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- ExpandWelcome to the course
- ExpandLearning materials
- Dyslexia Identification and SupportView
- Introduction
- 1. Scottish education
- 2. Understanding dyslexia
- 3. Supporting learners and families
- 4. Assessment and planning
- Introduction
- 4.1. Assessment within Curriculum for Excellence
- 4.2. Benchmarks and assessment of dyslexia
- 4.3. Supporting collaborative understanding of ASN assessment within Curriculum for Excellence
- 4.4. Identification pathway and Curriculum for Excellence
- 4.5. The process of identification
- 4.6. Planning
- 4.7. Reporting
- 4.8. Learner profile
- 4.9. Standardised assessments
- 4.10. Assessment Arrangements
- 4.11. Transitions
- 4.12. Post 16 support
- 5. Professional development
- Reflective Log
- Glossary
- Dyslexia Identification and Support
- ExpandQuizzes
- ExpandResources
- Activity 5 Discussion Sheet
- Activity 12 Discussion Sheet
- Section 4.3 Discussion Sheet
- Action Plan
- Support for Learning: All our Children and All their Potential
- Support for Learning: All our Children and All their Potential (Summary)
- A framework for Assessment CfE
- Differentiation Descriptions
- Action Research Structure template
- Action Research Cycle template
- Action Research Support Notes
- 2017 benchmarks for Literacy and English
- 2017 benchmarks for Numeracy and Mathematics
- Additional Support for Learning: Action Plan
- Dyslexia by any other name
- Dyslexia Scotland Ideas for supporting Maths
- Dyslexia Scotland Dyscalculia leaflet
- Dyslexia Scotland Reading list
- Dyslexia Pathway March 2018
- Education Scotland 2016 Briefing
- GTCS Professional Recognition Application
- GTCS Professional Recognition Guidance Tool 2016
- Numeracy Across Learning Principles and Practice
- Activity 5 Discussion Sheet
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About this course
- 20 hours study
- 1Level 1: Introductory
- Course description
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Dyslexia: Identification and Support
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Figure 3 Identification and Scottish context
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