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Supporting Dyslexia, Inclusive Practice and Literacy

Module overview

Introduction

Module 2 Overview

This introductory online module in partnership with the Open University in Scotland is the first of 3 incremental modules which can support reflective conversations, annual reviews and professional updates and can contribute towards an application for GTCS Professional Recognition. Module 1: ‘Introduction to dyslexia and inclusive practice’; Module 2: 'Supporting dyslexia, inclusive practice and literacy'; Module 3: 'Dyslexia: identification and support'
Figure 1 Module overview

Welcome to this free module, ‘An introduction to dyslexia and inclusive practice’. It is designed to provide an introduction for teachers, community educators and anyone with an interest in developing positive approaches to supporting dyslexia in their inclusive practice. The module supports the recommendations of the 2014 Education Scotland Review: ‘Making Sense: Education for Children and Young People with Dyslexia in Scotland’. It is the first of three linked modules highlighted in Figure 1, written by the Addressing Dyslexia Toolkit working group, Dyslexia Scotland and Education Scotland with the support of the Opening Educational Practices in Scotland Project.

Select here to download the Making Sense Programme Final Report

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This module supports the requirement for teachers in Scotland to maintain the General Teaching Council Scotland (GTCS)’s professional standards, within which Professional Values and Personal Commitment are central.

All three modules in this collection link with the GTCS Standards 2021 Framework and focus on the areas identified below to support the professional growth of teachers in Scotland.

  1. Being a teacher in Scotland
  2. Professional knowledge and understanding
  3. Professional skills and abilities
  • 3.1 Curriculum and pedagogy
  • 3.2 The learning context
  • 3.3 Professional learning

Select here for further information on the General Teaching Council Scotland’s professional learning.

The national model of professional learning

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This module also follows the national model of professional learning developed by Education Scotland which underlines that professional learning should challenge and develop thinking, knowledge, skills and understanding and should be underpinned by developing skills of enquiry and criticality.

The national model also emphasises that professional learning needs to be interactive, reflective and involve learning with and from others. It is important when considering how to study the module that the above principles are taken into consideration.

Further information on the national model of professional learning is available on the National Improvement Hub.

Pair or group work

When an activity particularly lends itself to pair or group work you will see the icon below against it.

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Learning outcomes

Module 1, ‘Introduction to Dyslexia and Inclusive Practice’, focused on what dyslexia is, its impact and how it can be supported within an inclusive school community. It achieved this by developing an awareness and understanding of:

  • The education context in Scotland and the national agenda
  • What dyslexia is and its impact
  • Dyslexia and inclusive practice
  • Effective communication
  • How dyslexia is identified
  • Information and practical support strategies

Module 2 aims to further support your understanding of dyslexia, inclusive practice and literacy development.

You will achieve this by developing a deeper knowledge and understanding of:

  • Dyslexia and inclusive practice within the Scottish context of education, equality and equity
  • Dyslexia and identification using a structured framework
  • Dyslexia, co-occurring additional support needs and inclusive practice
  • The importance of effective communication
  • Support strategies

How you can study this module

We have provided downloadable alternative formats of this module. You can find these on the first page of each section. Please note that the module must be completed online. If you work through all of the content in this module, tackle the formative quizzes and pass the end-of-module quiz you will be awarded with a digital badge to recognise your learning.

This module can be studied sequentially, or the material can be used as a reference guide with sections explored in any order. If studied as a module, the core content should take around 3 hours to work through. Section 1 is the longest section and will take about half of the total study time.

You can study at your own pace. However, as you work through the module, think not only about your role but also that of other partners and colleagues you work with. You might find it helpful to form an informal study group with colleagues and use some of the activities as a basis for group discussion.

As with Module 1, a Reflective Log is available to download for you to evidence your professional enquiry and learning. The Reflective Log can also be used for collegiate discussions and will support Annual Reviews and GTCS Professional Update which all registered teachers in Scotland are required to maintain. It can also contribute to an application for GTCS Professional Recognition.

At the start of this module, you should complete the self- evaluation template within the Reflective Log and reflect on this again at the end of the module.

Downloadable files within this module.

Throughout this module there are files which you need to download to help you engage with the activities and others which have been included to support further professional knowledge and understanding of dyslexia and inclusive practice.

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Download icon

The above image of a white arrow pointing down and the text ‘You will need to download this file’ lets you know when you must download the file to engage in the activities.

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Further reading and information icon

The above image of a grey book lets you know when the download or link is for you to engage in further reading if you wish to.

We have also provided downloadable alternative formats of the course. You can find these on the first page of each section.

If you work through all of the content in this module, tackle the formative quizzes and pass the end-of-module quiz, you will be awarded with a digital badge to recognise your learning.

Badge information

What is a badged course?

Badges are a means of digitally recognising certain skills and achievements acquired through informal study and they are entirely optional. They do not carry any formal credit as they are not subject to the same rigour as formal assessment; nor are they proof that you have studied the full unit or course. They are a useful means of demonstrating participation and recognising informal learning.

If you'd like to learn more about badges, you will find more information on the following websites:

  • Open Badges – this information is provided by IMS Global, the organisation responsible for the open badge standards.
  • Digital Badges – this information is provided by HASTAC (Humanities, Arts, Science and Technology Alliance and Collaboratory), a global community working to transform how we learn, and particularly making use of technology.
Gaining your badge

To gain the digital badge for this module, you will need to:

  1. Complete the short quizzes that you will find at the end of sections 1 and 5 of the module. These section quizzes are formative. They are really helpful in consolidating your learning but there is no pass mark.
  2. Complete the end-of-module quiz and achieve at least 60%.

When you have successfully achieved the completion criteria you will receive your badge for the module. You will receive an email notification that your badge has been awarded and it will appear in the My Badges area in your profile. Please note it can take up to 24 hours for a badge to be issued.

Your badge demonstrates that you have achieved the learning outcomes for the module. These outcomes are listed at the start of each section.

The digital badge does not represent formal credit or award, but rather it demonstrates successful participation in informal learning activity.

Sharing your badge

Badges awarded within OpenLearn Create can be shared via social media such as Twitter, Facebook or LinkedIn and to a badge backpack such as Badgr.

Accessing your badge

From within Supporting Dyslexia, Inclusive Practice and Literacy module:

  • Go to my profile and click on Achievements. You will see the badge alongside the course title.
  • To view the details of the badge, to download it, or to add it to a badge backpack, click on the badge and you will be taken to the Badge Information page.

You can either download this page to your computer or add the badge to your badge Backpack.

Acknowledgements

The development of this module was informed and supported by:

Except for third party materials and where otherwise stated in the acknowledgements section, this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 Licence.

Activity 1: Reflective Task

You will need to download the Reflective Log.

Select here to download this file.

In your Reflective Log, Activity 1 you should start by:

  1. Using a scale of 1 – 5 (1 being poor and 5 being very knowledgeable), rate your knowledge and understanding of dyslexia and inclusive practice.
  2. Consider and record what you hope to achieve in studying this module.
  3. Complete the template for the self-evaluation wheel.

How you use the Reflective Log is up to you. You can save it and work with it online or print it off and keep it up to date in hard copy.

Throughout the module you will be prompted to record your responses to activities and your reflection. The Reflective Log provides a record of your learning that you can use for professional update.

1. Scottish Education

Introduction

In this section we look at:

1.1. The Scottish context for dyslexia and inclusive practice

1.2. Legislative and policy framework

1.3. Additional support needs

1.4. Improving inclusive practice

1.5. Raising attainment, dyslexia and inclusive practice

1.6. Dyslexia and inclusive practice.

1.1. The Scottish context for dyslexia and inclusive practice

Module 1, Section 1 Recap

Module 1 highlighted that Scotland’s education system is designed to be an inclusive one for all children and young people in Scottish schools with or without additional support needs. Our ‘needs led’ system places the learner at the centre and the provision of support is not dependent upon a formal label or identification of need such as dyslexia, autism or a physical disability.

The legislative and policy framework places duties and expectations on schools and local authorities to ensure that they deliver an inclusive education and do not discriminate against those with protected characteristics.

The 2014 Education Scotland report Making Sense: Education for Children and Young People with Dyslexia in Scotland was the outcome of an independent review of education for children and young people who have dyslexia. It was carried out on behalf of the Scottish Government. The report highlighted 5 interlinking recommendations to improve the outcomes of learners with dyslexia, all of which the Scottish Government’s response supported. The Making Sense Working Group is working with stakeholders to support the implementation of the review’s recommendations.

Scotland’s ‘child-centred needs led’ education system has been designed to ensure that the provision of support for a child or young person is not dependent upon them receiving a formal label or identification of need such as autism, dyslexia or a physical disability.

The Scottish vision for inclusive education, which applies to all settings and for all children and young people, is set out below:

‘Inclusive education in Scotland starts from the belief that education is a human right and the foundation for a more just society. An inclusive approach which recognises diversity and holds the ambition that all children and young people are enabled to achieve to their fullest potential is the cornerstone to achieve equity and excellence in education for all of our children and young people.’

Presumption to provide education in a mainstream setting: Guidance. The Scottish Government 2019.

Children’s rights and entitlements are fundamental to Scotland’s approaches to inclusive education. It is supported by the legislative framework and key policy drivers including the Getting it right for every child approach, Curriculum for Excellence and the Framework for Professional Standards for teachers. These are underpinned by a set of values aligned to social justice and commitment to inclusive education. This means that inclusive education should be the heart of all areas of educational planning. However UNESCO highlight:

‘The central message is simple: every learner matters and matters equally. The complexity arises, however, when we try to put this message into practice. Implementing this message will likely require changes in thinking and practice at every level of an education system, from classroom teachers and others who provide educational experiences directly, to those responsible for national policy’.

‘A Guide for ensuring inclusion and equity in education’ UNESCO 2017. http://unesdoc.unesco.org/ images/ 0024/ 002482/ 248254e.pdf

Despite the internationally recognised inclusive legislation and policy framework that is in place to support Scottish education, ensuring inclusion and equality for all learners has been, and continues to be, a complex process. The 2020 independent review ‘Support for Learning: All our Children and All their Potential’ stated

‘There is no fundamental deficit in the principle and policy intention of the Additional Support for Learning legislation and the substantial guidance accompanying it. The challenge is in translating that intention into practice for all our children and young people who face different barriers to their learning across a range of different home and learning environments’.

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Further reading and information icon

Select here to download the Summary publication of ‘Support for Learning: All our Children and All their Potential’

Activity 2

In your Reflective Log, note down some of the factors which you feel contribute towards the complex process of ensuring inclusion and equity for all learners.

Click ‘Reveal discussion’ to see some contributing factors which we thought of. Do note that this list is not exhaustive.

Discussion

Local authority, school/establishment/ management and practitioners’ understanding of:

  • legislative requirements and policy drivers
  • their duties, values and standards of their professional body, for example the GTCS standards for registration
  • appropriate planning and implementation for curriculum accessibility and flexibility when this is required
  • Local authority/school/establishment ethos supporting inclusion and equality
  • Opportunities for children and young people to actively participate and share their views
  • Partnership working
  • Effective self-evaluation and reflection
  • Wider school community participation

1.2. Legislative and policy framework

Module 1: Section 1.1 provided an overview of the Scottish context for education and inclusive practice, highlighting national agendas, legislation and guidance within which local authorities, teachers and other educators work (Refresh your memory of Module 1: Section 1.1).

Some of the main Acts that supports inclusion and equality in education are highlighted below and explained in further detail in this section:

  • Disability Strategies and Pupils’ Educational Records (2002);
  • Additional Support for Learning (Scotland) Act 2004 (as amended 2009);
  • Equality Act (2010);
  • Children and Young People Act (2014); and
  • Education (Scotland) (2016).

Figure 1 provides further details on some specific legislation and policies that promote and support inclusion, equality and diversity within the Scottish context.

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Figure 2 The Scottish Context – Detailed

The legislation, which places duties on schools and local authorities to support and provide inclusive education for learners in Scotland, can be linked directly to the United Nations Convention on the Rights of the Child (UNCRC). In 2021 Scotland became the first devolved nation within the United Kingdom to enshrine the UNCRC into law. Figure 3 highlights a range of legislation that is in place to support and promote inclusion within Scottish schools and local authorities. Further details of relevant legislation can be found in Section 4 of this module.

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Figure 3 Legislation and overview of support

Legislative summaries

In Module 1 you should have downloaded the summary of the Scottish educational legislative and policy framework which provides an overview of the most recent legislation and policies.

This section provides information on relevant Acts that underpin the principles of inclusion, wellbeing, equality and equity.

