A court forces to adapt teaching to the needs of a dyslexic child
Las Palmas de Gran Canaria, March 20 (EFE).- The Superior Court of Justice of the Canary Islands (TSJC) has ordered the Ministry of Education of the autonomous community to take measures so that the education received by a child with dyslexia is adapted to your learning needs, so that you can progress correctly.
In a sentence released by the association of public employees La Casa del Oficial, the TSJC acknowledges to some parents that the Ministry of Education has violated their child's constitutional right to equality, by not meeting their repeated requirements for the child to subject to a pedagogical evaluation and for the teaching to be adapted to his problem.
In 2013, the boy's parents informed the concerted school in Gran Canaria where he was studying that they had diagnosed him with dyslexia, so they asked that the teaching they gave him be done in a personalized way, "adapted to his circumstances".
The Contentious-Administrative Chamber of the TSJC reports that the family received evasive responses from the school in the following years: first, that they did not have a psycho-pedagogical office; then, that the child did not suffer from dyslexia, but a lack of language stimulation; later, that it was progressing well; and lastly, that his IQ was average.
Given these responses, the family forwarded their requests to the Ministry of Education, but without success.
The magistrates consider that, despite what the school and the council allege, "there are sufficient indications to be able to demand the school or the educational administration to adopt the necessary measures to respond and support the learning difficulties of the student. minor".
The Chamber considers that the child's dilexia problems are "obvious" and, furthermore, they were diagnosed, which does not contradict in any way the fact that his IQ is 116 because this "does not imply that there are no learning difficulties".
The TSJC examines some similar Supreme Court rulings on cases of students with autism spectrum disorder (ASD) and concludes that, like them, children with dyslexia "are in a starting position of inequality, which makes them deserving of an administrative response suited to your needs."
The magistrate rapporteur of the sentence recalls that dyslexia is included in the regulations as a case of specific learning difficulty and that the schooling of students with these problems is governed by the principles of normalization, inclusion and effective equality.
The TSJC defends that all this imposes a double obligation on the authorities before these children: first, the provision of means in the form of personnel, facilities and educational programs appropriate to their needs; and second, “the burden of explaining why the support a student requires cannot be provided with measures of attention to diversity in ordinary schools”.
The association that has disseminated the sentence ensures that it is the first in Spain that orders a Ministry of Education to adapt teaching to children with dyslexia.