1 Pedagogy, learning and subject knowledge

Introduction

In this section we will look at:

1.1 Identification within the Scottish Context

1.2 Assessment within Curriculum for Excellence

1.3 Language development and the identification of dyslexia

1.4 Numeracy development and the identification of dyslexia

1.5 Wellbeing development and the identification of dyslexia

1.6 Suggested Reading

1.1 Identification within the Scottish Context

Modules 1 and 2 provided you with an overview of the Scottish educational context which requires collaboration and a clear identification of learner needs.

The quotes below have been taken from the book ‘Dyslexia is My Superpower (Most of the Time)’ and they reinforce the importance of learners understanding their dyslexia and of being told their dyslexia has been identified.

The film ‘Dyslexia: Educate me’was a year in the making. The film is about Dyslexia and the experiences shared by many dyslexic people throughout the Scottish education system. The film was made by a predominantly dyslexic crew.

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Figure 1 Scottish Educational Context - Inclusive practice Jan 2018

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This diagram provides and overview of legislation and polices which support the Scottish Education system and how inclusive practice links with every aspect.

Figure 1 Scottish Educational Context - Inclusive practice Jan 2018

Module 2 highlighted that despite the wide range of legislation and policies highlighted in Figure 1 which support entitlements to inclusion, support and the identification of needs, achieving inclusion and equality for all learners is a complex process which requires:

• Understanding of legislative and professional duties at all levels
• Appropriate planning at all levels
• Appropriate collaboration and
• A clear process to identify and support learners’ needs

Identification of dyslexia in Scottish Schools

In module 2, activity 2 you considered some of the broader factors which contribute towards the process of achieving inclusion and equality for all learners. You may wish to revisit your notes.

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Figure 2 Identification and Scottish context

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This diagram provides and overview of identifying learners needs within the Scottish context.

Figure 2 Identification and Scottish context

Identification of dyslexia within the Scottish Context.

Modules 1 and 2 highlighted the key role and entitlements inclusive practice has within the Scottish context for education and provided you with an opportunity to explore what is meant by additional support needs. (Refresh your memory of sections 1.1 and your Reflective Log for each module). This module will focus on identification within the Scottish context and this section aims to help you explore the following questions:

1. Why do we need to identify dyslexia?
2. How is the information to identify dyslexia gathered within the collaborative identification process?
3. In your setting, what evidence do you have that there is an understanding that the process of monitoring and assessment, as part of Curriculum for Excellence, is used to identify and support additional support needs?

Section 2 provides further detailed information on the identification and assessment process for dyslexia and literacy difficulties.

1 Why do we need to identify dyslexia?

The identification of dyslexia is not a matter of choice for schools and local authorities. The legislation is clear that in Scotland there is a legal framework which underpins the system for identifying, making provision for and also reviewing the provision for the additional support needs of children and young people who face a barrier to learning. This includes the identification of dyslexia. Whilst additional support needs can arise for any reason, the legislation is focussed on addressing their impact on learning. Education authorities have a duty to identify and assess additional support needs arising from the barriers to learning and to make provision to meet individual support needs of all children and young people.

The ‘learning’ takes place within the context of the school curriculum. As highlighted on Education Scotland’s website the term curriculum is understood to mean:

‘Everything that is planned for children and young people throughout their education, not just what happens in the classroom’.

This totality of experiences is not specific to subject areas but applies to and includes the ethos and life of the school as a community, curriculum areas and subjects, interdisciplinary learning and opportunities for achievement.

Section 4.1 will provide further details on specific legislation, policies and professional duties in relation to the support for and identification of dyslexia.

Activity 3

1

Can you recall what four factors give rise to ‘barriers for learning?

Answer

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Figure 3

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This is diagram highlights the four factors which give rise to additional support needs

Figure 3

2

In your Reflective Log complete column 2 in the table ‘Factors giving rise to additional support needs’.

