Nicola Harbisher

My Story

I have over 20 years of experience in education. My background is secondary, but I also have experience of teaching primary age pupils and all the way through to adults. I have taught in both independent and state schools. I find that, whatever the age or background, the basic principles of good teaching are the same.

I chose to specialise in SpLD (specific learning difficulty) support for personal reasons. I had been diagnosed with dyslexia in my fifth and final year at university. One of my tutors recognised dyslexic traits in me so suggested that I investigate the option of being assessed. When I got my diagnosis, everything seemed to fall into place.  Some years later, I saw many similar traits in one of my daughters but I realised that, despite my diagnosis and profession as a teacher, I knew little about dyslexia. I knew even less about how to help her and I discovered that her teachers also struggled to support her. So, I decided in my impetuous way, to take a course to become a specialist dyslexia assessor and tutor. It was a great decision and I thoroughly enjoy what I do now.

I offer face to face, comprehensive diagnostic dyslexia assessments. I also tutor in-person and online, working mainly with learners who identify as dyslexic and who may also have other co-occurring specific learning difficulties, such as ADHD, ASD (Autism) and DCD (developmental coordination disorder). 

I am highly empathetic and I am very passionate about what I do. Lessons are bespoke, engaging, fun, learner-led, multi-sensory and they follow current practices. I love learning and finding out about the latest evidence-based education practices. I pass on this curiosity to my students and a big part of my teaching involves metacognition, or learning how to learn. Study skills are so important for all students and particularly for the neurodivergent learner. Knowing how to learn and why we learn in a particular way is crucial to developing a lifelong learning independence and interest.

What is dyslexia?

More than 10% of the world’s population is believed to be dyslexic. 

The term was coined in Germany in the late nineteenth century and stems from “dys”, meaning difficulty and the Greek word “lexis”, which refers to speech and language.

Dyslexia is a neurological difference that is lifelong and often runs in families. It is a specific learning difficulty that affects reading and writing, including handwriting and spelling. Dyslexic learners may also have other learning challenges, such as processing sounds, the speed of processing, verbal memory, organisation difficulties and finding it difficult to maintain concentration and focus. Dyslexia occurs across the full range of intellectual abilities- it is not about intelligence. No two dyslexic learners will present in exactly the same way.

Dyslexic learners have many strengths but, what is assessed at school, notably reading and writing, are the very things that a student with dyslexia may struggle with. This can affect their self-esteem and confidence.

The list of strengths is long and it includes creativity, lateral thinking, making links, reasoning, problem solving, public speaking, interpersonal skills, empathy and communicating. Some things about being dyslexic can be frustrating but, ultimately, dyslexia can be a superpower and my lessons aim to activate that power in my students.