Introduction

Overview

Welcome to this free online module, ‘Dyslexia: Identification and Support’, the third and final module from the ‘Dyslexia and Inclusive Practice Collection’. This module has been designed primarily for Support for Learning/Additional Support, Specialist teachers and local authority inclusion staff. However, anyone who has completed and passed modules one and two can also participate. The module supports the recommendations of the 2014 Education Scotland Review: ‘Making Sense: Education for Children and Young People with Dyslexia in Scotland’. The modules have been created by the Addressing Dyslexia Toolkit , Dyslexia Scotland and Education Scotland with the support of the Opening Educational Practices in Scotland Project. The General Teaching Council Scotland’s (GTCS) focus areas identified below which support professional learning provide the framework and structure for all three modules.

1. Pedagogy, learning and subject knowledge
2. Curriculum and assessment
3. Enquiry and research
4. Educational contexts and current debates in policy, education and practice
5. Sustaining and developing professional learning
6. Learning for sustainability

These focus areas are interlinked and as you progress through this module the connections will be highlighted. You may have worked through this module in a number of different ways – perhaps alone, or with a colleague or group of colleagues and have hopefully engaged with the reflective learning log to provide evidence of your professional enquiry and learning.

Action Research Task

Section 3 provides the opportunity for you to undertake a piece of action research relating to dyslexia and inclusive practice. If you are intending to make an individual application for GTCS Professional Recognition it is advisable that you complete this task. It may be helpful to consider the areas you have already engaged with in modules 1 and 2 and those which you will continue to work through in this module as a potential subject for the action research task.

Professional Recognition

Following the completion of modules 1, 2 and 3 you may choose to submit an individual application to the GTCS for Professional Recognition. Professional Recognition provides the opportunity for those who are fully registered with the GTCS and have completed one year of professional practice to focus on and develop their professional learning in particular areas of expertise and gain recognition for enhancing their knowledge, understanding and practice.

Applications require practitioners to demonstrate their knowledge, understanding and practice in the area they have identified.

The reflections and experiences which you have gained through the participation of the three modules will be evidenced in your Reflective Logs and have been designed to contribute to the evidence required for an application. The 5 key criteria are:

1. Provide a critically informed theoretical rationale for the area of work chosen, including reference to relevant research, literature, policy and practice
2. Critically examine, analyse and evaluate what impact the area of development and expertise has had on your thinking, learning and practice and on learners and their learning, including extracts of analysed evidence to support this.
3. Describe how you have shared your knowledge and experience with others and what impact this has had on colleagues and the wider community.
4. Describe the next steps for the development of this area of expertise/accomplishment and your future professional learning
5. In the light of this work, outline how the professional discussions with your line manager have shaped your thinking and practice (critical reflection on your learning and development).

Action Research Task, Professional Portfolio and GTCS Professional Recognition

To help meet the criteria for Professional Recognition an action research task is included in Section 3. This module has been designed to be completed over an academic year and it is advisable to look at all sections of the module before choosing and completing your action research task. As you progress through the module consider potential focus areas for your task. This piece of action research will contribute to your Professional Portfolio which will include evidence of how you have met the criteria for Professional Recognition.

This portfolio should be discussed with your line manager as part of the ongoing Professional Review and Development (PRD) process. It is not necessary to send this to GTC Scotland with your application. However, you are required to retain your portfolio for one year as the GTCS will conduct a sampling of successful applications twice a year to ensure consistency of standards as part of the assessment process.

Further details on GTCS Professional Recognition can be accessed on the GTC Scotland web page about Professional Recognition

Download an application form for GTCS Professional Recognition

Download ‘Your Professional Recognition Application: a Reflective Guidance Tool’

The following resources are available to support your action research project.

Download the Action Research Support Notes

Download an Action Research Planning Cycle Template

Download an Action Research Structure Template.

Module development

The Scottish Government is working with partners who have supported the development of free professional learning resources which you have accessed in modules 1 and 2. The resources below aim to provide teachers and local authority staff with an awareness of what dyslexia is, its impact and how it can be supported within an inclusive school community.

• The Addressing Dyslexia Toolkit – An online resource developed by an expert working group and funded by the Scottish Government. The toolkit is managed by Dyslexia Scotland to support teachers and provide information on dyslexia and literacy difficulties.
• Education Scotland − Route Map for Dyslexia and Inclusive Practice – To support deeper learning and understanding of dyslexia using the GTCS areas for career long professional learning (CLPL) and the four broad elements identified by Education Scotland. This route map supports teachers in reflective practice, inclusive practice and professional learning.

Module 3 was developed in partnership with The Open University in Scotland. It follows the same structure as the route map above and modules 1 and 2. Copies of each module can be downloaded from the module landing pages.

Module 2 supported your understanding of dyslexia, inclusive practice and literacy development. You developed a deeper understanding of:

• Dyslexia and inclusive practice within the Scottish context of education, equality and equity
• Dyslexia and how it is identified
• Dyslexia, co-occurring additional support needs and inclusive practice
• Effective communication
• Support strategies

Learning Outcomes

By participating in the tasks for module 3 users will have a deeper understanding and experience of:

• Holistic and collaborative identification of dyslexia using the Pathway within the Addressing Dyslexia Toolkit
• Appropriate support and assessment within the Scottish context
• Enabling school communities to improve the outcomes of learners with dyslexia and associated difficulties
• Supporting school communities to improve inclusive practice
• Developing learner profiles to support post school transition

The module includes a Reflective Log, which can be used to support the requirement of GTCS to maintain professional standards. Engaging with the Reflective Log provides additional benefits as it will contribute towards your annual Professional Review and Development (PRD) also known as the Employee Review and Development (ERD) and the 5 yearly Professional Update. The Reflective Log for Module 3 will be particularly helpful if you are going to apply for Professional Recognition as it has been specifically designed to support the process and criteria required.

You may find it helpful to develop an action plan to support the planning and activities which you will engage with when working towards the learning outcomes for this module.

Download the action plan template.

The activities in this module have been designed to support self-evaluation, reflective practice and professional development for you as an individual practitioner. The activities are also designed to support group work with colleagues and professional discussions with your line manager which can include annual reviews and Professional Update.

At the start of the module you should complete the self-evaluation task – Activity 1 and reflect on this again at the end of the module. 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 80% 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.

You will be asked to complete an action research task which is particularly important if you choose to apply for GTCS Professional Recognition. This task is not marked within the module and your professional decision and judgement will decide on the depth and quality of the task. Your findings and experience gained from the task will support professional dialogue and future study. When presenting your digital badge for module 3 to for example, future employers, you may be asked for information on your action research task.

The learning outcomes for this module have a focus on supporting the wider school community. As you progress through this module it may help you to develop an Action Plan and use this as a working document to support your next steps. A template is available at the back of the Reflective Log

Now go to Section 1 Pedagogy, learning and subject knowledge

Acknowledgements

Written by the Addressing Dyslexia Toolkit , Dyslexia Scotland and Education Scotland with the support of the Opening Educational Practices in Scotland Project

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