Dyslexia can be an emotional experience, which can be both positive and unfortunately negative. There are often misconceptions and misunderstanding about dyslexia from all perspectives and the issue of ‘support’ can be misinterpreted. A survey in the 2000s, by a Dyslexia charity, undertaken by parents highlighted that they valued the support, motivation and ethos of the school and the staff far more than physical resources such as IT equipment, one to one tuition and small group work.
Often the school is providing support in a range of ways for a learner, however if they have not communicated this or the progress the learner is making, to the parents, the perception can be that the school is not doing anything and does not believe in dyslexia. A short case study is provided which focuses on sharing information with parents about their children’s progress and learning in school.
QR Codes – Sharing Learning with Parents
This year within Barshare Primary we have been developing QR codes to help us share learning with parents.
In our Supported Learning Centre and mainstream school, many of the children have communication difficulties which means that it can be difficult for parents to see evidence of how their child is supported and the progress the child is making with the interventions in place. That’s when the Barshare Barrier Busters come into action!
Evidence of progress is documented by photographs or video and put onto a QR code. This code is sent home to parents and the learning comes to life!
Check out one of our pupils reciting his poem by scanning the QR code image below.
(If you have difficulty getting the QR code to work or if you don't have a mobile device with a QR code app installed, you can use the following URL)
His parents recently told us,
“It allows me an insight into what my child is like at school and what he is capable of. I have also been able to share my child’s learning with extended family using the URL…..I look forward to more.”
Particular care must be taken when communicating the process of the collaborative/holistic identification pathway, so that parents and the learner understand what is happening and when it is happening. They also need to understand that the Scottish education system is needs-led, not label-led and that the label itself is not the criteria for support and resources, if appropriate. It is extremely important that this is not inferred or interpreted as the school or local authority not believing or supporting dyslexia.