The Standards in Scotland’s Schools Etc. Act 2000

Every child or young person has the right and the entitlement to education, as detailed in this act. They have the right to be educated within mainstream education along with their peers and to use their rights to affect decision-making about them. Local authorities, with their partners, have a duty within the Standards in Scotland’s Schools etc. Act (2000) to ensure that ‘education is directed to the development of personality, talents and mental and physical abilities of the child or young person to their fullest potential.’ This wording deliberately reflects Article 29 1(a) of the UNCRC. This duty applies to all children, regardless of whether they require additional support to reach their full potential. The presumption in favour of providing mainstream education for all children is in place except where education in a school other than a special school would:

  • not be suited to the ability or aptitude of the child;
  • be incompatible with the provision of efficient education for the children with whom the child would be educated; or
  • result in unreasonable public expenditure being incurred which would not ordinarily be incurred.

It will always be necessary to tailor provision to the needs of the individual child and it is recognised that there is a need to make available a range of mainstream and specialist provision, including special schools, to ensure the needs of all pupils and young people are addressed.

The Act also places education authorities under duties to provide education elsewhere than at a school where a pupil is unable to attend school due to ill health, and to make provision where a pupil is excluded from school.

The Education (Additional Support for Learning) (Scotland) Act 2004 (as amended) (the ASL Act)

The ASL Act provides a framework for identifying and addressing the additional support needs of children and young people who face a barrier, or barriers, to learning. Children and young people have additional support needs when they require additional support in order to benefit from school education. Young people are those over school age but who have not yet attained the age of eighteen. The amended Act deems that all looked after children and young people have additional support needs unless the education authority has established through assessment that they do not. The Act also aims to ensure a partnership with parents/carers and collaborative working with professionals from partner services and agencies, to meet the needs of the child or young person. This module supports staff in meeting many of the learning needs of the learners in their school.

The ASL Act places duties on education authorities, requires certain other agencies to provide help where this is requested and provides parents and young people with certain rights.

Education authorities are required to identify the additional support needs of each child or young person for whose school education they are responsible. The Education (Additional Support for Learning) (Scotland) Act 2004 and amendments made in 2009 provide the legal framework for assessment. However, no particular model of assessment or support is prescribed in "the Act".

The 2017 Code of Practice is also very important. This provides guidance on the implementation of the Education (ASL) (Scotland) Act, as amended in 2009. It gives a summary of the Act including clear definitions of which groups of learners are covered by the Act and what constitutes additional support needs. The duties under the terms of the Act on education authorities and other agencies with respect to supporting children‘s and young people‘s learning are set out. Examples of best practice are provided with reference to the Getting it right for every child approach (often referred to as GIRFEC) and Curriculum for Excellence framework. It is designed to help schools, parents and others understand the Act and support its implementation.

The Children and Young People (Scotland) Act (2014)

The Children and Young People (Scotland) Act (2014) places a duty on local authorities and schools to ensure the wellbeing of children and young people is safeguarded, supported and promoted. This has been an important recent change to our range of inclusive education legislation because the experience of the child or young person and the extent to which they feel included impacts on their wellbeing. The voice of the child or young person is essential in understanding their needs and ensuring their wellbeing is safeguarded, supported and promoted. Fostering strong relationships between staff and children and young people is essential to this practice.

The Getting It right for every child approach has been national policy since 2010 and is now defined in statute in the Children and Young People (Scotland) Act (2014). The Act aims to strengthen children’s rights and improve and expand services that support children and families, including looked after children. Its purpose is to ensure an inter-agency approach across education, health and social work to improve outcomes for children and young people.

It helps practitioners focus on what makes a positive difference through developing a shared understanding of wellbeing. It requires public services to work together to design, plan and deliver services for children and young people. This means services taking a collaborative approach to assessing needs and agreeing actions and outcomes to best support the child. Children and families are at the centre of the process. Agencies should work together to support streamlining of planning, assessment and decision-making so that the child gets the right help at the right time.

Most children get all the support and help they need from their parent(s), wider family and local community, in partnership with services like health and education. Where extra support is needed, the Getting it right for every child approach aims to make that support easy to access, with the child at the centre. It is for all children and young people because it is impossible to predict if or when they might need extra support.

Education (Scotland) Act (2016)

The Act introduces measures to improve Scottish education and reduce pupils’ inequality of outcomes. The Act includes provisions for strategic planning in order to consider socio-economic barriers to learning. The rights of children aged 12 and over, with capacity, are extended under the Additional Support for Learning Act. Children who are able to can also exercise their rights, on their own behalf, to affect decision-making about them. Also included within the Act are provisions on widening access to Gaelic medium education and streamlining of the process of making a complaint to Scottish Ministers. The Act also introduces the National Improvement Framework (NIF) and amendments to the Standards in Scotland’s Schools etc. Act 2000, the Education (Additional Support for Learning) (Scotland) Act 2004, the Education (Scotland) Act 1980 and the Welfare Reform Act 2007.

Equality and disability

It is helpful to understand what the term disability means and to appreciate the sensitivity of the term and the range of associated feelings that learners and families may have. For example, some people are very clear that they do not wish to be viewed as disabled, even if they may meet the criteria highlighted below.

A person has a disability for the purposes of the 2010 Equality Act if he or she has a physical or mental impairment and the impairment has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities.

This means that, in general:

  • the person must have an impairment that is either physical or mental;
  • the impairment must have adverse effects which are substantial;
  • the substantial adverse effects must be long-term; and
  • the long-term substantial adverse effects must be effects on normal day-to-day activities.

All of the factors above must be considered when determining whether a person is disabled.

Disability models

There are a number of ‘models’ of disability which have been defined over recent years. The two which are most frequently discussed and commonly used are the ‘social’ and the ‘medical’ models of disability; other models have evolved and developed from these two models.

Activity 3

Watch these animations which illustrate the social model of disability.

Interactive feature not available in single page view (see it in standard view).
Interactive feature not available in single page view (see it in standard view).

The Social model of disability and the Scottish context for education support the vision for inclusion in Scotland for all our learners - both disabled and non-disabled. Anticipatory thought is given to how disabled people can participate in activities on an equal footing with non-disabled people. Certain adjustments are made, even where this involves time or money, to ensure that disabled people are not excluded.

Please note that education staff in Scottish educational establishments do not assess and determine if a learner has a disability. This is usually done by health colleagues and should be in partnership with the family and the educational setting.

The duties of the Equality Act 2010 (commenced 1 October 2010) require responsible bodies to actively deal with inequality, and to prevent direct disability discrimination, indirect disability discrimination and discrimination arising from disability and harassment or victimisation of pupils on the basis, or a perceived basis, of protected characteristics, including disability. The provisions include:

  • Prospective pupils
  • Pupils at the school
  • In some limited circumstances, former pupils

In addition, under the Equality Act 2010, responsible bodies have a duty to make reasonable adjustments for disabled pupils and provide auxiliary aids and services. The duty is ‘to take such steps as it is reasonable to have to take to avoid the substantial disadvantage’ to a disabled person caused by a provision, criterion or practice applied by or on behalf of a school or by the absence of an auxiliary aid or service (commenced 1 September 2012).

Further, under the Education (Disability Strategies and Pupils' Educational Records) (Scotland) Act 2002, responsible bodies have duties to develop and publish accessibility strategies to increase pupils’ access to the curriculum, access to the physical environment of schools and to improve communication with pupils with disabilities.

Education authorities and other agencies also have duties under the (Education Additional Support for Learning) (Scotland) Act 2004 (as amended) to identify, provide for and review the additional support needs of their pupils, including those with disabilities. The provision made to support a pupil with an additional support need arising from a disability may include auxiliary aids and services, such as communication tools and support staff.

Education authorities can ask other agencies (including social work services, health boards and Skills Development Scotland) for help in carrying out their duties under the Act. Other agencies must respond to the request within a specific timescale (there are exceptions to these timescales).

Figure 3 highlights the overlaps which can occur between the two Acts concerning disability and additional support needs. Please note that the lists are not exhaustive.

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Figure 4 Disability and Additional Support

Activity 4 Reflective questions for professional dialogue with colleagues

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. Select here to download a discussion sheet if required.

  • Why does inclusion matter?
  • How can the legislation and policies within Scottish education be supported into practice?

Activity 5 Disability quiz

You should now take the Activity 5 quiz.

1.3. Additional support needs

Legislation is premised on support for all learners beginning within the classroom. It is provided by the classroom teacher who holds the main responsibility for nurturing, educating and meeting the needs of all pupils in their class and, working in partnership with support staff, to plan, deliver and review curriculum programmes. Support for children and young people with dyslexia as well as those who experience literacy difficulties and other additional support needs is achieved through universal support within the staged levels of intervention. This is discussed in further detail in Section 4.

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Figure 5 Factors giving rise to ASN

In Scotland pupils who may require additional support under the Education (Additional Support for Learning) (Scotland) Act 2004, as amended, have a barrier to learning as a result of one or more of the four factors giving rise to additional support needs:

  • Learning environment
  • Family circumstances
  • Disability or health need
  • Social and emotional factors

Additional Support Needs’ is the standard terminology used in Scotland when children and young people need more – or different - support to what is normally provided in schools or pre-schools to children of the same age. Additional support is a broad and inclusive term which applies to children or young people who, for whatever reason, require additional support, long or short term, in order to help them make the most of their school education and to be included fully in their learning. The term ‘additional support needs’ covers a wide range of factors and children or young people may require additional support for a variety of reasons.

The 2020 Independent Review of additional support for learning implementation report highlighted the interconnection between the factors which give rise to additional support needs and that they are

‘not mutually exclusive. This Review heard about increasing numbers of children and young people where issues due to Autism Spectrum Disorder (ASD) are compounded by social, emotional, behavioural problems linked to poverty and inequality’.

It is highly likely that all educational staff will work with and support learners with dyslexia or literacy difficulties at some stage. With this in mind it is important for all staff to have an awareness of their professional duties and legislation with regards to inclusion and an understanding of how to support dyslexia.

Activity 6 Revealed task

Think about your understanding of additional support needs and why children and young people may need some additional support. You may choose to take notes in your Reflective Log.

Click ‘Reveal discussion’ to see a list which highlights that children or young people may require additional support for a variety of reasons. Please note that this list in not exhaustive.

Discussion

These may include those who:

  • Have motor or sensory impairment
  • Are being bullied
  • Are particularly able or talented
  • Have experienced a bereavement
  • Are interrupted learners
  • Have a learning disability
  • Are looked after by the local authority
  • Have a learning difficulty, such as dyslexia
  • Are living with parents who are abusing substances
  • Are living with parents who have mental health problems
  • Have English as an additional language
  • Are not attending school regularly
  • Have emotional or social difficulties
  • Are on the child protection register
  • Are young carers

Or any other reason.

Activity 7

The Education (Additional Support for Learning) (Scotland) Act 2004, as amended, states that a barrier to learning results from one or more of the factors giving rise to additional support needs, otherwise learning is inhibited.

What are the factors which give rise to additional support needs?

Discussion

Options:

Learning environment

Living environment

Family circumstances

Financial difficulties

A disability or health need

A disability

A health need

Social and emotional needs

Social needs

Emotional needs

Social deprivation

Learning activities

Play spaces

1.4. Improving inclusive practice

Improving inclusive practice will support schools and local authorities to meet the needs of their learners, national and local priorities.

The Scotland’s Delivery Plan builds on work contained in the National Improvement Framework and the recommendations of the 2016 ‘Improving Schools in Scotland: An OECD Perspective’. The National Improvement Framework, published in January 2016 and updated in 2019, sets out a vision based on achieving excellence and equity for all, regardless of pupils' social background and circumstances. It sets out four priority areas for change highlighted below, which provide a shared focus for all partners to work together to make that vision a reality by addressing the six drivers of the National Improvement Framework, which are so critical to delivery:

  • To improve attainment for all, particularly in literacy and numeracy
  • To improve the learning progress of every child, by reducing inequality in education
  • To improve children and young people’s health and wellbeing
  • To improve employability skills and sustained positive school leaver destinations for all young people.

‘Delivering Excellence and Equity in Scottish Education - A delivery plan for Scotland sets how the Scottish Government’ will work with partners to deliver excellence and equity for every child in education in Scotland through a programme for delivery with a focus on action around three core aims:

  • Closing the attainment gap
  • Ensuring we have a curriculum that delivers for our children and teachers; and
  • Empowering our teachers, schools and communities to deliver for children and young people.

The delivery plan followed engagement with a number of key education partners at an education summit focussing on raising attainment. The plan is also closely aligned with the improvement drivers outlined in the National Improvement Framework.

