2.5. Dyslexia and inclusive practice

As highlighted in section 2.1, Scotland’s education system is an inclusive one, which is supported by legislation and educational policy. There are positive benefits to be gained from developing an inclusive approach both in terms of putting the child/young person at the centre of education and also in terms of time management and resourcing.

It is increasingly appreciated that the approaches which support learners with dyslexia also support a wide range of learners and that these approaches can also help you to reduce your planning and workload. Understanding this connection and including these dyslexia-friendly approaches in daily classroom management and practice helps establish and promote an inclusive approach which in turn enables school communities to better meet the needs of all their learners.

Improving inclusive practice and ensuring that barriers are removed will enable dyslexic learners to:

  • Participate fully with the school curriculum and learn to the best of their ability
  • Gain as much as possible from the opportunities which Curriculum for Excellence [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] can provide
  • Move into a positive and sustained destination.

2.4. The co-occurrence of dyslexia with other areas of additional support

2.6. The impact of dyslexia