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Why dyslexia placement deserves a careful search
Dyslexia at international schools is a structural mismatch problem. Many international schools have set themselves up around mainstream literacy expectations and built thin learning support around the edges. The schools that suit dyslexic children well are those that have made a deliberate choice to invest in structured literacy as a core service, not a bolt on. The choice is observable, but only if you know what to look for.
The good news is that the international sector has matured fast on dyslexia in the past decade. The KHDA in Dubai, the Singapore inclusion framework, and the broader shift across British and American international schools have raised the floor. Most schools at the upper tier in the major host cities now have credible dyslexia provision; the difference between schools is in depth, methods and staffing, rather than in whether anything happens at all.
For the broader inclusion picture, our SEN support at international schools piece sets out the wider framework. This article focuses specifically on dyslexia and on city by city differences in provision.
What good dyslexia provision looks like
Strong dyslexia provision in 2026 has six observable features. None of them are exotic, all of them are simple to ask about, and the absence of any of them is a meaningful signal.
A named specialist with relevant training. The strongest schools have a SENCo with specialist dyslexia training, often a postgraduate qualification from a recognised provider, supported by classroom teachers trained in structured literacy. Ask for the names of the specialists and how long they have been at the school. Long tenure is the single best predictor of consistent provision.
A defined structured literacy method. Strong schools name the method they use (Orton-Gillingham, Wilson, Toe by Toe, Read Write Inc, or another evidence based programme) and can explain how it is delivered, by whom, and for how many hours per week. Schools that say "we use a range of approaches" without specifying are usually saying they have nothing systematic.
A written individual support plan, reviewed termly. The plan should set out goals, the literacy programme, the number of hours per week, the role of the classroom teacher, and a date for the next review. A school that operates informally on this dimension will drift; the support promised at offer rarely survives two terms unless it is documented.
Reasonable adjustments embedded in the classroom. Look for laptops or tablets used freely from the appropriate year group, audio book access, coloured overlays available in classrooms, and worksheets formatted for accessibility (sans serif fonts, generous line spacing, no centred text). These adjustments should be normal across the school, not held in reserve as a special favour.
Examination access arrangements as a routine, not a project. Strong schools secure extra time, a reader, a scribe and a separate room for dyslexic students through Cambridge, Edexcel, the IB and AP, and they do this on a known timeline. Ask how many students received access arrangements in the most recent IGCSE or DP cohort; the answer should be a number, not a vague statement of intent.
Integrated pastoral support. Dyslexic children often arrive with anxiety from the prior school setting. Strong schools recognise this, work to rebuild academic confidence in parallel with skills, and integrate the form tutor and the SENCo so the picture is coherent. Read our mental health support at international schools piece for the related framework.
Compare dyslexia provision across schools
Use the Compare tool to put the SEN strength of three shortlisted schools side by side, including named literacy specialists, programme used and weekly hours of provision. For tailored guidance, send your child's profile and the destination city to the Get Help form; we will return a ranked shortlist focused on dyslexia provision.
The literacy methods to look for
Most evidence based dyslexia methods sit within the broad category of structured literacy. The defining features are explicit, systematic, cumulative phonics instruction, with multisensory delivery and frequent review. Within this category, the most commonly named methods at international schools include Orton-Gillingham (the original framework, often used as the basis for school designed programmes), Wilson Reading (a structured Orton-Gillingham derivative widely used in American settings), and Read Write Inc (a UK programme used heavily across British curriculum schools).
For older students, methods such as Toe by Toe, Word Wasp and the Hickey Multisensory Language Course are common in the British system. American international schools may also use the Lindamood-Bell programmes, particularly for older students with significant decoding gaps. None of these is intrinsically better than the others; what matters is that the school has a defined method, trained staff to deliver it, and enough hours per week to make it work, typically a minimum of three hours of dedicated literacy provision per week for children with a moderate to severe profile.
Be cautious of schools that describe their literacy support in vague terms (precision teaching, individualised approach, thematic literacy). These can be marketing language for an unstructured programme. Specific is better than universal; a school running one good method well is more useful than a school claiming to draw from many.
City by city: where to look
The cities below are the destinations our readers most often consider for dyslexic children. The notes are intended as a starting point; the right shortlist is always a function of your child's profile, and the schools we recommend within each city vary depending on age, severity and curriculum preference.
London
The deepest market in the world for dyslexia provision. The British independent sector has a long inclusion tradition and a wide spread of provision tiers, from mainstream schools with strong learning support to specialist dyslexia schools (Fairley House, Moon Hall, Bruern Abbey) that operate as full time placements for a defined period. The international school sector in London adds to this range. The London city guide covers the schools we most frequently shortlist.
Singapore
Strong provision at the upper tier (UWCSEA, Tanglin Trust, Stamford American, Dover Court). Singapore is also home to specialist dyslexia provision through the Dyslexia Association of Singapore, which works alongside several of the international schools to provide additional therapy. The Singapore city guide sets out the structural details.
Dubai
Built rapidly. The KHDA inclusion framework has created consistent expectations across the sector. The strongest dyslexia provision in Dubai sits at the British independent overseas campuses (Brighton College through its Bridge programme, Repton Dubai, Kent College Dubai) and the established GEMS flagships. The Dubai city guide covers the specific schools we shortlist.
Hong Kong
The ESF system has a defined SEN framework and a consistent approach across the schools in the group. ESL provision is also strong, which matters for dyslexic children where English is a second language. Outside ESF, the larger British and American schools have built credible provision, and several smaller schools (such as the International College Hong Kong) have built strong dyslexia specific reputations.