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Further reading and information icon

Select here for further information on the National Improvement Plan

Select here for further information on ‘Delivering Excellence and Equity in Scottish Education - A delivery plan for Scotland’

1.5. Raising attainment, dyslexia and inclusive practice

The Scottish Government’s vision is that Scotland should be the best place to go to school. “We want each child to enjoy an education that encourages them to be the most successful they can be and provides them with a full passport to future opportunity. To achieve this, we need to raise attainment consistently and for all our children and young people, and progressively reduce inequity in educational outcomes”.

The aims of the 2014 Making Sense report’s recommendations are consistent with national key aims for the National Improvement Framework, Scotland’s Delivery plan and Attainment Challenge Programme.

http://www.gov.scot/ Topics/ Education/ Schools/ Raisingeducationalattainment

To achieve the core aims of the National Improvement Framework and Scotland’s Delivery plan, an understanding of and a focus on additional support needs must be incorporated within schools and local authority planning and practice at the earliest stage and not perceived to be an area that can be incorporated only if needed. This approach will support timely and cost-effective planning which focuses on the national agenda and aims.

Activity 8

1. Reflective questions for professional dialogue with colleagues

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. Click to 'download a discussion sheet if required.

  • How well does inclusive education ensure improved outcomes for children and young people with dyslexia?
  • How effectively does the provision of education support and secure improved achievement and attainment for children and young people with dyslexia and with literacy difficulties?
2. Reflections on your practice

In your Reflective Log consider how you have supported a learner with dyslexia to raise their attainment

  • What have I done?
  • How do I know attainment was improved?
  • What made the difference?
  • How can I build on this learning to support more learners?

1.6. Dyslexia and inclusive practice

Module 1, Section 3 Recap

Dyslexia friendly approaches to learning and teaching support child-centred inclusive practice.

What are Dyslexia Friendly Schools?

Neil Mackay developed the ‘Dyslexia Friendly Schools’ concept in 1998. The key aims of Dyslexia Friendly Schools were to enhance the impact of learning and teaching on the child in the classroom and to ensure that teaching was multi-sensory and benefited all children, not just those with dyslexia. The approach has developed over the years and is inclusive and holistic, reflecting current research on effective positive learning for children with literacy difficulties.

Key features of Dyslexia Friendly Schools are:

  • Effective leadership and management
  • Multi-sensory teaching approaches
  • Effective early identification
  • Effective transition support
  • Learner engagement
  • Parental engagement
  • Learning and teaching resources which can accessed by dyslexic learners

What is Dyslexia Friendly Practice?

Dyslexia Friendly Practice is an important element of inclusive practice. It includes approaches to learning and teaching which are child-centred and also support inclusive practice for all learners. A number of initiatives are supporting the development, recognition and implementation of inclusive practice within Scottish education with the aim of improving the educational experiences and outcomes of learners who are dyslexic. These are:

  • Current education policies and legislation which support inclusion and equality legislation
  • Professional duties e.g. General Teaching Council for Scotland
  • Self-evaluation frameworks to support improvement
  • Acceptance that dyslexia exists and awareness of the neurological, genetic and environmental factors which impact on dyslexia
  • Availability of a free national online resource, the Addressing Dyslexia Toolkit, which supports inclusive practice
  • Improved understanding of an “holistic/collaborative” assessment for dyslexia
  • The 2014 ‘Making Sense Review’ recommendations – Improving outcomes for dyslexic learners
  • Improving understanding of links between effective support for dyslexia and inclusive practice for all learners.

It is the responsibility of schools and their partners to bring the experiences and outcomes together and apply these entitlements to produce programmes for learning across a broad and inclusive curriculum.

Every child and young person is entitled to expect their education to provide them with:

  • A curriculum which is coherent from 3 to 18
  • A broad general education, including well planned experiences and outcomes across all the curriculum areas from early years through to S3
  • A senior phase of education after S3 which provides opportunities to obtain qualifications as well as to continue to develop the four capacities
  • Opportunities to develop skills for learning, skills for life and skills for work (including career planning skills) with a continuous focus on literacy, numeracy and health and wellbeing
  • Personal support to enable them to gain as much as possible from the opportunities which Curriculum for Excellence can provide
  • Support in moving into positive and sustained destinations beyond school.

Activity 9 Reflective practice task

1. In your Reflective Log, consider:

  • What does inclusive practice mean for you?
  • What does inclusive practice mean for your learners?
  • What have you done to make your teaching practice inclusive?

2. Complete the following table to describe the current practice in your class or department. Identify if any actions can be taken to support improvements. (A copy of this table is in your Reflective Log)

Key features of Dyslexia Friendly schools In my class/department this means Actions
Effective leadership and management   
Multi-sensory teaching approaches   
Effective early identification  
Effective transition support   
Learner engagement   
Parental engagement   
Learning and teaching resources which can be accessed by dyslexic learners   

Inclusive practice is about meeting the needs of all learners, putting the learner at the centre of the curriculum and ensuring that barriers are removed. This will enable them to:

  • Participate and learn to the best of their ability
  • Gain as much as possible from the opportunities which Curriculum for Excellence can provide
  • Move into a positive and sustained post school destination.

Activity 10

Consider the aims of inclusive practice listed above.

What do you feel they can/should look like in practice?

Note down your thoughts within your Reflective Log. Click ‘Reveal discussion’ to see an example of each.

  • Participate and learn to the best of their ability.

Consider what can this look like?

Discussion

An example could be that learners are engaging in learning activities and experiences which match their cognitive ability and provide challenge and interest. To support this, an understanding of the learners’ profile is required to plan appropriate learning and teaching activities.

  • Gain as much as possible from the opportunities which Curriculum for Excellence can provide

Consider what can this look like?

Discussion

An example could be that the school curriculum is flexible and personalised to meet the needs of learners with additional support needs, ensuring that there is equity and equality in curriculum accessibility. To support this, flexibility and creativity is involved when planning and timetabling the curriculum, which includes a range of award bearing courses and vocational opportunities and experiences.

  • Move into a positive and sustained destination.

Consider what can this look like?

Discussion

An example could be that the attainment levels of learners with dyslexia are in line with their peers. To support this all teachers must be involved in appropriate:

  • Monitoring and tracking of learners’ progress to support early intervention
  • Arrangements for assessment and tracking to provide personalised guidance and support throughout the learner journey
  • Use of data to inform effective planning and support

Dyslexia and Inclusive Practice: Professional Learning Resource

A reflective and evaluative professional learning approach to improve practice and empower whole school approaches to support learners.

This professional learning resource focuses on eight key areas that were developed through stakeholder consultation (Figure 7), to support improvements in the outcomes for all learners including learners with dyslexia. These are very similar to the key features of Dyslexia Friendly schools in Figure 6.

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Figure 6 Inclusive practice key features
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Figure 7 Dyslexia Friendly Schools key features

This professional learning resource is one of several free resources that have been developed in response to the 2014 Education Scotland report Making Sense: Education for Children and Young People with Dyslexia in Scotland.

Developed by Education Scotland, the Making Sense Working Group and stakeholders, it aims to support practitioners, schools and local authorities to:

  • Improve the quality of educational outcomes for learners with dyslexia through collaborative enquiry and effective self-evaluation
  • Evidence the impact of the collaborative enquiry through evidence-based improvements
  • Fulfil statutory duties
  • Support professional learning on inclusive practice
  • Further develop inclusive practice for all learners within the school community.
  • Build on partnerships within the Regional Improvement Collaboratives (RICs), developing opportunities to share practice and reduce duplication of resource development.

The level of awareness and readiness for change will vary across schools and local authorities and this resource can be used to focus on specific key areas for improvement or to contribute to whole school inclusive practice.

Section 3, Supporting learners and families provides you with an opportunity to explore the Scottish curriculum and inclusion.

Activity 11 Reflective Log

  • Have we successfully established an inclusive school community? How do we know – what is the evidence and impact?
  • Are all our school policies and planning methods inclusive – do they fulfil the statutory and professional duties?
  • How do we consult with and involve all stakeholders in the self-evaluation of inclusive practice and support for dyslexia?

Supporting improvement

‘How Good Is Our School 4’ (HGIOS 4) is a resource to support improvement through self-evaluation and inclusion and is embedded across all the themes and quality indicators.

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Figure 8 Self evaluation inclusion
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Figure 9 How good is our school?

The table below highlights how the reflective questions can support school communities evaluate their inclusive practice and identify areas for improvement.

Activity 12

a. 

1.1 Self-evaluation for self-improvement


b. 

1.2 Leadership of learning


c. 

1.3 Leadership of change


d. 

1.4 Leadership and management of staff


e. 

1.5 Management of resources to promote equity


f. 

2.1 Safeguarding and child protection


g. 

2.2 Curriculum


h. 

2.3 Learning, teaching and assessment


i. 

2.4 Personalised support


j. 

2.5 Family learning


k. 

2.6 Transitions


l. 

2.7 Partnerships


m. 

3.1 Ensuring wellbeing, equality and inclusion


n. 

3.2 Raising attainment and achievement


o. 

3.3 Increasing creativity and employability


The correct answers are a, b, c, d, e, f, g, h, i, j, k, l, m, n and o.

Answer

Inclusive practice is featured across all 3 themes and the 15 Quality Indicators within HGIOS 4.

Discussion

This self-evaluation framework is designed to promote effective self-evaluation as the first important stage in a process of achieving self-improvement. Reflecting on inclusion when evaluating practice to see what is working well and what needs to improve will support the educational experiences and outcomes for dyslexia and other additional support needs.

2. Understanding dyslexia

Introduction

In this section …

2.1. What is dyslexia?

2.2. Dyslexia and neurodiversity

2.3. The co–occurrence of dyslexia with other areas of additional support

2.4. The impact of dyslexia

2.5. Dyslexia and literacy

2.6. Language development

2.1. What is dyslexia?

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Module 1, Section 2 Recap

Module 1 highlighted the 2009 Scottish Government working definition of dyslexia that was developed and agreed by the Scottish Government, Dyslexia Scotland and the Cross-Party Group on Dyslexia in the Scottish Parliament

Historical background

In 1877, Adolph Kussmaul, a German neurologist, observed characteristics of reading difficulty and described them as ‘word blindness’.

Since around the late 1880s the term ‘dyslexia’ was introduced by a German ophthalmologist, Rudolf Berliner, after he observed adults having difficulties with the written word. Both scientists highlighted the link between individuals’ difficulties with reading and visual difficulties but recognised that those difficulties did not represent the individual’s cognitive ability. Berliner developed the term ‘dyslexia’ from the Greek words.

dys = difficult, hard - Greek - δυσ (dus)

lexia = reading, word, speech - λέξις (lexis)

Dyslexia definition and identification debate

Dyslexia has been a focus of debate spanning several decades. There is a range of definitions of dyslexia available internationally reflecting the different perspectives and foci that make up the debate. For example, some may view dyslexia within the context of reading and spelling and consider dyslexia to be a ‘reading disability’ – using a medical model. Definitions are important because professional bodies and academic research can influence the direction of a definition and hence the approaches and processes which are recommended within education systems.

Module 3 will explore the area of identification in greater detail.

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Further reading and information icon

Select here for further reading and research on this area in the Professional Development section of the Addressing Dyslexia Toolkit.

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Figure 10 Pictorial definition of dyslexia

As the Scottish working definition highlights, dyslexia exists in all cultures and across the range of abilities and socio-economic backgrounds. It is not linked specifically to either low or high cognitive ability. This means that learners of all cognitive ability levels can be dyslexic. This is what differentiates it from other discrepancy models of dyslexia. When exploring if learners may have dyslexia it is important that consideration is given to a range of factors which may be creating the child’s or learner’s barriers to learning. The broad Scottish working definition of dyslexia aims to provide guidance for educational practitioners, learners, parents/carers and others that dyslexia does not only occur because of literacy difficulties, as highlighted in Figure 11. It is important, therefore, to consider the range of factors that may be contributing to the child or learner’s barriers to learning.

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Figure 11 Other factors to consider

Advances in medical science have enabled the identification of dyslexia to be understood in greater detail. Neuroscience research through brain imaging has identified diversity in the brain for adolescents both with, and without dyslexia. The body of research undertaken over the past few decades by a range of academic and medical researchers, has led to an acceptance that when identified appropriately, dyslexia is a recognised learning difference and is the result of a neurological difference. It is accepted that it is not a reflection of a learner’s level of intelligence or cognitive ability. The impact of dyslexia as a barrier to learning varies in degree according to the learning and teaching environment.

