15 Jun Ava Scarlett – Primary School Teacher
When were you identified as dyslexic?
I was identified as dyslexic when I was in the third year of secondary school, when I was about 15. So, it was quite late.
I was falling behind, despite trying really hard. I was very conscientious and, before that, they didn’t pick up the cues that I was dyslexic. I was always a try-hard, always at home studying. I was doing everything I could do to study and be the best I could be.
Shortly before my Junior Cert exams one of my teachers phoned my mum and said he thought there might be a possibility that I was dyslexic. This teacher’s own child was dyslexic, so he was very familiar with it. He saw similar traits in me. He said that the work I was putting in wasn’t being reflected in my grades. This was three weeks before my Junior Cert.
So it was a big stressful rush to get me formally assessed and we went private to get me assessed in time. It was hard, but I managed to get a spelling waiver and reader in time for my exams.
It was a real relief, because I had been trying so hard. I had been wondering where had all my time and effort gone. It was a weight lifted off my shoulders. I was really happy I got my diagnosis of dyslexia – it all made sense. It was a very stressful time with the exams though.
How was your experience at school?
I started in Irish language playschool when I was four. During primary school, I did struggle. I was a stressed and anxious child, especially when there was an upcoming spelling test. I was also very anxious about being picked on to read out loud. It’s not good practice to put a child on the spot like that.
Throughout primary school I needed a lot of help with my homework. I needed a lot of reassurance and support. My mum gave me a lot of support. Primary school was tricky enough. I was trying my best but could never reach my expectations.
My spelling would be the one thing I still struggle with to this day. I find it hard to find what the word starts with, and I would double-check all my spellings.
At secondary school I was overwhelmed a lot and really anxious. For my Leaving Cert, because of Covid, I received my predicted grades instead of taking the State exams. However, this did not work out in my favour because the grades were based on classroom tests. In the classroom tests I did not receive a spelling waiver and reader, whereas I would have had them in the official Leaving Cert exams – so my grades did not reflect my ability and knowledge. I was upset when I found this out.
Also, I did ordinary maths (I struggle especially with the wordy maths questions) and my points from this result was 3% below a pass, which meant that I missed the criterion to go to college. It was a tough time for me; I was so disappointed. I was in tears at home and it felt like everyone else was out celebrating. It felt very unfair and that my hard work hadn’t paid off.
After advocating for myself, I was given the opportunity to re-sit the maths exam. I re-sat the maths exam and it pushed me up two grades! I had great support at home during this time, which made a big difference.
Did you receive supports in education?
I was automatically exempt from Irish, but I actually really enjoyed Irish. So, we had to fight the school to let me take the subject. I had an interest in it and a passion for the language. Also, I knew I wanted to be a teacher, and it limits your options down the line.
When I was finally identified as dyslexic, I received a reader and spelling waiver. I also received grinds from 3rd year to 6th year.
I had great support at home and my mum would always push me and encourage me. She said that anything is possible. Without this support at home, I wouldn’t have got where I am. I also studied and pushed hard because I knew that I wanted to aim to be a primary school teacher. I knew this from a young age. I have always had a grá for the Irish language. I always wanted to share it with others. My older sister is a primary school teacher, and I always looked up to her. It felt like the right path for me.
However, I was discouraged to pursue this while at secondary school. I remember telling one teacher that I wanted to be a primary school teacher who responded with “How are you going to teach children how to read and spell when you can’t?”. I went home from school and was very upset – and thought I should not go back to school. That day really stuck with me.
I wanted then to be a teacher to show children that you are capable of absolutely anything – regardless of what diagnosis you have. It pushed me to have a positive impact on other children’s lives.
I took an Arts degree course at DCU, in Human Development and Irish. I received supports but not in Irish; this should be available. I then went on to do my professional Masters of Education at the Marino Institute of Education. I am now a Newly Qualified Teacher in Blanchardstown working with my first class group.
How has your experience been in work?
From a very young age I wanted to be a primary school teacher. I always thought I’d love to be a teacher. Now being in the classroom after persevering and reaching my goal feels like a dream. I was working towards it for my whole life. I worked really hard to be here.
Now, I am in a great position to support the children in my class. I try really hard to support them. I look out for children struggling and help them. I think my dyslexia gives me a good insight.
My classroom has vibrant displays that are bright and colourful – to create an engaging learning environment. I especially love doing creative activities with my class. Engaging the children with music, art and drama.
My classroom also has a lot of active breaks to help with concentration – as it can be a long day for them. I also use mindfulness tools as the children’s wellbeing is so important. If a child is struggling, we take a minute, do deep breaths, and try again. This helps to regulate emotions too.
I reflect back to my own experience in managing frustrations, emotions, and the tools needed to manage these and take care of themselves. Helpful tools will serve them well in the rest of their lives.
I encourage the children to believe in themselves, and I give them the tools to do so. I want to make sure that every child is seen and supported.
My next goal is to be a children’s yoga teacher. I am doing a diploma in this now. I believe that this would be really beneficial.
How does your dyslexia affect you?
My dyslexia is tiring. I find the days long. I focus on my concentration and when writing, I double-check everything. Writing reports can be hard.
The children recently did the Drumcondra Tests and I could feel the strain they experienced.
I give my all in everything, but I am often exhausted afterwards.
I tell people about my dyslexia and am open about it. I don’t think there is anything wrong with being dyslexic. When I was doing my teacher training, it provided me with strong insights, which I shared with the other trainee teachers. My course has one line about dyslexia, which I don’t think is enough. Teachers should have to learn about dyslexia in depth so they can recognise it, understand it and support dyslexic children.
What advice would you give to other people who have dyslexia?
Believe in yourself. Know that you are capable. Anything is possible. Try your best – believe in yourself and don’t let anything hold you back!