Factors giving rise to additional support needs	Possible Barriers
Learning environment
Family circumstances
Disability or health need
Social and emotional factors

Answer

Factors giving rise to additional support needs	Possible Barriers
Learning environment	At nursery, school, home and extra curricular settings. Learners may experience barriers to their learning, achievement and full participation in the life of the school. These barriers may be created as the result of factors such as Ethos and relationships in the nursery/school Physical environment in the nursery/school Inaccessible Learning and teaching content and materials Inflexible curricular arrangements and approaches to learning and teaching which are inappropriate because they fail to take account of additional support needs e.g. the need for additional challenge, flexible curriculum and appropriate differentiation.
Family circumstances	Circumstances within the learner’s home and family life can influence and impact on their health and wellbeing and their ability to actively participate in the full range of opportunities that school and the curriculum can provide. Factors may give rise to additional support needs; e.g. Home life is disrupted by poverty Family breakdown Bereavement Parental alcohol or drug misuse Parental mental or physical health problems Families who are who are homeless or move home often Learners who are young carers or parents or siblings with health problems or disabilities Learners who have become young parents themselves The learner may be being looked after by the local authority or have recently left care or be in need of measures to secure their care and protection. In these circumstances support from social work services may be needed to ensure that the child or young person is able to benefit from education.   Note - All looked after children are considered to have additional support needs, unless assessments find that support is not needed.
Disability or health need	This may mean that additional support is required; for example, where a learner has a Motor or sensory impairment Specific language impairment Hidden disability e.g. autism spectrum disorder, significant dyslexia Learning difficulties Mental health problems such as attention deficit hyperactivity disorder, depression and acute anxiety can disrupt learning and may lead to additional support being required from Child and Adolescent Mental Health services to ensure the child or young person benefits from school education.
Social and emotional factors	This may include: Being bullied or bullying may need additional support Experiencing racial discrimination which may need additional support Behavioural difficulties may require additional support to develop positive behaviour in school and to stop offending in the community.

The above four factors may impact on the learner with dyslexia

3

The barriers to learning are not defined as being within the child. As highlighted in question 1 the barriers arise from such factors as the learning environment, health and disability, social and emotional factors and family circumstance. There are a range of support strategies and approaches which can be implemented to help reduce the impact; these strategies do not always require resources to be purchased.

In your Reflective Log consider the supports and approaches you use and recommend to colleagues then complete the third column in the table below: Possible Support Approaches/Strategies.

	Possible Impact	Possible Support Approaches/Strategies
Learning Environment (This can include Nursery, School , Home, school activities , out of school activities)   Physical environment   Learning and teaching materials	Environment overly stimulating e.g. too loud, too large, too colourful Environment visually distracting
	Difficulty in demonstrating their cognitive ability – discrepancy between what they know verbally and what they can write down
	Difficulty following instructions given to class
	Difficulty concentrating for extended periods of time
	Copying from the board/flip chart
	Poor organisational skills
	Poor organisational skills – Homework
	Working Memory
Family Circumstances	Parents have dyslexia / literacy difficulties so can have difficulty supporting homework for pupils/supporting their education
	Homework can become a point of stress   If the dyslexic learner is a young carers – family support with homework, time available to focus on school     High levels of anxiety within the home in relation to school
	Increased likelihood of siblings being dyslexic. Close family members are dyslexic
	Difficulties when young siblings ‘over take’ their older sibling who has dyslexia
	Accessibility of the curriculum Co-occurring difficulties e.g. motor skill difficulties, sensory impairments, print disability
Disability or Health Need	Anxiety – mental health difficulties including depression   Stress related illness e.g. chronic eczema, panic attacks,
Social and Emotional Factors	Low self-esteem and widening gaps in learning as pupil finds it too difficult to ask for help as they don’t want to stand out   Low self-esteem leading to low attainment, feelings of isolation, withdrawal, anger or inappropriate behaviour and disengagement from learning   Exclusion from classes, activities and potentially school   Disengagement from and avoidance of learning, leading to low attainment and achievement

Answer

Please note these lists are not exhaustive.