Frith, in Reid and Wearmouth (2002) says that dyslexia can be defined as neuro-developmental in nature, with a biological origin and behavioural signs that extend far beyond problems with written language.

In 1999, the American Journal of Neuroradiology, provided evidence that dyslexia is neurological in nature. The interdisciplinary team of University of Washington researchers also showed that dyslexic children use nearly five times the brain area as children who are not dyslexic while performing a simple language task.

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Figure 12 Brain Scan

Although the images above were taken in 1999, they highlight very clearly in yellow the differences between areas of the brain which are activated while performing simple language tasks in yellow. Red indicates areas activated in two or more children. Pic: Todd Richards, University of Washington.

“The dyslexics were using 4.6 times as much area of the brain to do the same language task as the controls," said Todd Richards, co-leader of the study. "This means their brains were working a lot harder and using more energy than the normal children". "People often don't see how hard it is for dyslexic children to do a task that others do so effortlessly," added Virginia Berninger, a professor of educational psychology.

Morton & Frith (1993, 1995) developed a neutral framework for the causal modelling of developmental disorders and applied this modelling to dyslexia. The research highlights that dyslexia can be split into 3 main research areas, all of which inter-link and influence one another.

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Figure 13 Barriers to learning

Neurological - Brain structure and genetic factors

Cognitive - How people learn

Behavioural - How people behave and their reactions to this learning difference

These are influenced by environmental interactions at all levels, which include home, nursery, schools and activities. This means that the behaviour of a child with dyslexia would change with time and in different contexts.

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Figure 14 Dyslexia research areas

2.2. Dyslexia and neurodiversity

Module 1 recap

Most people are neurotypical, meaning that the brain functions and processes information in the way society expects. However, it is estimated that around 1 in 7 people (more than 15% of people in the UK) are neurodivergent, meaning that the brain functions, learns and processes information differently.

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Figure 15 Neurodiversity Overview

The term neurodiversity usually refers to range of specific learning differences including:

  • Attention Deficit Hyperactivity Disorder (ADHD)
  • Developmental Co-ordination Disorder (DCD) also referred to as Dyspraxia
  • Developmental Language Disorder  (DLD)
  • Epilepsy
  • Foetal Alcohol Spectrum Disorder
  • Intellectual disability
  • Tourettes and Tic disorders
  • Specific Learning Difficulties/ Differences (SpLD e.g. Dyslexia, Dyscalculia).

Section 2.4. in Module 1 highlighted the co-occurrence of dyslexia with other areas of additional support. Health professionals, industry and commerce are increasingly using the term neurodiversity and this approach supports the child-centred education system in Scotland, which also highlights the co-occurrences between specific learning differences. Research has highlighted that the child or adult who has only one area of difficulty is rare, for example work by Kaplan et al 1998.

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Further reading and information icon

Select here to access the Addressing Dyslexia Toolkit for further information on neurodiversity and dyslexia.

2.3. The co–occurrence of dyslexia with other areas of additional support

Module 1, Section 2 Recap

The Scottish working definition of dyslexia is broad. As highlighted in Section 1.1 of this module, dyslexia does not only impact on the acquisition of literacy skills. The different characteristics involved with dyslexia are also found in a wide range of learner profiles and areas of additional support.

What is the impact of dyslexic challenges in the learning environment?

It is undoubtedly challenging to meet all the needs of learners within a teacher’s class. However, using a range of multi-sensory learning and teaching approaches within a curriculum which is planned to be inclusive and accessible does bring benefits that support and can reduce the challenge.

Figure 16 and the table below highlight some examples of co-occurrence and some support strategies

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Figure 16 Dyslexia and co-occurrence

Activity 13

The table below highlights some examples of support strategies. Each strategy could be appropriate for a range of additional support needs. Consider each strategy and write down the area of ASN that would be supported by them. Click ‘Reveal answer’ to see some suggestions.

Examples of support strategies
Personalised learning
Effective communication
Multi-sensory learning and teaching approaches
Visual time tables
Visual supports
Use of accessibility software e.g. text and speech recognition
Approaches to support language acquisition
Audio books
Accessible digital learning and teaching resources
Books for All
Digital exams
Answer
Examples of support strategies Some examples of ASN which can be supported
Personalised learning

Dyslexia

Autism spectrum

Visually impaired

English as an additional language

Visual impairment

Effective communication

Dyslexia

Autism spectrum

Visually impaired

English as an additional language

Visual impairment

Multi-sensory learning and teaching approaches

Dyslexia

Autism spectrum – if appropriate

Visually impaired

English as an additional language (Initially)

Visual time tables

Dyslexia

Autism spectrum

English as an additional language (Initially)

Visual supports

Dyslexia

Autism spectrum

Visually impaired

English as an additional language

Visual impairment

Use of accessibility software e.g. text and speech recognition

Dyslexia

Autism spectrum

Visually impaired

Approaches to support language acquisition

Dyslexia

Autism spectrum

English as an additional language (Initially)

Audio books

Dyslexia

Autism spectrum

English as an additional language (Initially)

Visually impaired

Accessible digital learning and teaching resources

Dyslexia

Autism spectrum

Visually impaired

Books for All

Dyslexia

Autism spectrum – if applicable

Visually impaired

Digital exams

Dyslexia

Autism spectrum

Visually impaired

2.4. The impact of dyslexia

The impact of dyslexia can manifest in a variety of ways and should not be underestimated; learners with dyslexia benefit from early identification, appropriate intervention and targeted, effective and proportionate support at the right time. How dyslexia is perceived and understood is very important. Early identification with appropriate explanations and support can support the learner and their family to understand their dyslexia and help reduce the negative impact of dyslexia. Early identification can help the learner develop their own strategies and develop their resilience which in turn helps them to approach difficulties in a more positive and effective way. When effective support and early identification are not in place, dyslexia often has a negative impact on learners, parents, families and carers who become distressed that their dependents cannot get the support they need. In both children and adults, when dyslexia is unidentified or unsupported the negative impact can be high. It can lead to children and young people losing motivation and becoming frustrated through the stress of trying to learn, not understanding what dyslexia is. They may feel that they are ‘different’ to others because they find difficulty in doing what to others are simple tasks. This can lead to acute behavioural problems both at school and at home. It may include bullying and anti-social behaviour, as well as low self-esteem and severe frustration for children and young people not reaching their potential.

The impact on adults whose dyslexia is not identified and supported can be underachievement in further education and employment. The negative effects of dyslexia on self-esteem and confidence can lead to high stress levels, damage to personal relationships, day-to-day difficulties, depression and mental health problems. There is an established link between offenders and dyslexia. It is estimated that a high percentage of prisoners have literacy difficulties which includes dyslexia.

Understanding how individuals are feeling can help school staff and parents support the learner. However, be aware that negative feelings can often be hidden or masked, and the learners may need support to help them understand their dyslexia, in order to help them build their resilience and confidence.

The following quotes are edited extracts from ‘Dyslexia and Us’, a book published by Dyslexia Scotland. The quotes are as written by the contributors. They show the profound effect dyslexia can have.

“It is good being dyslexic. When I first found out I was dyslexic I was 8 years old. Once I found out it was actually good as all the strategies to help me could be put in place, which made everything so much easier. Before I knew I was dyslexic I thought I was rubbish at lots of things.”

(Pupil, female, 9 years old)

“I struggle to do maths. Reeding and right are hard. I forget words. I looz things. I need help.”

(11 year old boy)

“I have dyslexia, my brain is different. At the unit class it is helping me with my reading because I do my reading every day. At school I couldn’t read and write but I can now. My next door nadir is my friend is the same as me and he no how I feels. At home my sister and my brother make fun of me because I can’t say words right and I get upset and cray.”

(11 year old boy)

“I am an eleven year old dyslexic boy and although when I was younger dyslexia got the better of me I now see it as a gift, the power to see the world in a different dimention. As I do not have a spare, non dyslexic mind to compare the way I see the world to I cannot describe how someone like me would see things. But I can say that the mind of a dyslexic is an undoughtably creative one as proved by the almost definitely Leonardo da vinci and Picasso!”

“The relief was enormous when I found out I am dyslexic! I have a very poor short term memory, my reading is inaccurate and when I was tested for dyslexia, my spelling was at the six year old level in P7 (it’s much better now). The school turned out to be great! Once my dyslexia was exposed and my difficulties were out in the open, my teachers gave me a lot of help. Apparently my short term memory does not work like a ‘normal’ person’s, so I forget what has just been said to me – it seems to slide right out of the head. No wonder I could never find the right page!

I used to think that I would end up dropping out of school and end up stacking shelves in some supermarket – but no more. Learning that I have dyslexia has given me a whole new view of life, and I now know that I can have the same ambitions as anyone else – I may just have to take a different route to get there.”

(14 year old girl)

“My oldest daughter is severely dyslexic and looking back on her schooldays reminds me how unhappy they were for her and the family. She was so frustrated by her teachers and her class mates thinking she was stupid, and consequently she was patronised by her teachers and teased by her classmates. I was either battling with her school to give her the proper support she needed, or comforting her at home, or desperately trying to find alternative things in which she could achieve some self esteem.

I always knew she wasn’t stupid so it was a relief when her dyslexia was identified. However, battles continued in the wider world – unable to learn sequences, difficulty in carrying out verbal directions from her driving instructor and often getting on the wrong bus or train because she was unable to read the notice boards. It was a triumph when she made it to university, a dream she never thought she would achieve. My daughter’s determination has been quite extraordinary. In that sense you could say that dyslexia has made her the wonderful person that she is today but it is small comfort for the years of struggling which she has endured.”

(Mother of young adult dyslexic woman)

2.5. Dyslexia and literacy

Historically dyslexia and literacy have been intrinsically linked. The early research and investigations which started in the late 1800s were carried out by individuals who believed that dyslexia was caused by visual processing difficulties, which in turn caused individuals to experience difficulties with reading. Over the years, a range of definitions have been developed in the United Kingdom and internationally. These definitions focus predominately on dyslexia being caused by difficulties experienced with literacy skills, particularly reading and spelling. It is therefore understandable that literacy is very often the first and sometimes the only area associated with dyslexia. It is important, however, to be aware that there can be a range of reasons why a child or young person is experiencing literacy difficulties which may not be due to dyslexia. It may also be that a learner may be able to read and write with the result that concerns are not raised, yet they may experience difficulties with processing, working memory and organisation which can have a significant impact on their learning.

The Addressing Dyslexia Toolkit working group has developed a range of free resources which will support practitioners in need to explore, indeed rule out, possible other factors which can impact on the development of literacy skills. This can be done by using a collaborative and holistic identification pathway (such as the one available in the Addressing Dyslexia Toolkit and which was highlighted within Module 1), combined with the Toolkit’s Literacy Circles which you could access and download. These resources can help those involved to explore the causal factor of the learner’s literacy difficulty and determine if it is due to dyslexia. However it is also important to remember that our education system is ‘needs led’ and that the support provided to learners is not dependent on a formal identification or label. The learner can receive the same support whether they are dyslexic or not.

Activity 14

In your Reflective Log, note down other factors which you feel can impact on the development of literacy skills.

Click ‘Reveal discussion’ to see the range of other factors which can have an impact on the development of literacy skills. Please note they are not exhaustive.

Discussion
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Dyslexia and literacy

Activity 15 Reflective questions for professional dialogue with colleagues

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. Click to 'download' a discussion sheet if required.

  • How successfully do we use the most appropriate teaching methods to support dyslexic learners in acquiring the tools for reading and developing higher order comprehension skills? How well do we choose suitable tasks, activities and resources?
  • Do our teaching staff have the required knowledge and understanding to teach literacy and how do we know?

2.6. Language development

“Our ability to use language is central to our thinking, our learning and our personal development. Literacy and language unlock access to the wider curriculum and lay the foundations for communication, lifelong learning and work, contributing strongly to the development of all four capacities of Curriculum for Excellence”.

Research has highlighted the importance of positive influences in the early years in improving a child’s life chances.

There is a strong relationship between early life experiences and how children learn. Inequalities experienced by parents and children can affect speech, language and communication development and lead to further inequalities later in life. These early learning experiences are vital in forming the building blocks from which more formal literacy learning can be developed. A literacy rich environment promotes, supports and enriches listening, talking, reading and writing. This is shown in Figure 17. This approach models high standards and sets high expectations for literacy.

