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.
Recap – Key Messages
Responsible bodies are required to ensure that the individual needs of learners within the school and curriculum context are met. This includes learners who have additional support needs. Any child who needs more or different support to what is normally provided in schools or pre-schools is said to have ‘additional support needs’
The Scottish education system has been designed to be an Inclusive and ‘needs led’ system which does not require a formal identification or label to be in place in order for a child or young person to receive support. However, it is extremely important that this is not inferred or interpreted by the learner, the family and professionals as the school or local authority not ‘believing in’ or supporting dyslexia. The label of dyslexia and the understanding of what it means to that individual can be very important to the learner and their family. The importance of this should not be underestimated.
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.
“It was a big relief when I found out and my grades started to improve.” Kane 15, Wales
“I found out I was dyslexic and then I got to do what I am good at” Ramu, 9, India
“I felt a bit relieved when I found out I was dyslexic because I was hoping I wasn’t just thick. Before this I thought I was just not that smart”. Reggie, 9, England
“When I was 5 a teacher told my mum I had problems and mum found out I had dyslexia. Its very important to get an early diagnosis and not to let it scare you”. Rory, 13 Scotland
“When I was finding things hard and everyone else knew what they were doing, it didn’t feel good. I felt like they knew about things and I didn’t. now it feels…not easier…but that it makes sense. The diagnosis answered a question for me”. Iliuna, 10, England
The film ‘Dyslexia: Educate me’ [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] 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.
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
Introduction