	Possible Impact	Possible Support Approaches/Strategies
Learning Environment (This can include Nursery, School , Home, school activities , out of school activities)   Physical environment   Learning and teaching materials	Environment overly stimulating e.g. too loud, too large, too colourful Environment visually distracting	Use of ear defenders or classroom volume control. Some local authorities have a recommended amount of time which ear defenders should be used for each day. Ensure space between displays, keep a consistent/neutral colour scheme to keep the focus on the content of displays Ensure the wall displays are not too brightly coloured, overly busy and that they are in an appropriate font Avoid the use of yellow and red text Avoid the use of Word Art –it is not an image which text recognition can access immediately it will need to be scanned first.
	Difficulty in demonstrating their cognitive ability – discrepancy between what they know verbally and what they can write down	Discuss support strategies with the pupil Differentiate appropriately Place learners with tasks and in groups based on their cognitive ability Provide opportunities for knowledge and understanding to be demonstrated in ways other than hand written –audio recordings, use of ICT , speech recognition software Mark written work on content Provide more time for tasks that involve reading and writing and use ICT e.g. Free text and speech recognition software, Scottish voice – access CALL Scotland’s website and the technology section within the Addressing Dyslexia Toolkit Texts at appropriate reading age Homework policy – consider differentiation, volume and accessibility for all subject areas across the school
	Difficulty following instructions given to class	Ensure instructions are not overly print heavy Wait for class attention before giving instructions or consider using pupil name as prompt to ensure listening No more than 2 instructions at a time, sometimes 1 is enough Check understanding of instructions/ask them to repeat back Chunk instructions Use of images to support instructions Have written versions available to refer back to.
	Difficulty concentrating for extended periods of time	Chunk work Use timers to break tasks up into manageable smaller tasks Allow for brain breaks
	Copying from the board/flip chart	Keep copying from the board to a minimum use a copying buddy When you can provide written copies for those who require it Provide digital copies of the text – word documents are suitable
	Poor organisational skills	Structure and routine Practise and rehearsal Visual timetable if required – spare copies for home as well Spare copies of the time table Organisational systems put in place for the learner Have a supply of vital equipment Demonstrate the setting out of written work try a range of scaffolding techniques to help the learner use the ones which work for them. Demonstrate scaffolding for as long as needed Use timers to help the learner keep track of how long they have to complete tasks Use checklists to aid memory Break tasks down into individual components Display deadlines on times lines for important assignments/ assessments
	Poor organisational skills – Homework	Develop an organisational system for the learner to ensure they know the homework task, understand it and completion date Use checklists to aid memory Explain homework at the start of the lesson, checking method and provide time limit Email copy of homework task to learner and home if possible Let them record the home work task on their phone/tablet if applicable Encourage a homework routine- set place, time etc. Set time limits for homework tasks Give plenty of notice of bigger tasks Provide homework over a week to allow it to be spread out over the week Don’t ask learners to copy homework from the board if this can be avoided Differentiate tasks
	Working Memory	Additional processing time, additional thinking time before asking for answer Use visual reminders of key facts/concepts – on the board, on a keyring, attached to learner’s desk e.g. alphabet strip, mini 100 square, multiplication grid Let them record/take pictures of tasks on their phone/tablet if applicable
Family Circumstances	Parents have dyslexia / literacy difficulties so can have difficulty supporting homework for pupils/supporting their education	Be sensitive to the situation Family learning opportunities, Shared starts and finishes (nursery/primary) Homework workshops, Homework lunch clubs, Use of ICT support such as MS Classroom/GLOW 365 which allows pupils online support from peers and teacher from home, Use of colour coding for target setting during meetings to reduce barrier of reading for parents following paperwork during discussions, Accessible communication with home e.g. phone rather than letter or texts that can be referred back to if memory is affected