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Figure 17 Literacy

The Scottish Government 2010 Literacy Action Plan highlights that literacy starts from birth and in the very early years. The home learning environment for children from birth to 3 years old has a significant impact on cognitive and language development. Parents, irrespective of socio-economic group or where they live, can make a real difference to their children's outcomes by talking to them, playing with them and ensuring they engage in different experiences. Interacting with and providing stimulating environments for young children helps to put in place the building blocks for their growth and development. Communication and engaging with books from an early age are crucial to speech and language development. Extensive research has highlighted the positive impact of reading to children in their pre-school years. Previously published ‘Growing Up in Scotland’ data has shown that children who are frequently read to in the first year of life score higher in assessments of cognitive ability at age 3-4 years old. This suggests that in the very early years the home learning environment for children from birth to 3 years old has a significant impact on cognitive and language development.

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Figure 18 Supporting language development

Activity 16

As children grow towards primary school age, their social, emotional, physical and educational wellbeing build upon foundations laid in earlier years and continue to be influenced by their home environment and their relationship with their parents. Before formal education can begin, a range of skills should ideally be learnt by the children. Consider what you think these are and click the ‘Reveal discussion’ button for the answer.

Discussion

Before formal education can begin, children must learn to:

  • Play
  • Talk
  • Listen
  • Understand
  • Attend

Figure 18 highlights helpful approaches which can support good language development in young children. A range of resources have been developed by Allied Health Professions for example speech and language therapists to highlight the expected language developmental milestones.

Select here to access the Milestones to support learners with complex needs.

To support the development of language and numeracy skills for children in Primary 1–3, the Scottish Government is leading a campaign which focuses on key skills among children called Read, Write and Count. This campaign is aimed at encouraging and supporting parents and families in the key role they play in helping their children to read, write and count well. The approach is to incorporate reading, writing and counting into their everyday activities, such as walking around the supermarket or travelling home from school.

The campaign builds on the Scottish Government’s PlayTalk Read early years campaign and is being delivered in partnership with Education Scotland and The Scottish Book Trust over 3 years. It builds on relevant established frameworks which include Curriculum for Excellence and Raising Attainment for All and aims to tackle educational inequalities and raise attainment in early years and beyond.

For more information and resources on Read, Write, Count, visit www.readwritecount.scot.

Education Scotland have published the Primary One Literacy Assessment and Action Resource (POLAAR) that is designed to support improvement by helping Primary 1 teachers identify and assess children who are most at risk of developing later difficulties with reading and writing.

It is based on a staged intervention model of ‘observe-action-observe’, which helps identify the most effective intervention to take at classroom and child levels.

Although the POLAAR resources focus on primary one, the resources within the pack, such as the literature reviews, are helpful for practitioners working with learners at any stage who have a literacy difficulty, including those in secondary school.

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Download icon

Select here to access the POLAAR resources

Activity 17

To support a learner to improve their literacy skills it is essential to develop an understanding of the learner’s consolidated

  • Pre and early phonological skills
  • Knowledge of the alphabet, including sequencing and names and sounds of letters.

The links below will take you to free early literacy assessments on the Addressing Dyslexia Toolkit and Education Scotland websites:

Home | Addressing Dyslexia

Dyslexia and inclusive practice: An overview | Research | National Improvement Hub (education.gov.scot)

Dyslexia and Inclusive Practice: Professional Learning Resource | Learning resources | National Improvement Hub (education.gov.scot)

In your Reflective Log, record your experience of learning about these resources and the impact of them when used with learners.

Now try the Formative quiz 1 to consolidate your knowledge and understanding from this section. Completing the quizzes is part of gaining the digital badge, as explained in the module overview.

3. Supporting learners and families

Introduction

In this section we look at:

3.1. Effective communication

3.2. Support

3.3. Curriculum for Excellence Responsibility for all – health and wellbeing, literacy and numeracy

3.4. Health and wellbeing and dyslexia

3.5. Literacy and dyslexia

3.6. Numeracy and dyslexia

3.7. Transitions

3.8. Roles and responsibilities

3.1. Effective communication

For parents and carers, wondering if their child requires additional support can understandably be a worrying and anxious experience. It is extremely important when a concern is raised by a family, the learner or a member of staff that it is followed through transparently, sensitively and effectively.  Developing supportive relationships between home and school is very important.

Learners with dyslexia will benefit from early identification, appropriate intervention and targeted, effective support at the right time.

Dyslexia can impact on parents, families and carers who may become distressed when they feel that their child is not receiving the support they need. In both children and adults, when dyslexia is unidentified or unsupported the negative impact can be high. Children and young people often lose motivation and become frustrated through the stress of trying to learn, not understanding what dyslexia is and feeling that they are ‘different’ to others because they find difficulty in doing what to others appear to be simple tasks. It is very important to share with families and the learner that being dyslexic can also bring positive skills. Below are some common strengths that can be experienced by individuals with dyslexia:

  • Can be very creative and enjoy practical tasks
  • Strong visual thinking skills e.g. seeing and thinking in 3D, visualising a structure from plans
  • Good verbal skills and good social interaction
  • Good at problem-solving, thinking outside the box, seeing the whole picture.

It is essential that information is shared with parents and carers so they can understand the holistic process of identification and support of dyslexia within Curriculum for Excellence. You will explore this further in Section 4, ‘Assessment and monitoring’ of this module and in Module 3. This includes information on when families choose to have an independent or private assessment for the identification of dyslexia.

Module 1, Section 1.6 Recap

Effective communication, respect and partnership working are key requirements between schools and families. They are essential in supporting appropriate and effective identification, planning and monitoring of literacy difficulties and dyslexia.

The GTCS suite of professional standards provides a framework for teachers to examine, inform and continually develop their thinking and practice. The core area of ‘Professional Values and Personal Commitment’ highlights the following as fundamental to being a teacher:

  • Social justice
  • Trust and respect
  • Integrity
  • Professional commitment

These, along with many aspects of Professional Knowledge and Understanding and Professional Skills and Abilities also articulate well with the roles and responsibilities of practitioners for effective communication with learners, parents and colleagues so that they:

  • Are engaged in the holistic/collaborative identification process
  • Understand what is happening, including the time scales, and are kept informed if there are changes.
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Figure 19 Effective partnerships

In addressing barriers to learning, the importance of effective communication should never be underestimated. Figure 19 highlights those who should, and also who may if appropriate be engaged in effective partnership working. It must be appreciated that there may be other additional people involved if required, depending on the child or young person’s individual needs. The lack of effective and transparent communication can be one of the causal factors of complaints that are raised against a school or local authority. Poor communication can result in misinformation and a misunderstanding of what support and approaches should be taken or should be in place by both staff and parents. Building strong relationships will make it easier to solve disagreements informally.

Legislation is in place to support parents, children and young people to:

  • Request specific assessments which must begin within a set time frame
  • Access free advocacy and mediation services
  • Have access to assessments and information documented

3.2. Support

Dyslexia can be an emotional experience, which can be both positive and unfortunately negative. There are often misconceptions and misunderstanding about dyslexia from all perspectives and the issue of ‘support’ can be misinterpreted. A survey in the 2000s by a Dyslexia charity undertaken by parents highlighted that they valued the support, motivation and ethos of the school and the staff far more than physical resources such as IT equipment, one to one tuition and small group work.

Often the school is providing support in a range of ways for a learner, but has not communicated this, or the progress the learner is making, to the parents. This can lead to the perception that the school is not doing anything and does not believe in dyslexia. A short case study is provided, which focuses on sharing information with parents about their children’s progress and learning in school.

QR Codes – Sharing Learning with Parents

This year within Barshare Primary we have been developing QR codes to help us share learning with parents.

In our Supported Learning Centre and mainstream school, many of the children have communication difficulties, which means that it can be difficult for parents to see evidence of how their child is supported and the progress the child is making with the interventions in place. That’s when the Barshare Barrier Busters come into action!

Evidence of progress is documented by photographs or video and put onto a QR code. This code is sent home to parents and the learning comes to life!

Check out one of our pupils reciting his poem by scanning the QR code image below.

(If you have difficulty getting the QR code to work or if you don't have a mobile device with a QR code app installed, you can use the following URL http://qrs.ly/ yj5gu8k)

His parents recently told us,

“It allows me an insight into what my child is like at school and what he is capable of. I have also been able to share my child’s learning with extended family using the URL…..I look forward to more.”

The Collaborative and Holistic Identification Pathway is a valuable tool in the process of communication about the needs of a learner.

Particular care must be taken when communicating the process of the collaborative/holistic identification pathway, so that parents and the learner understand what is happening and when it is happening. They also need to understand that the Scottish education system is needs led, not label-led and that the label itself is not the criteria for support and resources, if appropriate. It is extremely important that this needs led system is not inferred or interpreted as the school or local authority not believing or supporting dyslexia.

3.3. Curriculum for Excellence: Responsibility for all – Health and wellbeing, literacy and numeracy

All staff have a responsibility to develop, reinforce and extend learning in the following areas:

  • Health and Wellbeing - Some aspects of the health and wellbeing framework are the responsibility of all adults, working together to support the learning and development of children and young people.
  • Literacy - All practitioners are in a position to make important contributions to developing and reinforcing young people’s literacy skills.
  • Numeracy - Numeracy across learning provides essential analytical, problem-solving and decision-making skills across the curriculum.

Dyslexia impacts on all three areas and will impact in varying degrees and in various ways depending on the individual learner. Staff can make a difference and support learners irrespective of the sectors or subject that is being taught.

Activity 18 Reflective questions for professional dialogue with colleagues

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. Click to 'download' a discussion sheet if required.

  • Discuss the impact you think the “responsibility for all” duty is having on yourself and colleagues.
  • Is there a connection with inclusion and ‘responsibility for all’?

Activity 19

Consider your own experience of working with learners with dyslexia and how the 3 areas of ‘responsibility for all’ impact on them and your practice.

Consider if any of the 3 areas may have a particular impact for learners who are dyslexic.

Click 'Reveal discussion' to see our discussion. Do note that the lists are not exhaustive.

Discussion
 Impact of dyslexia
Responsibility for AllOn the learner - On teaching practice

The negative and positive impacts of dyslexia will vary for each learner and will be influenced by:

  • The severity of the individual’s dyslexia
  • Access to early identification and appropriate support to help develop resilience and reduce low self esteem
  • Environmental aspects
  • Understanding of dyslexia by the learner, their family, peers and staff

Learners may need to be supported and encouraged to take responsibility for their learning (age/stage appropriate). It is extremely important that they are given opportunities to build their confidence in using support strategies and understand the impact if they chose not to use them.

All class teachers can support dyslexia across the areas of ‘Responsibility for All’. Some examples are below.

  • Access information provided by support staff on the learner’s profile
  • Implement strategies recommended within the learner’s profile
  • Ensure/encourage each class to develop an ethos of mutual support and respect
  • Ensure that the curriculum is accessible

 

  • Ensure all course texts are available in a digital format if required.
  • Use multi-sensory teaching approaches
  • Be familiar with the school’s Support for Learning processes
  • Access the Addressing Dyslexia Toolkit for information and support.
  • Be aware of child and adolescent behaviour development
  • Develop effective communication between learner, family, support staff
  • Be aware of the negative impact which dyslexia can have on individuals – and that these will vary.
Health & Wellbeing

Possible negative feelings/actions

  • Low self esteem
  • They are not as clever as others
  • Anxiety
  • Avoidance
  • Feeling different form their peers
  • Determination to hide difficulties
  • Refusal of support – do not want to appear different
  • Frustration
  • Anger
  • Disengagement
  • Low expectations

Possible Positive feelings

Confidence with certain skills e.g.

  • a.Spatial awareness/creativity
  • b.Very good imagination
  • c.Good oral skills
  • d.Good debating skills
  • e.Problem solving
  • f.Sport
  • g.Empathy to other peers with ASN
  • h.Feeling proud that they are dyslexic
  • i.Very good use of IT to demonstrate their knowledge and understanding

 

In addition to the aspects highlighted in ‘Responsibility for All’ there is a requirement to:

Be aware of the negative impact which dyslexia can have on individuals’ health and wellbeing – and that these will vary

Ensure that the learner knows that they can speak to a trusted adult

Be familiar with school Support for Learning processes and Positive Relationship (anti-bullying) policies

Literacy

Difficulties with:

Expressing/demonstrating their knowledge and understanding in the written form.

The acquisition of language skills – reading writing, listening and talking

Grammar and spelling

Organisation of writing

Reluctant to read out loud or as an individual

Positive aspects

Very good oral presentation skills

Good imagination

Very good use of IT to demonstrate their knowledge and understanding

Debating

Drama

 

 

In addition to the aspects highlighted in ‘Responsibility for All’ there is a requirement to:

Use appropriate IT e.g. Books for All, digital exams, use of portable devices such as tablets, dictation for learners to access information and demonstrate their knowledge and understanding

 

Appropriate differentiation

Numeracy

Working memory and processing difficulties may manifest as difficulties with:

 

Language of math

Acquisition of number bonds and mathematical concepts

Rote learning – e.g. times tables

Problem solving

Orientation

The learner may feel that they are not good at numeracy/math and that they will not improve.

