An introduction to dyslexia and inclusive practice
Module overview
Welcome to this free module, An introduction to dyslexia and inclusive practice. It is designed to provide an introduction for teachers, community educators and anyone with an interest in developing positive approaches to supporting dyslexia in their inclusive practice. The module supports the recommendations of the 2014 Education Scotland Review: ‘Making Sense: Education for Children and Young People with Dyslexia in Scotland’. It is the first of three linked modules written by the Addressing Dyslexia Toolkit [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] and Dyslexia Scotland with the support of the Opening Educational Practices in Scotland Project. All three modules use the General Teaching Council Scotland’s focus areas identified to support professional learning:
- Pedagogy, learning and subject knowledge
- Curriculum and assessment
- Enquiry and research
- Educational contexts and current debates in policy, education and practice
- Sustaining and developing professional learning
- Learning for sustainability
Further information on the General Teaching Council Scotland’s professional learning can be accessed online.
This first module provides you with a basic introduction to dyslexia and inclusive practice. It is split into seven sections, which you can access via the navigation panel on the left hand side of each page.
The module includes a reflective log, which can be used to support the General Teaching Council for Scotland’s requirement to maintain professional standards. The activities in the module can be completed on your own but you can also use them to support group work with colleagues.
During the module, you can test your knowledge by taking some practice quizzes. At the end of the module, you will be asked to complete an assessed quiz. If you gain a score of at least 60% in the assessed quiz, have attempted the practice quizzes and have clicked through all the pages of the module you will earn a digital badge.