Only found out myself decades later, when I asked her about a friend of mine (adult).
Explains the occasional weird shit (reading a book and the last few pages were gibberish, and I have to re-read them, for example, or highway exit signs that make no sense, or that I can't read music in real time).
Tom
The OP is in Switzerland and is asking for help for her child in the Swiss school system.
I know that there are measures available to help dyslexic students in the gymnasiums here in Neuchâtel, the help they get depends on the nature of their difficulties. The OP needs to be persistent, if her child is truly bright and capable of getting his matura then he should be given the chance to do so.
The UK sidebar happened because apparently the UK is easier. Or something.
What happens in NE may not be the same as in VS. So getting in touch with the relevant associations and/or edu departments in the C/Kanton is essential.
Here’s a link in French for Neuchâtel which may be helpful as it cites the specific articles of the law. The link Odile gave to the Romandie dylexsia association is also a good resource but the OP really needs info specific for her area as education is a cantonal thing.
In Switzerland although they have signed up for the various international Inclusion statements for action such as Salamanca the implementation of those frameworks are decentralised and context dependant which is why you will find differences between Cantons and even schools.
In my professional experience having both attended interdisciplinary meetings with the local schulpsychologische dienst as well as having contact with independent Swiss Logopedagogie professionals (one who is also a personal friend) I can offer the following observations.
There is (at least in my area) a gap between diagnostic recommendations and implemented teaching practice. There are numerous reasons for this gap but one is that subject teachers are neither trained nor prepared for teaching in a dyslexia friendly manner. And there is a lack of specialist teachers to cover demand in the system.
Added to that there have been recent political changes which have stemmed from Swiss Universities communicating some dissatisfaction with the level of German from regular students graduating with the matura. Different Cantons have reacted differently but some have introduced measures such as requiring a higher minimum German grade.
As far as I am aware there used to be dispensation for students with dyslexia (in terms of extra time in tests etc) at gymnasiums but I have been informed by several people that such allowances (at least in several schools I know of) have been discontinued.
Nonewithstanding, allowances and accommodations are but a small supportive measure for students with dyslexia. As important is school policy where those accommodations are reflected in general teaching practice. As important is whole school training where teachers understand the basics of what neurodiversity is, the various ways it can manifest, the plethora of practical strategies that can benefit not only those with dyslexia but the majority of students. As important is work on reflective practice with teachers where teachers are able to discuss and explore their own doubts and insecurities when working with neuro diverse students. There is so much more to this. I'm a dyslexia specialist teacher and English teacher committed to inclusion and have just completed a graduate thesis/research project on this very topic.
As a side note. Dyslexia has little to do with intelligence. It is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. (Rose).
I have worked with some students with dyslexia who will struggle to get anywhere near a 4 in their GCSE's. And others who once the right strategies were put in place (including the explicit teaching of metacognitive strategies) absolutely took off and many went to University.
As a side note. (i) GCSE's and A levels are not really an easy option. They are academically rigorous. I recently tutored a student with Dyslexia helping them at iGCSE Biology. Biology in fact requires a high level of literacy and precision in word choice. It requires close reading of dense text and is complicated by the requirement that students must use the correct terminology at all times. I would say Maths is probably the only subject where the lexical load does not place an increased stress on the student(unless it is IB Maths which requires at times lengthly reflection).
So it is just totally different - very narrow- or wide having to pass in all subjects, and have to retake the whole year if one subject fail. And A'Levels do not give automatic access to Uni. Just a totally different kettle of fish.
Impossible in CH, or in Continental Europe- to select 3 subjects only. In the UK, students can choose 4, then down to 3- non-academic subjects, depending on future career choice. Many of the subjects offered for A'Levels, which can be mixed with other vocational exams too- don't even figure anywhere on CH syllabuses. No-one in CH can choose, IT, Design and technology and Business studies- and NO other subjects, just as one example.
Moorsholm's excellent and focused post above is spot on and evidently comes from an expert in the field of Dyslexia.
Art & Design
BTEC Art & Design
Fine Art
Level 3 Diploma in Food Science & Nutrition
Graphic Communication
Product Design
Accountancy, Business & Economics
BTEC Business Studies
Accountancy
Business
Economics
Computer Science & Emerging Technologies
Level 3 CTEC in Information Computer Technology
A Level Computer Science
Drama
A Level Drama & Theatre Studies
English
A Level English Literature
A Level English Literature & Language
Extended Project Qualification
EPQ
Geography
A Level Geography
Health & Social Care
Level 3 Technical Qualification in Health & Social Care
History
A Level History
Languages
A Level French
A Level Spanish
Mathematics
GCSE Mathematics
Core Mathematics
A Level Mathematics
A Level Further Mathematics
Media/Film Studies
A Level Film Studies
A Level Media Studies
Music
A Level Music
Music Technology
National Extended Certificate in Music Technology
Physical Education
A Level PE
OCR Cambridge Technical in Sport Studies (Level 3)
Politics
A Level Politics
Production Arts
Performing Arts: Theatre Production Pathway (Cambridge Technical Foundation Diploma)
Psychology
A Level Psychology
Religious Studies
A Level Religious Studies (Philosophy & Ethics)
Science
A Level Biology
A Level Chemistry
A Level Geology
A Level Physics
Applied Science
Sociology
A Level Sociology
Sorry Rufus- not banging any drum- just stating how very different the 2 systems and choices are. Very different to choose your 3 favourite/best subjects, in which you excel - to having to take all subjects and pass in all.
Different systems have different pros and cons, and suit different students. So, just 3 subjects among the massive list above- which differ from College to College - picked this one from the Brochure of one I know well, where I still have strong contacts and discussed this just the other day, and which my daughters attended.
Look at applying for medicine. In CH, the 2 unis in Romandie have no numerous clausus - get your Bac, apply and in you go - with massive % of failure in first year. In the UK, you would have to only take sciences (and or maths) and get As, + apply and be, or not, chosen. Just can't compare. Not quite sure why this seems to upset you so much.
You made a suggestion of possibly doing UK schooling as an option for the OP, had the OP followed up on that it may have been relevant.
As things stand it is totally irrelevant to this thread to make continuous posts about how the UK system works.
What is frustrating me - besides the fact you do seem to think dyslexia is a barrier to learning full stop - is your heavy implication that post-16 study in the UK, or 14-16 study for that matter, is less academically rigorous than in CH.
As you say the systems are different. You do however seem to be keen that the CH one is harder.
None of this is relevant to dyslexia.