 

 

 

Positive aspects

Some learners do not experience difficulties with numeracy

Learners can develop helpful strategies to help them remember mathematical concepts.

In addition to the aspects highlighted in ‘Responsibility for All’ there is a requirement to develop an awareness and understanding of the links between dyslexia and numeracy and that:

 

Assumptions are not made that the learner really does understand mathematical concepts which were taught in earlier levels. They may be masking this.

 

Not all learners with dyslexia experience difficulties with understanding more complex mathematical concepts.

 

Appropriate supports/resources are available for the learner to access to help them with numeracy. E.g. personal number square, phones, calculators, rulers, displays on the walls or personal planners.

 

3.4. Health and wellbeing and dyslexia

What is health and wellbeing?

In Curriculum for Excellence, health and wellbeing is structured into six organisers:

  • Mental, emotional, social and physical wellbeing
  • Planning for choices and changes
  • Physical education, physical activity and sport
  • Food and health
  • Substance misuse
  • Relationships, sexual health and parenthood

Those in bold are the responsibility of all. (Physical activity and sport at early and first levels.)

The Health and Wellbeing Principles and Practice document states that:

‘Learning in health and wellbeing ensures that children and young people develop the knowledge and understanding, skills, capabilities and attributes which they need for mental, emotional, social and physical wellbeing now and in the future. Learning through health and wellbeing enables children and young people to:

  • Make informed decisions in order to improve their mental, emotional, social and physical wellbeing
  • Experience challenges and enjoyment
  • Experience positive aspects of healthy living and activity for themselves
  • Apply their mental, emotional, social and physical skills to pursue a healthy lifestyle
  • Make a successful move to the next stage of education or work
  • Establish a pattern of health and wellbeing which will be sustained into adult life and which will help to promote the health and wellbeing of the next generation of Scottish children.

It also enables some to perform at high levels in sport or prepare for careers within the health and leisure industries’.

Everyone within each learning community, whatever their contact with children and young people may be, shares the responsibility for creating a positive ethos and climate of respect and trust – one in which everyone can make a positive contribution to the wellbeing of each individual within the school and the wider community.

This module highlights the negative impact that unsupported and unidentified dyslexia can have on a learner’s confidence and mental health.

Supporting health and wellbeing is important for all learners. However, for those who experience barriers to learning it is crucial that this aspect is included within the identification and support process.

The Curriculum for Excellence: Health and Wellbeing principles and practice highlight that it is the responsibility of all practitioners to:

  • Establish open, positive, supportive relationships across the school community, where children and young people will feel that they are listened to
  • Create an environment where children and young people feel secure in their ability to discuss sensitive aspects of their lives
  • Promote a climate in which children and young people feel safe and secure
  • Model behaviour which promotes health and wellbeing and encourage it in others
  • Use learning and teaching methodologies which promote effective learning
  • Be sensitive and responsive to the wellbeing of each child and young person

Activity 20 Reflective questions for professional dialogue with colleagues

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. Click to 'download' a discussion sheet if required.

  • For those learners with dyslexia, how well is their health and wellbeing and in particular mental, social and emotional wellbeing addressed in your classroom or school?
  • How well does your department/faculty or school explore the behaviour of learners? Are potential or unsupported additional support needs such as dyslexia considered to be possible causal factors?

Activity 21 Reflective practice task

In your Reflective Log, consider:

  • What makes the difference to a learner when supporting them to feel comfortable and confident?
  • What are the ingredients for supporting wellbeing?

Activity 22

Select which of the following statements you think are true

a. 

1. Learners of all cognitive ability levels can be dyslexic


b. 

2. Unidentified or unsupported dyslexia may only have a negative impact if the learner is significantly dyslexic.


The correct answer is a.

Answer

Correct answer: Unidentified or unsupported dyslexia may have a negative impact if the learner is dyslexic, irrespective of the severity of their dyslexia.

a. 

3. It would be fair to assume that there will be approximately 36 to 90 learners with dyslexia in a school with a role of 900 pupils


b. 

4. None of the dyslexic learners in option 3 would be assessed as being disabled under the Equality Act 2010.


The correct answer is a.

Answer

Correct answer: If individuals meets the required criteria they will be protected by the Equality Act 2010.

a. 

5. Learning and teaching methodologies that promote effective learning should be embedded within every teacher’s practice in line with the principles of Curriculum for Excellence.


b. 

6. Using learning and teaching methodologies which promote effective learning will support all learners, including those who have additional support needs.


c. 

7. Specialist Support for learning/ASN teachers should be responsible for delivering learning and teaching methodologies that promote effective learning for learners with additional support needs.


The correct answers are a and b.

Answer

All teachers should be delivering learning and teaching methodologies that promote effective learning and support all learners, including those who have additional support needs.

3.5. Literacy and dyslexia

As highlighted previously, dyslexia is intricately linked to literacy. It should not, however, be viewed in isolation or as the only causal factor for the occurrence of dyslexia.

What is literacy?

The Curriculum for Excellence Literacy and English Principles and Practice document states that:

‘in defining literacy for the 21st century we must consider the changing forms of language which our children and young people will experience and use’. Accordingly, our definition takes account of factors such as the speed with which information is shared and the ways in which it is shared. The breadth of our definition is intended to ‘future proof’ it. Within Curriculum for Excellence, therefore, literacy is defined as:

“the set of skills which allows an individual to engage fully in society and in learning, through the different forms of language, and the range of texts, which society values and finds useful”.’

Curriculum for Excellent Literacy and English Principle and Practice, p3.

Literacy debates

Reading approaches

Developing as a reader is linked as much to positive attitudes and experiences as to the development of skills. If learners are encouraged and supported to read a wide range of texts for enjoyment, they will become more confident in making independent choices in their reading material. Curriculum for Excellence recognises the fundamental importance of reading for enjoyment within the reading experiences and outcomes.

Over the years there has been a range of professional debate and dialogue over the most effective and appropriate methods for teachers to use when developing reading skills in children which are summarised below.

Top down theory

The top down approach to reading emphasises that reading is a meaning driven process, where the reader uses meaning predictions to read. When meaning is lost the student focuses more intently on the visual information to process the print.

Bottom up theory

The bottom up approach to reading emphasises that reading is taught through students first learning the alphabetic principle (grapho-phonic – the rules of sound and symbol relationships). Meaning takes place after accurate decoding of print.

Turbill (2002) suggests that constant discussion of these theories drives teachers to search for better ways in creating a balanced pedagogy of reading for all children.

Teachers will need to be comfortable with and aware of how to teach reading in order to make adjustments to the reading programme as required. The literacy circles in the Addressing Dyslexia Toolkit offer some support to teachers in understanding the many aspects involved in reading and writing. These can be helpful to teachers in identifying the components of the reading and writing processes and in targeting support for learners having difficulty in any of these areas.

A range of skills form the foundation of language and literacy development. The Addressing Dyslexia Toolkit has a range of free resources and information to support and identify literacy difficulties.

Phonological awareness and phonics can often be misunderstood and mistakenly thought to be different terms for the same skill. However, they are two distinct skills, one building on the other.

Phonological Awareness - Phonological awareness is widely recognised as the strongest predictor of literacy success. It is the ability to manipulate speech sounds.

Phoneme - Awareness that a phoneme is the smallest unit of spoken sound. This can be either a single letter or combination of letters.

Phonics - Teaching reading by training beginners to associate letters with their sound(s) and how they are blended to form words.

Talking skills

Planning, organising and saying what we want to say involves many different skills. Talking skills develop from infancy and can be encouraged with activities incorporating sounds, songs, repetition and stories. A planned approach to developing listening and talking skills in the early years will lay the foundations for reading and writing, as well as developing social and communication skills.

Children need to develop an understanding of using the right words in the correct order to express themselves clearly. They also require exposure to a rich language environment in their early years to develop a wide range of vocabulary to enable them to communicate effectively and achieve positive outcomes.

Listening skills

Listening skills develop from infancy and can be encouraged through activities incorporating sounds, songs, repetition and stories. A planned approach to developing listening and talking skills in the early years will lay the foundations for reading and writing, as well as developing social and communication skills.

Listening to a spoken word and breaking it down into component sounds is fundamental for effective language learning. Learners need to be able to segment and identify:

  • Single words in a sentence
  • Syllables within words
  • The initial sound and other phonemes within words
Reading skills

If learners are encouraged and supported to read a wide range of texts for enjoyment, they will become more confident in making independent choices in their reading material. Developing as a reader is linked to positive attitudes and experiences, as well as skills. Curriculum for Excellence recognises the fundamental importance of reading for enjoyment within the reading experiences and outcomes.

If the sound cannot be matched to a letter, the successful introduction of phonics is compromised. Struggling readers of all ages may benefit from revisiting early skills and breaking them down. A range of support approaches and strategies are available for teachers to help children develop their reading skills.

Writing skills

Mark making begins in a child’s early years and should be supported and encouraged. It is a child’s first attempt to represent meaning in a written way. If learners are to become successful and confident writers, then writing has to be viewed as an essential part of the learning environment and across curriculum areas. To promote writing learners should have regular opportunities to write, to develop and demonstrate knowledge and understanding and to make sense of their learning.

They should experience an environment which is rich in language and which sets high expectations for literacy and the use of language. It is important that writing tasks are engaging and relevant with an explicit focus on the skills and knowledge being developed.

Writing skills are dependent on reading skills and should be taught alongside each other. Reading and writing skills such as comprehension and expression can be significantly increased when listening to stories read aloud, either at home or at school.

Children who experience difficulties with the acquisition of literacy skills will require a range of approaches to support their reading skills; for example a child who has auditory processing difficulty or has glue ear will find it very hard to hear the phonological sounds and transfer them to the graphic images of text. If this is the only approach used in their class, they may experience additional barriers to their literacy development.

All areas of literacy can have an impact on how children and young people access the wider curriculum. It is recognised that good teaching and learning approaches which support children and young people with dyslexia also supports all children and young people to acquire fluency and competency in literacy.

Activity 23

In Module 1, you accessed the Reading and Writing Literacy Circles and downloaded the summary PDF.

The full interactive versions of the literacy circles can be found on the Addressing Dyslexia Toolkit in the resources section.

Download the summary files again if needed below

PDF Reading Circle

PDF Writing Circle

In your Reflective Log, use one of circles' planning tool, which has been adapted from the summary files to establish the literacy needs of a learner you are working with and develop a plan to support the learner’s literacy needs.

Share this approach and any impact it has with your colleagues and line manager.

3.6. Numeracy and dyslexia

What is numeracy?

The Curriculum for Excellence Numeracy across learning Principles and Practice document states that:

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.

Numeracy development progresses as part of mathematics and underpins much of what is taught in this curriculum area. Learning mathematics gives children and young people access to the wider curriculum and the opportunity to pursue further studies and interests. Numeracy across learning provides essential analytical, problem-solving and decision-making skills across the curriculum.

Numeracy represents important skills for life, learning and work. It is also a life skill, which permeates and supports all areas of learning and is not just a subset of mathematics. We are numerate if we have developed:

‘the confidence and competence in using number 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 and dyslexia

Described image
Figure 20 Dyslexia and numeracy

Figure 20 highlights possible correlation between dyslexia and numeracy. All of the areas can be linked to the Scottish working definition of dyslexia and consideration must be given to the potential areas of difficulty. However, it is also vital to remember the individuality of learners and that some learners may not experience difficulties with numeracy; indeed this may be an area of strength for them. The strengths and areas of difficulty are identified through appropriate collaborative and holistic assessment.

Described image
Further reading and information icon

Select here to access The Addressing Dyslexia Toolkit for information on supporting numeracy difficulties.

Dyslexia and dyscalculia

Difficulties with maths may be related to dyslexia. These problems are different from, but may overlap with, difficulties caused by dyscalculia. In general, people with dyscalculia have poor ‘number sense’. Number sense is an intuitive understanding of how numbers work. Number sense is at the core of maths learning. In a similar way that a lack of phonemic awareness causes people with dyslexia to struggle with reading, a lack of number sense causes people with dyscalculia to struggle with maths concepts. If individuals don’t understand the basics about how numbers work, learning maths and using it every day can be very frustrating.

Described image
Further reading and information icon

Select here to download Dyslexia Scotland’s leaflet ‘What is Dyscalculia?’