	Homework can become a point of stress   If the dyslexic learner is a young carers – family support with homework, time available to focus on school     High levels of anxiety within the home in relation to school	Email copy of homework task to learner and home if possible Encourage a homework routine - set place, time etc. Set time limits for homework tasks Give plenty of notice of bigger tasks Provide homework over a week to allow it to be spread out over the week Consider offering homework to be handed in on a Monday rather than a Friday as pupils may have clubs or parents may be working and find it difficult to support through the week Don’t ask learners to copy homework from the board if this can be avoided Differentiate tasks Provide opportunities for parents to contact Class teacher about homework if confusion arises – email, communication note book, phone call.
	Increased likelihood of siblings being dyslexic. Close family members are dyslexic	Listen to parental concerns and engage in effective communication as early as possible – this could be in nursery. Explain the identification pathway process – even at nursery stage. Ensure that parents understand how the evidence is gathered to support a collaborative identification. Do not automatically dismiss parental concerns or information of dyslexia within the family. It does not automatically mean that the learner is dyslexic but it will increase the possibility of this being the case. Ensure parents understand you are listening to them and taking their concern seriously Keep in touch, share strategies which are working at school with home.
	Difficulties when young siblings ‘over take’ their older sibling who has dyslexia	Support the learner to understand their strengths. Ensure text is age appropriate and not only reading age appropriate Encourage the use of audio books Support the family to understand dyslexia – signpost to Dyslexia Scotland’s website and Dyslexia Unwrapped for the learner.
	Accessibility of the curriculum Co-occurring difficulties e.g. motor skill difficulties, sensory impairments, print disability	SQA Assessment Arrangements Utilising advice from Call Scotland Make use of ICT to make the curriculum more accessible e.g. speech to text software Physical adaptations e.g. sloping desks, magnification of texts Make appropriate use of the free ‘Books for All’ website Flexibility of curriculum planning and design – e.g. appropriate course choices and opportunities
Disability or Health Need	Anxiety – mental health difficulties including depression   Stress related illness e.g. chronic eczema, panic attacks,	Space for privacy/quiet areas where the learner can retreat to have ‘down time’ or engage in smaller group activities. Flexibility of curriculum planning and design – e.g. appropriate course choices and opportunities Key worker who can build a level of trust with the learner Effective communication with parents SQA Assessment Arrangements
Social and Emotional Factors	Low self-esteem and widening gaps in learning as pupil finds it too difficult to ask for help as they don’t want to stand out   Low self-esteem leading to low attainment, feelings of isolation, withdrawal, anger or inappropriate behaviour and disengagement from learning   Exclusion from classes, activities and potentially school   Disengagement from and avoidance of learning, leading to low attainment and achievement	Have supports accessible and available to all pupils e.g. resources in a class support box, word banks included in displays, pupil passports Set challenging but achievable tasks Teach to level of ability, not to level of literacy Mark for content Offer opportunities for learning that cater to strengths Praise effort and perseverance Ask the learner what works for them and for their ideas on how you can help them Find out what motivates the pupil and use this to engage them e.g. reading farming magazines, focusing on learning the Highway Code if they are motivated to learn to drive Alternative curricular approaches e.g. outdoor learning Alternative methods of sharing knowledge e.g. mind mapping Encourage reading for enjoyment by providing reading of interest to individual e.g. farming magazines, newspaper, Use audio and ebooks books

