to rethinking inclusivity in education and addressing the unique needs of dyslexic students and also students with related learning difficulties.

This exclusive forum, hosted by ADO in partnership with the British Council Ghana, will bring together key stakeholders and personalities from the field of education to engage in crucial discussions that will shape the future of learning in Ghana and across Africa.

Event Details:

Theme: Rethinking Inclusivity in Education: Addressing the Needs of Dyslexic Students

Date: Monday, 11th December 2023

Time: 9:00 AM – 3:00 PM (GMT)

Venue: British Council, Accra, Ghana

Why You Should Attend: The Dyslexia Education Stakeholders Forum 2023 is a unique and invitation-only event designed to foster dialogue, exchange best practices, and strategize on holistic and inclusive education policies.

As a participant, you will join a select group of attendees, including:

  • Officials from the Ghana Education Ministry and the Ghana Education Service.
  • Distinguished educators, school principals, and head teachers.
  • Representatives from UNICEF, UNESCO, and other agencies
  • Directors of NGOs specializing in education.
  • Representatives from the Ministry of Health.
  • Traditional leaders and religious figures.
  • Inspiring Parents and passionate Teachers.
  • Students
  • Individuals and organizations dedicated to transforming the education landscape.

Key Event Highlights

The program features insightful panel discussions, thought-provoking keynote sessions, interactive Q&A sessions, and inspiring closing remarks.

Some key highlights include:

  • The Creative Mind of Dyslexics Panel: Explore the experiences, challenges, and extraordinary strengths of dyslexic individuals. Gain a deep understanding of their unique perspectives.
  • Rethinking Inclusivity in Education Panel: Dive into best practices, methodologies, and policies that foster an inclusive educational environment. Learn how inclusivity benefits all students.
  • Assessment, Intervention & Parenting Panel: Understand the crucial role of parents in supporting dyslexic students and the significance of timely assessments. Discover how collective efforts can make a difference.

The Dyslexia Education Stakeholders Forum 2023 is a pivotal moment in the journey towards inclusive education in Ghana and across Africa. By participating, you become part of a transformative movement, working together to reshape the narrative around dyslexia and related learning difficulties. Let’s focus on the strengths and unique abilities of students, ensuring that no one is left behind.

Please note that this in-person attendance is strictly by invitation.  Please contact us +233 24 184 3287. 

In- Person Attendance at Full Capacity & Registration Closed.
Virtual Attendance Open. Click to Register Now
Download Agenda here
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To Sponsor this event, contact us at info@africadyslexia.org or Call or Whatsapp: +233 24 184 3287 or +233 243 53 55 53.

 

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WHO ARE YOU TO THE CHILD ?

The Adult Reading History Questionnaire (ARHQ) is a screening tool designed to measure risk of reading disability (i.e. dyslexia) in adults (Lefly & Pennington, 2000), but it can also help measure risk in children, especially before school age. Reading disability is highly heritable: about 30-60% percent of children born to a dyslexic parent will develop dyslexia. Thus, one way to estimate risk of reading disability in preschool children is to evaluate parents’ own reading history. The following questionnaire was developed using parents’ reports of their own reading history as well as actual testing of their children’s reading skills. If a parent scores high on the ARHQ, their child has a higher risk of developing a reading disability. It is important to note that the ARHQ is only a screener and does not constitute a formal evaluation or diagnosis of either the parent or the child. If you have concerns about your child’s reading progress, we recommend that you contact your child’s school, a licensed child psychologist, or your child’s primary care physician about pursuing a more thorough evaluation to investigate the nature of these concerns.

Father
Mother

The Colorado Learning Disabilities Questionnaire – Reading Subscale (CLDQ-R) is a screening tool designed to measure risk of reading disability (i.e. dyslexia) in school-age children (Willcutt, Boada, Riddle, Chhabildas, DeFries & Pennington, 2011). Normative scores for this questionnaire were developed based on parent-reports of their 6-18 year-old children, as well as actual reading testing of these children. Willcutt, et al. (2011) found that the CLDQ-R is reliable and valid. It is important to note that the CLDQ-R is only a screener and does not constitute a formal evaluation or diagnosis. If you have concerns about your child’s reading progress, we recommend that you contact your child’s school, a licensed child psychologist, or your child’s primary care physician about pursuing a more thorough evaluation to investigate the nature of these concerns. For more information about the symptoms, causes and treatment of reading disability (dyslexia), please visit the International Dyslexia Association

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WHAT'S YOUR GENDER?

The Adult Reading History Questionnaire (ARHQ) is a self-report screening tool designed to measure risk of reading disability (i.e. dyslexia) in adults (Lefly & Pennington, 2000). The ARHQ asks adults about their own reading history and current reading habits in order to estimate the risk that they may have a reading disability. Normative scores are based on actual testing, and Lefly & Pennington (2000) found that the ARHQ is reliable and valid. It is important to note that the ARHQ is only a screener and does not constitute a formal evaluation or diagnosis. If you have concerns about your reading skills, we recommend that you contact a licensed psychologist or your primary care physician about pursuing a more thorough evaluation to investigate the nature of these concerns.

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Female