Activity 24

a. 

for literacy skills


b. 

however, staff would be advised to focus mainly on literacy and do not need to evaluate how good their support is for numeracy and health and wellbeing.


c. 

for health and wellbeing, literacy and numeracy. This includes supporting learners who have additional support needs.


d. 

for health and wellbeing, literacy and numeracy. Supporting learners who have additional support needs such as dyslexia is the responsibility of specialist staff.


The correct answer is c.

3.7. Transitions

Transition can be a difficult, nervous and exciting time for any pupil; however for children and young people with additional support needs it can be a particularly stressful time for them and their family. Nevertheless, the process can be eased with appropriate understanding, partnership work, support and planning. It is important to understand that transitions occur each day, throughout the year and not only at the commonly highlighted stages such as P7 – S1 or S4/5/6 to post school. This section provides some guidance to support the various stages of transition that school communities are involved in to ensure that they are child-centred positive experiences which support learners with dyslexia.

The 2017 Code of Practice states:

‘Education authorities should have appropriate arrangements in place to ensure that changes in school education for all children and young people can be as smooth as possible. Effective planning helps to promote shared understanding and close communication among all relevant persons and above all helps to ensure that any required action is co-ordinated appropriately’.

Nursery, primary and secondary schools need to work within time scales and collaboratively to put in place strategies that will help pupils who are dyslexic to cope with this new stage of their educational career. This requirement is supported by educational law for children and young people whose dyslexia is considered to be ‘significant’ or if they are otherwise at risk of not making a successful transition in:

  • Nursery to P1
  • Class to class
  • Year to year
  • P7 – S1
  • Broad general education at the end of S3 into the senior phase
  • School to offsite to school
  • Post school

Post-school transition

To positive and sustained destinations such as employment and further and higher education.

The transition from secondary school to post school can be daunting for young people with dyslexia and their families. In cases where dyslexia is a significant additional support need, the transition planning must begin no later than 12 months before they leave school; it is often the case that the transition support begins earlier, as highlighted in the 2017 Code of Practice.

It is very important that the assessment information gathered by staff in school over the years is given to the young person and that they understand the value of the report so they can use this when discussing their support needs in post-school situations.

Taking stock of learners’ progress and achievements is particularly important at transition, when we know that some can fall through the net. An effective transition should promote continuity and progression in learning. All practitioners, staff, parents and support agencies need to work together to ensure this and to involve learners in the process. Such partnership approaches are particularly important to ensure children’s wellbeing and progress in the Curriculum for Excellence early level, which spans the pre-school into primary school transition. The secondary to post-school transition is another example where partnership working needs to be well planned to allow appropriate engagement and, if necessary, further assessment of needs by partner agencies. Quality assurance and moderation is particularly important at points of transition in order to share standards and expectations across sectors and providers. This will ensure confidence in assessment judgements and reliability of information so that children and young people can experience continuity and progression in their learning.

Post-school identification and support

Module 3 has a specific focus on post-school transition. However, for those undertaking Module 2 it is also extremely important that practitioners both in primary and secondary settings have an understanding of post-school transition in order to:

  • Share information with families – particularly important if families are anxious about their children’s future. This is relevant in the primary school setting.
  • Share information with the learner – ensure that they have copies of their profile/collaborative assessment prior to leaving school and are supported when completing application forms for work, further and higher education. E.g. if appropriate the learner discloses that they have a hidden disability such as dyslexia.
  • Ensure appropriate planning and support is in place to aid smooth transition.

The criteria involved in providing a post-school identification of dyslexia are different for a child or young person who is attending school in Scotland; therefore, it is important that the information gathered at school is made available to the young person before leaving.

Post-school independent assessments are carried out by practitioners who hold specific qualifications which are not required for teachers in Scottish schools. Independent assessors usually charge for this service.

In summary, the entitlement to assessment and identification of dyslexia differs between school and post school due to the different systems that have been developed for different settings and age groups.

Activity 25 Reflective practice task

In your Reflective Log, consider how well your current transition arrangements ensure a smooth, seamless transfer, with particular reference to:

  • A common understanding of assessment approaches and standards?
  • Planning continuity and progression in learning?
  • Building on children and young people’s achievements?

3.8. Roles and responsibilities

School managers have a range of responsibilities to ensure the school community is inclusive for all their learners and families. Some examples are below.

  • Ensure a culture of ongoing self-evaluation, evaluate evidence from across the whole school and use this to plan change and further improve.
  • Ensure all duties and responsibilities are carried out as required.
  • Ensure all planning and implementation takes cognisance of national and local drivers.

HGIOS 4 identifies 5 quality indicators for leadership and management which can help evaluate specific areas of focus.

1.1 Self-evaluation for self-improvement

1.2 Leadership of learning

1.3 Leadership of change

1.4 Leadership and management of staff

1.5 Management of resources to promote equity

Classroom teachers

Support for all learners begins within the classroom and is provided by the classroom teacher, who holds the main responsibility for nurturing, educating and meeting the needs of all pupils in their class. They work in partnership with support staff to ensure early identification of pupils’ additional support needs and to plan, deliver and review curriculum programmes.

Role of the Support for Learning teacher (SfL teacher)

The Support for Learning teacher works in partnership with appropriate practitioners and parents to meet the additional support needs of children and young people within their local authority staged level of intervention process. They assist class teachers and school management to ensure that children who have additional needs have those needs identified and met within Curriculum for Excellence.

Support should be delivered through the five well established roles of the Support for Learning teacher. These 5 roles are all complementary, and no one role should be carried out in isolation. Figure 21 provides an overview of these roles.

Described image
Figure 21 Support for Learning teacher roles
  1. Consultancy/consultation

    Consultancy can take place in many forms, from simply giving advice to working collaboratively with individuals or departments. Effective learning and teaching strategies may be discussed and developed and suitable resources identified and made available. It is important to discuss and reach conclusions on issues such as meeting the needs of learners with a variety of different needs, not just concerning literacy, but also behavioural issues with implications for classroom management, motivation etc. There is likely also to be help regarding the most appropriate resources for the identified needs or individual learners.

  2. Planning learning and teaching; including co-operative teaching with class teachers

    SfL teachers may teach alongside class teachers in the classroom. Clear aims should be set out beforehand and subsequently reviewed. This helps provide direct support, as well as monitoring the progress of all pupils in class, developing classroom strategies with the subject teacher and assisting in recording and assessment.

    Sometimes it is helpful for pupils, individually or in small groups, to work out of class with a member of SfL staff. This can aid the ongoing process of dynamic assessment and establishing what is likely to work best. Blocks of support may be given to larger groups of pupils to focus on development of specific skills. Though this works in primary schools, it is particularly important in secondary schools in preparing learners for important exams and applying for further and higher education. SfL will be involved in planning and delivering specialised/focused programmes.

  3. Identification and assessment

    Working with colleagues to ensure the early identification of pupils additional support needs. SfL teachers will be involved with observations, formative and summative assessments, screening and dissemination/feedback to parents/carers/staff/multi agency colleagues.

    The SfL teacher/department holds information on individual pupils and is involved in further ongoing assessment and support when this is appropriate. The SfL teacher has some delegated responsibilities for ensuring that information on individual pupils is appropriately disseminated both in school and to external agencies and parents

  4. Partnership with specialist services

    Partnership working is very important to ensure an holistic approach is taken in gathering information and placing the child/young person at the centre. Support teachers will be in regular contact with colleagues in schools/educational services and multi-agency colleagues e.g. health, social work and voluntary agencies.

  5. Contributing and supporting professional development

    The SfL teacher/department contributes to staff development in a variety of ways through:

    • Sharing of insight, experience and resources
    • Presentation of in-service sessions: for example twilight collegiate sessions
    • Offering guidance on accessible resources/materials, curriculum, equipment and approaches
    • Sharing effective strategies, disseminating information from courses attended.
    • Disseminating information to staff on local authority procedures, legislation and guidelines.

Activity 26 Reflections on your practice

Complete the table in your Reflective Log. Consider how you are able to engage with the 5 roles.

Support staff

Support staff play a key role within the school community to ensure that information is communicated to colleagues about effective practice to support learners with additional support needs and about individual learners who staff work with. This may take the form of a pupil profile or information within SEEMiS. Further information on the pupil profile can be found in Section 2.4.

All staff represent the school and therefore the local authority when they meet with parents and learners.

There are a range of roles within support teams, for example, support assistants, support for learning teachers, additional support teachers or Deputy Heads for support. Irrespective of their role, all educational practitioners need to have good interpersonal skills in order to support effective communication within their school community on the identification, support, monitoring and progress of learners. The essential skills include:

  • Empathy
  • Effective people skills
  • Ability to listen
  • Following up and communicating on actions

Activity 27 Reflective practice task

In your Reflective Log, consider how you have communicated the process of identification to:

  • Parents
  • Learners
  • Colleagues

Consider and reflect:

  • How did I do it?
  • What made the difference?
  • How can I improve the experience for all involved?

4. Assessing and monitoring

Introduction

In this section we look at:

4.1. Learning, teaching, assessment and planning

4.2. Developing an inclusive curriculum to support effective learning and teaching

4.3. Differentiation

4.4. Assessment arrangements and accommodations

4.5. Identification of dyslexia and literacy difficulties

4.6. Learner profile

4.7. Standardised and independent assessments

4.8. Good practice for identification

4.1. Learning, teaching, assessment and planning

Curriculum for Excellence provides the framework for learning, teaching and assessment in Scottish education. It is designed to achieve a transformation in education in Scotland by providing a coherent, more flexible and enriched curriculum for learners from 3 to 18 years old.

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.

Curriculum for Excellence includes four contexts for learning:

  • Curriculum areas and subjects
  • Interdisciplinary learning
  • Ethos and life of the school
  • Opportunities for personal achievement.

The Building the Curriculum document series provides advice, guidance and policy for different aspects of Curriculum for Excellence.

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Further reading and information icon

Select here for the attributes and capabilities of the four capacities.

Select here for further information on Curriculum for Excellence and the 2020 Refreshed Narrative.

Activity 28 Word cloud

Inclusive, exclusive, flexible, rigid, exploiting, developed, better, poorer, learners, teachers, parents, additional, normal, usual, included, excluded, lessons, appropriate, planning, early intervention, appropriate support, support, curriculum, timely

Select the appropriate word from the list above to complete the paragraph correctly

Curriculum for Excellence is an ___________curriculum and is designed to be________. Schools and local authorities should be ________fully the flexibility of Curriculum for Excellence to _________meet the needs of all___________. Schools must ensure that the needs of all learners, including those who have ___________support needs are incorporated and __________from the start of any curriculum planning to ensure timely and ___________ which will enable learners to participate in well planned experiences and achieve positive outcomes.

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Answer

Curriculum for Excellence is an inclusive curriculum and is designed to be flexible. Schools and Local authorities should be exploiting fully the flexibility of Curriculum for Excellence to better meet the needs of all learners. Schools must ensure that the needs of all learners, including those who have additional support needs are incorporated and included from the start of any curriculum planning to ensure timely and appropriate support, which will enable learners to participate in well planned experiences and achieve positive outcomes.

What makes effective and inclusive learning and teaching?

A range of factors will determine how effective and inclusive the provision and experience of learning and teaching is. HGIOS? 4 Quality Indicator 2.3 focuses on four important themes below.

Learning and engagement

  • Ensuring that the optimal conditions for learning are created
  • Ensuring that learners are at the centre, and are motivated and engaged

Quality of teaching

  • Building on existing strengths and prior learning to ensure progression
  • Breadth, challenge and application
  • Effective pedagogy

Effective use of assessment

  • Breadth, challenge and application
  • Agreed assessment approaches

Planning, tracking and monitoring

  • Collegiate and collaborative working to support consistency
  • Effective use of data

The Moderation Cycle in Figure 22 outlines each stage of effective learning and teaching. It enables practitioners to develop a shared understanding of standards and expectations in the broad general education.

Engaging in the moderation process with colleagues will assist practitioners in arriving at valid and reliable decisions on learners’ progress towards, and achievement of, a level.

Figure 22 Effective Moderation and assessment

Assessment within Curriculum for Excellence

Principles of assessment

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, whether at school, home or in the community as illustrated in the My World Triangle below in Figure 23.

The My World Triangle can be used to gather more information from a range of sources (some of it possibly specialist), to identify the strengths or wellbeing concerns in the child or young person’s world.