Positive aspects of dyslexia − Strengths of dyslexia providing a positive impact on the four factors

It is important to understand, recognise and share with the learner and their family that there are positive aspects to dyslexia and that using the learner’s strengths which are identified during the identification process will help develop a range of supportive skills. If this area is not explored the negative aspects of dyslexia can become the dominant factors and impact negatively on the learner’s health, wellbeing and achievements.

If a learner has the right support and an accessible learning environment the difficulties which can be experienced will be minimised and in some cases will not impact on the learner’s abilities and opportunities to engage fully with their education.

1.2 Assessment within Curriculum for Excellence

Further detailed information on assessment and dyslexia will be discussed in section 2

Is there a connection between Curriculum for Excellence assessment and assessment for dyslexia?

The Code of Practice (Third Edition) 2017 states that:

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Figure 4 My World Triangle

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This diagram represents the collaborative and dynamic process of assesment

Figure 4 My World Triangle

Assessment is a dynamic process, with the child or young person at the centre. As a result, it should not be divorced from other aspects of the child’s life either at school, home or in the community as illustrated in the My World Triangle above. It will usually include discussion with parents and professionals involved with the child or young person, for example, class teacher, support for learning staff, speech and language therapist, social worker, foster carer or residential worker. It should build on other assessment information already available. It may involve observation in one or more day-to-day situations and/or individual work with the child or young person as required. The education authority should always endeavour to seek and take account of the views of the child or young person, unless there are particular circumstances to prevent this happening, or which make it inappropriate.

Curriculum for Excellencesets out the values, purposes and principles of the curriculum for 3 to 18.

The assessment system in Scottish schools is driven by the curriculum and so necessarily reflects these values and principles. The 2011 document ‘A Framework for Assessment’ was designed to support the purposes of Curriculum for Excellence and highlights that the purposes of assessment are to:

• Support learning that develops the knowledge and understanding, skills, attributes and capabilities which contribute to the four capacities
• Give assurance to parents, children themselves, and others, that children and young people are progressing in their learning and developing in line with expectations
• Provide a summary of what learners have achieved, including through qualifications and awards
• Contribute to planning the next stages of learning and help learners progress to further education, higher education and employment
• Inform future improvements in learning and teaching

Assessment is therefore an integral part of learning and teaching which takes place in each classroom each day. It helps to provide a picture of a child’s or young person's progress and achievements and to identify next steps in learning. Assessment of a learner’s progress and achievement is based on a teacher’s assessment of their knowledge, understanding and skills in curriculum areas. Teachers assess learning using a variety of approaches and a wide range of evidence.

Figure 5 provides an overview of Effective ongoing assessment which is about:

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Figure 5 Effective assessment

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This diagram provides an overview of the stages involved in effective assessment

Figure 5 Effective assessment

The principles for the assessment of additional support needs are no different to those for Curriculum for Excellence. As highlighted in module 2 section 1.4 literacy, numeracy and health wellbeing are the responsibility of all teachers and therefore all staff have a very valid and important contribution to the process of identification and support for dyslexia. The information which is gathered on a daily basis by class teachers as part of their curriculum moderation and assessment will provide a significant contribution to the identification process of dyslexia. This information gathered reflects the learner’s presentation in class and can include examples of:

• Observations
• Pieces of class work – examples of free handwriting to evaluate spelling, structure
• Conversations about text to evaluate reading comprehension
• Comparison of verbal and written ability
• Organisational skills
• A non ‘measureable’ piece of assessment that is recorded can be as important. For example the learner’s sense of directionality or ability to throw a ball accurately.
• Information shared by parents and the learner

Education Scotland’s Curriculum for Excellence (CfE) Statement for Practitioners (August 2016) stated that thetwokeyresourceswhichsupportpractitioners toplanlearning, teaching and assessmentare the ExperiencesandOutcomes (Es and Os) and Benchmarks.

Download the 2016 briefing

Benchmarks and assessment of dyslexia

The Experiences and Outcomes support effective planning, learning, teaching and assessment and a collegiate approach to moderation of planning learning, teaching and assessment.

Benchmarks support teachers’ professionaljudgementof a level and this is only achieved through the use of effective moderation of planning learning, teaching and assessment.

Teachers and other practitioners draw upon the Benchmarks to assess the knowledge, understanding, and skills for learning, life and work which learners are developing in each curriculum area. Benchmarks have been designed to support professional dialogue as part of the moderation process to assess where children and young people are in their learning. Importantly, they will help to support holistic assessment approaches across learning and this pedagogy supports the collaborative identification process of dyslexia very well.

Benchmarks for literacy and numeracy should be used to support teachers’ professional judgement of achievement of a level. In other curriculum areas, Benchmarks support teachers and other practitioners to understand standards and identify children’s and young people’s next steps in learning. Evidence of progress and achievement will come from a variety of sources including:

• Observing day-to-day learning within the classroom, playroom or working area;
• Observation and feedback from learning activities that takes place in other environments, for example, or on work placements;
• Coursework, including tests;
• Learning conversations;
• Planned periodic holistic assessment; and
• Information from standardised assessment.

All of the above has a natural synergy with the collaborative identification process of dyslexia.

