Dyslexia, dysgraphia, dysorthography—terms that sound somewhat unfamiliar—are sometimes mentioned in teachers’ conversations. They can also be found in written educational assessments. But do all teachers—especially Polish-language teachers and teachers of grades 1–3—really know “what they are all about”? A training meeting of the teachers’ council held at Primary School No. 1 in Bolesławiec, with the participation of an educational specialist from the Public Psychological and Educational Counseling Center, showed that teachers’ knowledge of dyslexia was fragmentary and therefore of little practical use. At the same time, it became clear that there was a strong demand for competent explanations of the subject. In response to these needs, the Association of Creative Teachers organized a meeting and training session on students with dyslexia on 25 October 1994. The lecture by Counseling Center staff members Ewa Majchrowska (psychologist) and Jadwiga Rojewska (educational specialist), interspersed with discussion, was intended to provide a good opportunity to systematize and supplement the knowledge already possessed. The Association invited teachers from primary and secondary schools, and more than 50 people attended. Indeed, this time expectations matched the results. The two-hour meeting in the staff room of Primary School No. 1 became a forum where practice met theory and common opinions confronted a strictly scientific standpoint. It was only natural that the teachers left feeling unsatisfied, since it is impossible during such a short meeting to explain everything concerning the symptoms, diagnosis and therapy of children with dyslexia. Nevertheless, it undoubtedly gave the participants a foundation for further independent study of the issue, based on the literature recommended to them.
In conclusion, the initiative proved effective, while the Association of Creative Teachers gained further confirmation that it is worthwhile to develop this kind of activity.