The IFDDA Training Standards

Purpose and mission

The International Federation of Dyslexia and Dyscalculia Associations (IFDDA) has developed training standards for professionals who support individuals with reading, writing, or arithmetic difficulties at the pedagogical-didactic level. These standards were created in collaboration with educators, psychologists, speech and language specialists, and other experts who work with individuals affected by dyslexia or related learning differences.

The aim of these standards is to ensure a consistent, high-quality level of education and support worldwide, while respecting the diversity of local systems, languages, and professional traditions. IFDDA promotes the exchange of knowledge across disciplines and encourages collaboration among educators, therapists, researchers, and policymakers.

Separation of educational and clinical domains

Effective support for individuals with dyslexia or dyscalculia requires a clear distinction between educational and clinical interventions.

• Professionals working at the pedagogical-didactic level focus on teaching, learning strategies, and literacy skill development.
• Professionals working at the medical or clinical level address neurological, psychiatric, or therapeutic aspects.
• Only individuals with training in both domains, through formal dual qualification, should combine these roles in practice.

This clear separation ensures that those seeking help understand who provides which type of support, and prevents confusion between teaching-based interventions and therapy-based treatments. Educational specialists work to strengthen learning functions and literacy skills through structured, multisensory instruction. They do not diagnose or treat medical conditions, but they play an essential role in the early identification, prevention, and remediation of reading and writing difficulties.

Scope of the standards

These training standards define the minimum requirements for programs that educate and certify dyslexia professionals worldwide. They are grounded in current international research and can be adapted to local educational systems, languages, and scripts.

Although the specific manifestation of dyslexia may vary across orthographies, the underlying sensory and cognitive processes are universal. These standards are therefore globally applicable, with room for contextual adaptation in curriculum delivery and examples.

Core principles

• Evidence-based practice. Training must reflect the latest scientific findings in literacy acquisition, cognitive psychology, and neuroscience.
• Individualized instruction. Programs must emphasize educational diagnostic assessment and tailored intervention for each learner.
• Early identification. Professionals must be able to recognize early signs of dyslexia to ensure timely support.
• Interdisciplinary collaboration. Trainers should understand how to cooperate with teachers, psychologists, parents, and other specialists.
• Ethical responsibility. All professionals must clearly define the scope of their practice and communicate it transparently to families and institutions.

Qualifications and entry pathways

The profession of a dyslexia specialist is not legally defined in most countries. IFDDA therefore establishes professional training standards to ensure quality and consistency across member organizations.

Recommended entry backgrounds

• Educators, teachers, and special education professionals
• Psychologists and learning specialists
• Speech-language pathologists and occupational therapists
• Tutors, reading interventionists, and educational consultants

IFDDA also recognizes the valuable contribution of parents, caregivers, and advocates who wish to better understand dyslexia and support affected individuals. Training programs should be open to all motivated learners, with professional certification reserved for those who complete all academic and practical requirements.

Program admission

• A completed degree or professional qualification in education, psychology, or a related field, or
• Demonstrated experience (typically three or more years) in teaching, tutoring, or educational support.

Admission committees may assess applicants individually, considering professional experience, motivation, and readiness for the program.

Training content

An IFDDA-aligned program should cover the following areas:

Definitions and terminology

• Educational and medical perspectives on dyslexia
• Distinction between dyslexia, dyscalculia, and related learning difficulties

Epidemiology and research background

• Prevalence and genetic factors
• Historical and scientific development of dyslexia research

Cognitive and neurological foundations

• Sensory perception and information processing
• Phonological, visual, and auditory processing
• Attention and working memory

Learning psychology and educational theory

• Psychological processes in learning and motivation
• Learning styles, cognitive diversity, and developmental psychology

Reading and writing acquisition

• Developmental stages of literacy
• Relationship between spoken and written language
• Phonological awareness, decoding, spelling, and comprehension

Educational diagnostics

• Pedagogical diagnostic tools and methods
• Observation, error analysis, and individualized assessment
• Interpretation of results for training plan development

Intervention and remediation

• Evidence-based literacy instruction
• Multisensory teaching methods and structured literacy
• Design of individualized learning plans and exercises
• Collaboration with parents and schools

Developmental and coexisting factors

• Language development, motor skills, attention, and emotional well-being
• Understanding ADHD, anxiety, and other overlapping challenges

Use of technology and learning tools

• Integration of digital and adaptive tools
• Accessibility and assistive technology

Legal and ethical context

• Rights of students with dyslexia
• Professional ethics and confidentiality
• Role boundaries between education and healthcare

Case work and practical experience

• Documented practice sessions
• Case analysis, reporting, and reflection

Continuing education

• Ongoing professional development to maintain quality and research relevance

Program organization

• Students must demonstrate competence in both theoretical knowledge and practical application.
• Evaluation may include written exams, oral assessments, lesson plans, and case documentation.

Graduates who complete all requirements may receive a Diploma in Dyslexia Education or a Certified Dyslexia Specialist designation, as recognized by their national member association.

Instructor qualifications

• Hold a university-level qualification in education, psychology, or a related field.
• Have at least three years of experience in dyslexia assessment, research, or intervention.
• Engage in ongoing professional development and keep current with new research findings.

Quality assurance and oversight

Programs recognized under these standards should:

• Adhere to these standards and maintain transparent documentation of course structure, materials, and outcomes.
• Provide students with clear information about costs, duration, assessment, and certification.
• Regularly evaluate and update their programs to reflect current research and educational best practice.
• Participate in IFDDA's periodic peer review process for international consistency and quality assurance.

Ethical practice and professional responsibility

Professionals trained under these standards are expected to:

• Work strictly within their area of competence and qualification.
• Maintain confidentiality and respect the dignity of all learners.
• Communicate transparently with parents, schools, and allied professionals.
• Advocate for inclusion, equal access, and respect for neurodiversity.

Global implementation

These training standards are designed for use by national dyslexia associations, training institutes, and accreditation bodies worldwide. Each country or regional organization may adapt terminology and procedures to local educational, legal, and cultural frameworks, while maintaining fidelity to IFDDA's core principles of scientific validity, ethical practice, and educational effectiveness.

Endorsed certification programs

IFDDA endorses the following training and certification programs as aligned with the IFDDA Training Standards: