Starting the Process

Modules 1 and 2 have highlighted that the family or class teacher may not be the only people who can highlight concerns that a child or young person may be dyslexic. Irrespective of who raises the concern, it is recommended that the class teachers start the process by considering the learner and looking at the Scottish working definition of dyslexia which provides support for all involved as it highlights the range of characteristics to focus on. These can be used as a framework for identification. When a concern is first highlighted it is helpful to consider the range of reflective questions highlighted. These are applicable for all levels within Curriculum for Excellence and can be adapted to the age and stage of the learner.

A range of templates are available to support this stage of the process and are available on the Addressing Dyslexia Toolkit – look at the sections ‘Assessing and Planning’ [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] and also ‘Resources’

Considerations for teaching – (or you may be observing the learner being taught by another teacher)

• Did I present this in a clear manner?
• Did I talk too quickly?
• Did I gain the child’s attention?
• Did I make assumptions about the child’s prior knowledge?
• Developmentally was the child ready for this?
• Did I talk beyond the child’s concentration span?
• Was the child interrupted or distracted by anything or anyone?

If there are ways in which you or the teacher can change the language used in class and/or teaching to support the child’s learning, then this is probably the first course of action.

The classroom

• When I am talking, are children seated so that they can all see me without having to turn their heads?
• Is the classroom welcoming?
• Are children aware of where their individual coat pegs are? Can they recognise their own peg easily?
• Is there an appropriate place to change shoes and store belongings tidily?
• Can I make the walls more dyslexia friendly? (Too much visual material can be confusing if child doesn’t understand what it is about.)
• Do I consider the social mix of children within groups so that children can feel supported without feeling their abilities are underestimated?
• Do I encourage a range of metacognitive styles?
• Are there appropriate consistent daily routines so that the child knows what to expect?
• Is the visual stimulation in the classroom at the appropriate level? Visual impact is improved too when there is clear organisation within the classroom, including the classroom walls.
• Children with difficulties are often easily disorientated so require consideration to be given to aspects of seating. It is important that they are able to receive attention without having to turn around to see the board or the teacher.

The curriculum

• Can the learner access the curriculum?
• Is the curriculum appropriately differentiated?
• Do the parents have opportunities to understand what is being taught and how that can help at home?

• Consider all transition information when appropriate.
• Discuss the child's learning with parents sensitively. They will know their child but where there is no family history of dyslexia this may not have been considered, and in the early years, it is not appropriate to label or to be emphatic about the child's learning as children all develop at different paces, and some children are just developmentally a little slower than others. However, it is important to try to ensure that the child is learning effectively whatever level they are at.
• Close collaboration with family and/or carers should be continuous and central to the ongoing support through the Staged Process which may or may not lead to fuller assessment if required. Your reports back to family, and colleagues, should not cause concern, but should be supportive and helpful pointing the way to how working together can benefit the child.
• Working with the child and his/her parents, discuss and complete the "What to look for" checklist.

  Note: Your local authority may already have appropriate paperwork for noting concerns, so you should check first.

• Reflect on the ‘Other factors to consider’ and keep these in mind as you build your understanding of this child.
• Consider if more detailed classroom observation is appropriate and think about your own teaching approaches.
• Consider the child's previous medical and developmental history.

Early level

In the early years, even though there may be a known family history of dyslexia, the procedure is not one of labelling but of observing the children, noting any areas of difference or difficulty and adapting learning and teaching approaches where appropriate. Children all develop at different rates so it is important not to jump to conclusions too quickly. Even terms such as ‘dyslexic tendencies’ or 'dyslexia signs' can be potentially confusing for pupils and parents and should therefore be avoided. It is important to be precise and identify areas of need so support can be targeted. Dyslexia often overlaps with other difficulties and there are many factors that may influence our observations. For example, children for whom English is an additional language may appear to be developing language in a different way from native English speakers.

The recommended procedures relate to dyslexia, but it is likely that observations will be to look at all the strengths and weaknesses that children will be exhibiting. These will be conducted within the context of Curriculum for Excellence to ensure that the child is not put under stress, and at pre-school, will be in the context of play situations. What is most important at this stage is not assessment but the interventions and experiences that are put in place following observations. Parents should be aware that their child’s progress is being continuously monitored so that any appropriate steps are taken to alleviate difficulties at the earliest possible stage to avoid later problems.

Even when children start to learn to read, it is wise to exercise caution with regard to labelling children as dyslexic. Children will only just be beginning to develop their skills in reading and writing at the early stage. Parental support at home is important but shouldn’t lead to stressful situations, so formal “homework” should be avoided and appropriate support through play contexts should be discussed. For this reason there should be regular liaison with parents to agree what will be most appropriate and children’s progress should continue to be monitored.

A simple coding system for recording observations (e.g. the traffic lights system) often works well as a good way of recording and accessing information in the early years. Busy staff require a straightforward means of sharing information that can easily be updated as there are changes in the child's development. For this purpose, use whatever has been agreed and works well in your establishment. Any longer term or more serious concerns about the child's development and progress do require to be recorded in more detail in the Staged Process paperwork. It is also important to tie in your documentation on observations with other establishments at key transition stages.

If the child does not exhibit any of the indicators noted, then continue to observe in the normal way.

If however there are some signs of difficulties in these areas then the Staged Intervention process should be followed.

First and Second levels

It would be hoped that any difficulties with literacy that the child is having will have been recognised at the Early level, and teaching approaches and support will be in place already with focused intervention targeted to meet the child’s needs. However if the child has not been previously recognised as having difficulties, then it is important to take steps as early as possible so that motivation and self-esteem do not suffer.

It is recognised that dyslexia often overlaps with other difficulties and it is important to be alert to a wide range of factors. If this is felt to be the case then discussion with parents will help establish if there has been any previous involvement of the community paediatrician, speech and language therapist, occupational therapist, physiotherapist or other professional. For children who are learning English as an additional language too, this must be taken into account. Observations will be made within the routine of the classroom using the existing Curriculum for Excellence to ensure that the child is not put under undue stress. Even though we may be unsure at this stage whether or not the child is dyslexic, appropriate interventions and experiences should be put in place following observations. Parents should be aware that their child’s progress is being continuously monitored so that any appropriate support that they can give at home ties in with what is happening in school.

Formal "homework" should be issued with much care as this is often a stressful time for both child and parent when the child is tired and reluctant to repeat previous failures from earlier in the day. Regular liaison with parents will enable agreement on what is reasonable and what will be most appropriate to maintain progress.

A pupil who may merit further consideration is one who typically manifests some combination of these characteristics:

• Unexpectedly poor spelling, poor decoding and hesitant reading, and/ or poor handwriting/ organisation of writing on page
• Disorganisation – untidy desk, school bag and books spread over an area, slow to get started work, last or almost last getting changed for Physical Education etc, loses things – pencil, rubber etc
• A pattern of strengths and weaknesses across the curriculum - for example, Language work may often be an area of relative weakness with oral work much superior to written work and reading
• Behaviours that might seem aimed at deflecting attention from the task in hand - sore tummy, needing the toilet, clowning around, pencil sharpening etc.

Third and Fourth and Senior levels

At the these levels, most learners with dyslexia will already have been identified as having specific difficulties and will have been noted as being on the Staged Process of Assessment and Intervention. For those who already have a differentiated curriculum or specific accommodations in place to meet their needs, it is important to ensure that information is kept up-to-date and revisions made to the support, teaching and accommodations, as required. Collaborative work with ASN/SfL/Guidance/Pupil Support staff and management (as appropriate) will help ensure that the needs of the learners are met.

However for some, as school work becomes more demanding and the amount of reading and writing increases significantly, this will be the time when they recognise that they are not coping as well as they might with appropriate help. It is important therefore to consider the child and look at the Scottish working definition of dyslexia and the associated characteristics. As you are aware dyslexia often coexists alongside other associated difficulties, it is important to be alert for a wide range of factors. A pupil who may merit further consideration is one who typically manifests some combination of these characteristics:

• Unexpectedly poor spelling, hesitant reading, and/or poor script/page layout
• Disorganisation - chaotic notes, homework and coursework late, is frequently late for classes, takes ages to change after PE, loses schoolbag, etc
• Distinctive patterns of strengths and weaknesses across the curriculum - for example, English may often be an area of relative weakness; and teachers of ‘essay-based’ subjects (e.g. History, RMPS, etc) may notice that exam scores don’t match with the level of competence displayed in discussion or in orally-based learning. This may not be immediately obvious to individual subject teachers who are not observing the child in all subjects, but may be worth discussing with colleagues
• A learner clearly copes with the subject demands in class but completion of longer written assignments is disappointing and performance in timed tests is poorer than expected
• Behaviours that might seem aimed at deflecting attention away from academic success - anything from frequent minor ailments to playing the class clown