Download the 2017 benchmarks for Literacy and English

Download the 2017 benchmarks for Numeracy

The ASL Act 2014 does not prescribe any particular model of assessment or support which schools and local authorities must use. Local authorities and other agencies use a wide range of approaches to support assessment and action and to promote inter-agency working. In education generally, these approaches reflect a staged approach (most commonly three to six stages).

Such approaches are built around discrete stages of intervention which seek to resolve difficulties as early as possible and with the least intrusive course of action. The diagram below show some of the common features to be found in most models of staged assessment and provision as well as the approach adopted through the ‘Getting it right for every child’ and the ‘National Practice Model’.

The 2017 Code of Practice highlights that ‘The getting it right for every child’ policy provides five questions practitioners need to ask themselves about a child or young person:

• What is getting in the way of this child’s or young person’s wellbeing?
• Do I have all the information I need to help this child or young person?
• What can I do now to help this child or young person?
• What can my agency do to help this child or young person?
• What additional help, if any, may be needed from others?

When working in partnership with children or young people the My World Triangle can be used at every stage to think about the whole world of the child or young person and to seek their views. With the agreement of the child and parents as appropriate, it is particularly helpful to use the triangle to gather more information from other sources in order to identify the strengths and pressures in the child or young person’s world as part of a dynamic process of ongoing assessment. The My World Triangle allows practitioners, in partnership with the child and parents, to consider systematically:

• How the child or young person is growing and developing
• What the child or young person needs from others
• The impact of the wider world on the child or young person.

The 2008 HMIe Dyslexia Report and the 2014 Education Scotland Making Sense review both highlighted that practices and processes which support dyslexic learners can vary across the 32 local authorities and indeed can vary from school to school within a local authority. Supporting school communities to develop a better understanding of dyslexia and inclusive practice will support the process of effective self-evaluation. However this is not without challenges and requires a collective understanding of the links highlighted in figure 6 and the reasons why this practice should be the approach taken.

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Figure 6 Developing Inclusive practice

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This diagram highlights the collective factors required to develop inclusive practice

Figure 6 Developing Inclusive practice

To achieve the required improvement of outcomes for learners who are dyslexic it is important that all educational practitioners and the wider school community have an awareness of their responsibilities with regards to meeting learner’s needs and have an understanding of the terms below.

• Inclusion
• Equality
• Equity
• Barriers to learning
• Curriculum
• Rights and entitlement to identification and support

Supporting collaborative understanding of ASN assessment within Curriculum for Excellence

The following questions can be used when engaging in professional dialogue during professional learning opportunities and discussions with colleagues. The outcomes from these discussions can support planning for professional learning opportunities and improvement plans. You can collate the responses in your Reflective Log.

A discussion sheet  is available to do download

• a.Do you feel that the assessment information which class teachers gather in your school as part of Curriculum for Excellence is contributing towards the assessment of dyslexia?
• b.What is working well about the sharing of this information with Support for learning/ASN teachers
• c.How could things be improved to ensure there is a collaborative approach involved when collating evidence to support the process of identification?

1.3 Language development and identification of dyslexia

Module 2 and the routemap highlighted the importance of language development. There may be a number of reasons why a learner’s language is not at the expected level for their age.

To identify strengths and areas of difficulty of a learner’s language skills it is vital to understand what the term ‘language development’ means. Modules 1 and 2 highlighted areas of literacy development and as figure 7 highlights this contributes to the wider language development.

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Figure 7 Language development

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This diagram highlights factors which contribute to language development

Figure 7 Language development

1.4 Numeracy development and the identification of dyslexia

The Numeracy Across Learning Principles and Practice Paper states the following:

All schools, working with their partners, need to have strategies to ensure that all children and young people develop high levels of numeracy skills through their learning across the curriculum. These strategies will be built upon a shared understanding amongst staff of how children and young people progress in numeracy and of good learning and teaching in numeracy. Collaborative working with colleagues within their own early years setting, school, youth work setting or college and across sectors will support staff in identifying opportunities to develop and reinforce numeracy skills within their own teaching activities.