Geneva and Zurich
The international schools in the Swiss cities vary widely. The strongest provision sits at the larger British and American flagships (International School of Geneva, Zurich International School, Inter-Community School Zurich). Specialist provision outside the international sector is limited; most families integrate school based learning support with private therapy in English.
Paris and Brussels
The international school markets in Paris and Brussels are smaller than in London but include some strong inclusion schools, particularly the larger British and American international campuses. Specialist English language dyslexia provision is rare in both cities; most families combine school based support with private one to one tutoring.
Bangkok, Kuala Lumpur and Ho Chi Minh City
A small number of strong inclusion schools at the upper tier, with thinner middle market provision. Bangkok has invested heavily in inclusion at several flagship schools (NIST, Bangkok Patana, Shrewsbury) over the past decade. Kuala Lumpur has good provision at Garden International, Mont'Kiara and Alice Smith. Ho Chi Minh City is at an earlier stage but has strong provision at the larger British and American flagships.
The Gulf beyond Dubai
Doha, Abu Dhabi, Riyadh and Muscat are improving. The newer British and American schools in each city have invested in inclusion; legacy schools tend to be more selective. Plan the school placement first, the city second.
Questions to ask admissions
Most admissions teams have prepared answers to the open ended question "tell us about your dyslexia provision." Specific questions produce specific answers and a much more useful picture.
Which structured literacy programme do you use, and who delivers it? A confident school names the method and the specialist. A weaker school answers in general terms.
How many hours per week of dedicated literacy support would my child receive? Numbers under two hours are usually too thin for a child with a moderate to severe profile. The strongest schools deliver three to five hours per week in the early years, tapering as the child progresses.
What proportion of your current cohort has a dyslexia diagnosis? The strongest schools are open about this. Numbers around five to ten per cent of the cohort are normal for a school with proper provision. Numbers under two per cent suggest screening at admissions or under recognition in practice.
What examination access arrangements did your most recent IGCSE and DP cohorts secure for dyslexic students? The school should be able to give you a number and the typical accommodations granted (extra time, reader, scribe, separate room).
How does the school work with external clinicians? Strong schools welcome educational psychologists, speech and language therapists and outside literacy tutors into the conversation; weaker schools treat them as a parent problem.
For the broader question set across all admissions visits, our 10 questions every parent should ask before choosing a school piece sits alongside the dyslexia specific questions above.
Secondary school and exam access arrangements
Two transitions deserve particular attention for dyslexic students. The first is the move into secondary, where the volume of independent reading and written output rises sharply. Schools should plan this deliberately, with the support plan updated at the transition point and the literacy programme adjusted for adolescent learners. The strongest schools have a defined Year 7 to Year 9 dyslexia pathway and a clear handover from primary specialists to secondary specialists.
The second is the run up to external examinations in Year 10 to Year 13. Access arrangements (extra time, reader, scribe, separate room, word processor) must be applied for in advance through the relevant exam board. The application requires evidence: an up to date educational psychology assessment, normally within three years of the examination, and a defined history of normal way of working at school. Schools that secure access arrangements consistently have a defined process for this; ask how it works.
For the curriculum question, dyslexic students do well in all three major systems where the support is in place. The British curriculum offers the option of dropping subjects that exacerbate weaknesses (modern foreign languages, classical languages) at GCSE. The IB Diploma's required language B can be more challenging, though many dyslexic students do well in the IB with the right subject combination. The American AP suite is the most flexible. Read our IB versus AP university outcomes piece and the curriculum hub for the structural details.
Fees, top up costs and outside therapy
International school fees in the major host cities sit in a range of GBP 18,000 to GBP 40,000 per year. Dyslexia provision is typically included in the standard tuition at most schools, but additional one to one therapy sessions (offered through a small number of schools) usually carry an extra fee, often GBP 60 to 90 per hour. Outside private therapy, where families choose to add it, runs at GBP 70 to 150 per hour depending on the city.
For families relocating, factor in an educational psychology assessment in the new city, both because the diagnosis may need to be refreshed for examination access arrangements and because the school may want a local report. A full educational psychology assessment runs at GBP 600 to 1,500 in most international cities and takes four to ten weeks from referral to written report. For wider context on the cost of international school placement, our fees overview covers the structure.
Dyslexia placement checklist
- Most recent educational psychology report (within three years)
- Current support plan from the existing school
- Recent reading age and standardised literacy data
- One page summary of the child as a learner, written by the family
- List of literacy programmes the child has used and which ones worked
- Any clinical letters relevant to co occurring conditions
- Date booked for a follow up meeting with the SENCo after offer acceptance
- Plan for examination access arrangements timeline
FAQ
There is no single best school. The right placement depends on the severity of the profile, the city, the curriculum and the family's tolerance for travel and fees. The schools with the deepest dyslexia provision tend to be British independent overseas campuses with established learning support departments and US international schools that follow the structured literacy methods used in American specialist settings.
Most accredited international schools will, where the child's profile fits the school's stated provision tier. Disclose the diagnosis at application with the most recent educational psychology report. The strongest schools welcome the report; thinner schools treat it as a problem. The early reaction tells you a great deal about the school you are joining.
Some do, particularly American international schools and the more deeply resourced British independents. Methods you may hear named include Orton-Gillingham, Wilson, Toe by Toe and Read Write Inc. Ask the school which method they use, who delivers it, and how many hours per week the child would receive.
Typically four to ten weeks from initial referral to a written report, depending on the city. Singapore, London and Dubai have mature private markets with shorter wait times. Smaller cities can take longer; budget accordingly.