Being numerate helps us to function responsibly in everyday life and contribute effectively to society. It increases our opportunities within the world of work and establishes foundations which can be built upon through lifelong learning. Numeracy is not only a subset of mathematics; it is also a life skill which permeates and supports all areas of learning, allowing young people access to the wider curriculum. We are numerate if we have developed: the confidence and competence in using numbers which will allow individuals to solve problems, analyse information and make informed decisions based on calculations. A numerate person will have acquired and developed fundamental skills and be able to carry out number processes but, beyond this, being numerate also allows us to access and interpret information, identify possibilities, weigh up different options and decide on which option is most appropriate. Numeracy is a skill for life, learning and work. Having well-developed numeracy skills allows young people to be more confident in social settings and enhances enjoyment in a large number of leisure activities. For these and many other reasons, all teachers have important parts to play in enhancing the numeracy skills of all children and young people. Numerate people rely on the accumulation of knowledge, concepts and skills they have developed, and continually revisit and add to these. All practitioners, as they make use of the statements of experiences and outcomes to plan learning, will ensure that the numeracy skills developed from early levels and beyond are revisited and refreshed throughout schooling and into lifelong learning.

Download the Numeracy across Learning Principles and Practice Paper

Dyslexia and difficulties with numeracy and math

The Scottish working definition of dyslexia highlights that the associated difficulties can have an impact on some learners and their ability to develop their numeracy and math skills.

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Figure 8 Dyslexia and difficulties with numeracy and math

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This diagram highlights the impact of dyslexia on the dvelopment of numercay skills

Figure 8 Dyslexia and difficulties with numeracy and math

Download Dyslexia Scotland’s information leaflet on Ideas for Supporting Maths

Learners with numeracy difficulties may:

• Struggle with the basic concept of numbers, e.g. recognising a group of four counters as "four" or equate the numeral ‘4’ with four concrete objects
• Have difficulty with fundamental mathematical concepts, e.g. addition, subtraction, multiplication and division
• Have limited skills in estimation tasks or be able to sense whether their answer is correct or approximately correct
• Have no devised strategies to compensate for lack of recall
• Find it hard to lay out their work neatly, resulting in mistakes, e.g. in adding up a column of numbers
• Struggle with mental arithmetic, possibly as a result of short-term and working memory issues
• Display high levels of maths anxiety and deploy avoidance tactics

Dyscalculia Definition

In Scotland there is no formal definition for dyscalculia and the recommendation would be to follow the same principles and practice as the dyslexia identification pathway using a collaborative process.

Download Dyslexia Scotland’s leaflet on Dyscalculia

Consider the definitions below

British Dyslexia Association

Dyscalculia is usually perceived of as a specific learning difficulty for mathematics, or, more appropriately, arithmetic. Currently (January 2015) a search for ‘dyscalculia’ on the Department for Education’s website gives 0 results as compared to 44 for dyslexia, so the definition below comes from the American Psychiatric Association (2013):

“Developmental Dyscalculia (DD) is a specific learning disorder that is characterised by impairments in learning basic arithmetic facts, processing numerical magnitude and performing accurate and fluent calculations. These difficulties must be quantifiably below what is expected for an individual’s chronological age, and must not be caused by poor educational or daily activities or by intellectual impairments”.

The BDA are of the view that because definitions and diagnoses of dyscalculia are in their infancy and sometimes contradictory, it is difficult to suggest a prevalence, but research suggests it is around 5%. However, ‘mathematical learning difficulties’ are certainly not in their infancy and are very prevalent and often devastating in their impact on schooling, further and higher education and jobs. Prevalence in the UK is at least 25%.

Developmental Dyscalculia often occurs in association with other developmental disorders such as dyslexia or ADHD/ADD. Co-occurrence of learning disorders appears to be the rule rather than the exception. Co-occurrence is generally assumed to be a consequence of risk factors that are shared between disorders, for example, working memory. However, it should not be assumed that all dyslexics have problems with mathematics, although the percentage may be very high, or that all dyscalculics have problems with reading and writing. This latter rate of co-occurrence may well be a much lower percentage.

Because mathematics is very developmental, any insecurity or uncertainty in early topics will impact on later topics, hence to need to take intervention back to basics.

Recent research has identified the heterogeneous nature of mathematical learning difficulties and dyscalculia, hence it is difficult to identify via a single diagnostic test. Diagnosis and assessment should use a range of measures, a test protocol, to identify which factors are creating problems for the learner. Although on-line tests can be of help, understanding the difficulties will be better achieved by an individual person-to-person diagnostic, clinical interview.

This view supports the current methodology and collaborative identification process in Scotland.

Department for Education and Skills (DfES) England

Dyscalculia is a condition that affects the ability to acquire arithmetical skills. Dyscalculic learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence.

Very little is known about the prevalence of dyscalculia, its causes, or treatment. Purely dyscalculic learners who have difficulties only with number will have cognitive and language abilities in the normal range, and may excel in nonmathematical subjects. It is more likely that difficulties with numeracy accompany the language difficulties of dyslexia.

1.5 Wellbeing development and the identification of dyslexia

Modules 1 and 2 highlighted the negative link between dyslexia, low self-esteem and anxiety.

It is common for everyone at some point to experiences low feelings, anxiety and stress. However when this is ongoing and has an impact on someone’s ability to do things then it can become a bigger problem. Some people whose dyslexia has not been recognised may have feelings that cause them emotional and physical distress.

Positive Aspects of Dyslexia

Though it may seem to children and their parents that dyslexia is a very negative attribute, nonetheless there are very few children for whom the situation is entirely gloomy. Because of its relation to literacy, and because literacy is so important for school education, the school years may be difficult. However with the right support and the understanding of their teachers, life with dyslexia does not need to be an entirely negative experience at school.

Many with dyslexia have superior skills in art, architecture, and seeing things from a different perspective. Even if these skills are not apparent at an early stage, it is essential to find the areas of greatest strength to motivate and maintain self-esteem. If the literacy element of education can be mastered or overcome, either by appropriate support or by circumvention strategies, then the stronger skills can get a chance to dominate. It is worth remembering that with modern technology, struggles over reading and writing need not become an insurmountable problem. What will be important to the generation growing up today will be their abilities to adapt to new circumstances, understand new concepts, develop a range of skills and be creative in their ideas.

Encourage the learner to access the website below which has been designed by dyslexic children and young people for children and young people www.unwrapped.dyslexiascotland.org.uk

1.6 Suggested Reading and films

Further information is available in Dyslexia Scotland leaflets: https://www.dyslexiascotland.org.uk/ our-leaflets. Many of these leaflets also have suggestions for further reading.

For example:

• Dyslexia and self esteem
• Identification of dyslexia in schools - information for parents
• Explaining dyslexia to children
• Youth information - what is dyslexia?

Access a range of short films on Dyslexia Scotland’s YouTube site - https://www.youtube.com/ channel/ UC1aSDfa8h-3IooqEvownR7A

Download the Dyslexia Scotland Reading lists or click on the link below

https://dyslexiascotland.org.uk/ sites/ default/ files/ library/ Reading%20lists%20Dec%2016.pdf

What equality law means for you as an education provider – Schools https://education.gov.scot/ improvement/ Pages/ inc16schools.aspx

‘Dyslexia is My Superpower (Most of the Time)’ Margaret Rooke ISBN 978-1-78592-299-2

Download ‘A Framework for Assessment’

GLOW Mathematics Hub - free online learning – Please note you will need your GLOW login.

https://glowscotland.sharepoint.com/ sites/ PLC/ numeracyhub/ SitePages/ Modules%20%26%20Sessions.aspx

Free sample video tutorials to help with dyscalculia and mathematical learning difficulties https://www.mathsexplained.co.uk/ ?ref=bda (Please note additional charges to access the full range)

Now that you have finished section 1 you can try Quiz 1. This activity counts towards your final pass mark which needs to be at least 80%

Quiz 1

Now go to 2 Curriculum and assessment