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Figure 23 My World Triangle

The Code of Practice (Third Edition) 2017, highlighted in section 1.1, states that:

‘assessment is seen as an ongoing process of gathering, structuring and making sense of information about a child or young person, and his/her circumstances. The ultimate purpose of assessment under the Act is to help identify the actions required to maximise development and learning. Assessment plays a key role in the authority’s arrangements for identifying children and young people who have additional support needs and who, of those, require a coordinated support plan. Assessment is a process supported by professionals and parents in most circumstances. It identifies and builds on strengths, whilst taking account of needs and risks. The assessment process also assumes the negotiated sharing of information by relevant persons and agencies.’

The principles of Curriculum for Excellence apply to assessment in a way that achieves coherence across experiences and outcomes, learning and teaching and assessment practice. Assessment is an integral part of learning and teaching. 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 approaches need to promote learner engagement and ensure appropriate support so that all learners can achieve their aspirational goals and maximise their potential.

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.

High quality interactions between learners and staff lie at the heart of assessment as part of learning and teaching. Section 1.1 highlighted that ‘pupil support’ begins with the classroom teacher and not the support for learning teacher. Class teachers assess constantly, as part of daily learning and teaching and are involved and responsible for the continuing assessment, monitoring and planning for their pupils, following the principles and purpose of assessment information. They do this, for example, by watching and listening to learners carrying out tasks, by looking at what they write and make and by considering how they answer questions. They get to know their learners well, build up a profile of their progress, strengths and needs and involve them in planning what they need to learn next. Effective ongoing assessment is about establishing where children and young people are in their learning, where they are going and how best to get there. It is important that teachers use and share the evidence about learning to provide useful feedback to learners, to adapt learning and teaching approaches to meet their needs and to revisit areas where learning is not yet secure.

Sources of assessment evidence that class teachers can share with support staff include:

  • Observations of learners carrying out tasks and activities, including practical investigations, performances, oral presentations and discussions
  • Records (oral, written, audio-visual) created by children and young people which may include self-assessment and/or peer assessment or may be assessed by the teacher
  • Information obtained through questioning in high quality interactions and dialogue
  • Written responses
  • A product, for example, a piece of artwork, report, project
  • Accounts provided by others (parents, other children or young people, or other staff) about what learners have done

Ongoing assessment, including in the senior phase, will include assessing progress across the breadth of learning, in challenging aspects and when applying learning in different and unfamiliar contexts. A class teacher’s valuable insight and observations contribute significantly to the provision of appropriate curriculum planning, assessment and supporting learners with additional support needs. Assessment within the context of Curriculum for Excellence is also assessment for additional support needs. They are not two different types of assessment.

Assessment within the classroom

Within Curriculum for Excellence, assessment is used to support individual learning and to provide reliable information to learners, parents, employers and further and higher education about the standards that have been achieved.

‘Building the Curriculum 5 (2011) A Framework for Assessment’ provides guidance on the main areas of the assessment strategy for Curriculum for Excellence. Reflecting the values and principles of Curriculum for Excellence ‘A Framework for Assessment’ is designed to support the purposes of Curriculum for Excellence.

There is no expectation that class teachers will or need to be ‘experts’ in any area of additional support. They must be able to access specialist advice and guidance from support for learning/pupil support /specialist teachers or inclusion officers. (Local authorities use different terminology for staff). This advice or consultation can be either through face-to-face meetings or by phone, email or a medium such as Skype. Section 6 outlines in further detail the roles of staff within the school community.

Ensuring appropriate support

Building the Curriculum 3 details the entitlement of all children and young people to,

‘personal support to enable them to gain as much as possible from the opportunities which Curriculum for Excellence can provide.’

Assessment has to be fair and inclusive and must allow every learner to show what they have achieved and how well they are progressing. Staff can ensure that assessment meets all learners’ needs by providing each child and young person with the most appropriate support. In doing so, they will ensure that every learner has the best chance of success. For monitoring and tracking to be successful, records of children’s and young people’s achievements and progress need to be manageable. Staff should use assessment information from a wide range of sources to monitor learners’ progress and plan next steps in learning. Assessment information should be shared and discussed with the learner, parents, other staff as appropriate and partners involved in supporting learning. All can contribute at appropriate times to setting targets for learning and ensuring appropriate support for each child and young person.

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Download icon

Select here to download ‘A framework for Assessment’

Activity 29 Reflective task

‘A Framework for Assessment’ is part of a series of Building the Curriculum publications and is intended to further support planning, design and putting into practice the curriculum and approaches to assessment in schools and colleges. Although written in 2011, it is still a relevant and useful guidance document to read when evaluating approaches to assessment.

Read pages 49–51 which focus on the ‘Roles and responsibilities in assessment’ for:

  • Learners
  • Teachers and other practitioners
  • Parents
  • Curriculum planners and managers in pre-school, school, community, college and other settings (including headteachers, depute headteachers, faculty heads/principal teachers, curriculum leaders and service managers)
  • Education authorities

In your Reflective Log, use the table to reflect and evaluate assessment in relation to inclusive practice.

You can share this activity and your reflections with colleagues and/or your line manager to discuss current practice and approaches for assessment of additional support needs used by class teachers and support for learning staff.

Activity 30 Reflective task

In you Reflective Log, consider the following questions:

  • What might be the issues that you need to address in planning assessment opportunities, recognising “that learners will progress in different ways” and can “demonstrate their achievement in different ways”?
  • How will you address the challenges of assessing the broad range of learning across all contexts and settings in which the curriculum is experienced?

Learning English as an Additional Language (EAL) and dyslexia

Speakers of any language can have dyslexic difficulties but these may be different in the ways they manifest themselves. It will be more obvious in some languages than others depending on the spelling rules and writing structures.

For children who speak languages other than English at home, the assessment process will require very careful consideration. Consideration will require to be given to the child’s first language, as well as English and this may require assistance from a professional who shares the same language as the child. It must be remembered that the phonology of the child’s first language is likely to be different from English and written scripts (eg alphabetic/logographic) may also be different. As an example, Polish children who have wholly developed literacy skills will have experience of decoding in alphabetic script whilst for children who have experience of decoding in logographic scripts such as Chinese scripts, the relationship between sounds and symbols will be markedly different for each child. Even though children may not have learned to read in their first language they will have been exposed to environmental print. The issue for teachers is to consider whether the child’s difficulties with language extend beyond them having English as another language.

Cline and Hall (1995) advise avoiding the use of standardised assessments, particularly with those new to English, as the English and cultural content may give false information. It is more useful to build a profile of the learner’s strengths, including what they can do in their first language, as well as information about their educational background. To support EAL learners with possible dyslexia, the focus needs to be on support for the first language involving parents. Many of the strategies that support dyslexic learners will work well with EAL learners, but, in addition, it is important to focus on building vocabulary in a meaningful context, taking account of cultural factors.

Research (Ganschow and Sparks, 2000) confirms that strengths and weaknesses in the linguistic codes of phonology/orthography (sounds/letter patterns), syntax and semantics are transferred between languages. So learning a second language challenges dyslexic students because it requires those skills that are frequently compromised in dyslexia - sequencing ability, phonological knowledge and both short and long-term memory (Wolf, 2008). The processing differences associated with the specific learning difficulty (SpLD)/dyslexia can also cause listening difficulties (Crombie & McColl, 2001), making a second language as complex, inconsistent and challenging as English and more difficult for dyslexic children to acquire (Ziegler et al, 2003).

Planning

Module 1, Recap

Staged intervention is used as a means of identification, assessment, planning, recording and review to meet the learning needs of children and young people. All local authorities have a staged intervention and assessment process in place, which enables practitioners to assess and meet learners’ needs, including dyslexia. Staged intervention:

  • Provides a solution-focused approach to meeting needs at the earliest opportunity and with the least intrusive level of intervention.
  • Involves the child, parents/carers, school staff and, at some levels, other professionals. All are working in partnership to get it right for every child.

Staged intervention is designed to be flexible and allows for movement between stages depending on progress. There are variations between local authorities regarding the number of stages within their process. The diagram below highlights 3 stages. The majority of learners with dyslexia will be supported within Universal support. Further details can be found on the Addressing Dyslexia Toolkit within the Supporting Learners section.

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Figure 24 Staged levels of intervention

In Scottish schools the staged intervention is used as a means of identification, assessment, planning, recording and review to meet the learning needs of children and young people, including dyslexic learners. Staged intervention:

  • Provides a solution-focused approach to meeting needs at the earliest opportunity and with the least intrusive level of intervention
  • Involves the child, parents/carers, school staff and, at some levels, other professionals. All are working in partnership to get it right for every child.

Staged intervention is designed to be flexible and allows for movement between stages depending on progress. There are variations between local authorities regarding the number of stages within their process. The Dyslexia identification Pathway has been developed to support the Staged intervention process.

Universal support

Universal support starts with the ethos, climate and relationships within every learning environment. It is the responsibility of all practitioners to take a child-centred approach that promotes and supports wellbeing, inclusion equality and fairness. The entitlement to universal support for all children and young people is provided from within the existing pre-school and school settings.

An environment which is caring, inclusive, fair and focused on delivering learning to meet individual needs will encourage all children and young people to strive to meet their learning potential. Every child and young person is entitled to support to enable them to gain as much as possible from the opportunities which Curriculum for Excellence can provide. When a child or young person may require some additional support, this is initially the responsibility of the classroom teacher. The majority of children and young people’s needs are met through universal support.

Some examples of universal support are below. This list is not exhaustive.

  • Personalised learning plans
  • Literacy, numeracy or health and wellbeing support
  • Enhanced transition
  • Use of ICT e.g. digital learning and teaching resources such as digital course material and SQA exams
  • Quiet spaces
  • Visual timetables and supports
Targeted support

Children and young people can benefit from additional or targeted support, tailored to their individual circumstances. This could be at any point on their learning journey or throughout the journey.

This targeted support is any focused support that children or young people may require for short or longer periods of time, to help them overcome barriers to learning or to ensure progress in learning.

Targeted support is usually, but not exclusively, co-ordinated and provided by staff with additional training and expertise through a staged intervention process. This may be by staff other than the class teacher and outwith the pre-school or school setting but within education services

Some examples of targeted support are below. This list is not exhaustive:

  • Higher attaining children (ensuring progression)
  • Bereavement peer support group
  • Input from Allied Health Professionals e.g. Speech and Language Therapist
  • Trauma-informed interventions designed for a care experienced child/young person
  • Complex needs e.g. sessions in a sensory room

All children and young people should have frequent and regular opportunities to discuss their learning and development with an adult who knows them well and with whom they have a mutually trusting relationship. This key member of staff has the holistic overview of the child's or young person’s learning and personal development.

There are variations between local authorities regarding the number of stages within their process and their terminology used to describe planning documents. An overview using common terms is provided in the table below.

 UniversalTargeted

Stages/levels

Examples

123
Examples of plans

Class planning.

Personal Learning Plan (PLP).

Individualised Education Plan (IEP).

Coordinated Support Plan (CSP).

Child's Plan.

Personal Learning Planning (PLP)

Personalised learning is at the heart of supporting learning in which the learning environment is a crucial factor. Conversations about learning, reviewing progress and planning next steps are central to this process. All children and young people should be involved in personal learning planning (PLP).

All are entitled to have opportunities for achievement that focus on learning and progress made through activities across the full range of contexts and settings in which the curriculum is experienced.  The 2017 Code of Practice says that children with additional support needs should be involved in their personal learning planning. It also says that, for many, this will be enough to meet their needs.

Individualised Educational Programme (IEP)

If a PLP does not enable sufficient planning to support a child or young person who has dyslexia or literacy difficulties, their PLP can be supported by an individualised educational programme (IEP). An IEP is a non-statutory document used to plan specific aspects of education for learners who need some of or their entire curriculum to be individualised. IEPs are usually provided when the curriculum planning required is to be ‘significantly’ different from the class curriculum. Involvement with group work or extraction for a number of sessions a week does not normally meet the criteria for an IEP.

Co-ordinated Support Plan (CSP) – targeted support

A CSP is the only statutory educational plan in Scotland. It is a legal document and aims to ensure that all the professionals, the child/young person and the parents/carers work together and are fully involved in the support. It was developed to help coordinate services for children or young people, whose additional support needs:

  • Arise from complex, or multiple factors, which
  • Have a significant adverse effect on their school education; and
  • Are likely to last at least a year, and which require support to be provided by an education authority and at least one other non-education service or agency.

Dyslexia on its own as an additional support need would not commonly trigger the opening of a CSP.

Child Plan – targeted support

In line with the 2014 Children and Young People Act and the ‘Getting it right for every child’ approach, many children and young will now have a Child’s Plan. Child’s Plans are created if a child or young person needs some extra support to meet their wellbeing needs such as access to mental health services or respite care or help from a range of different agencies. The Child’s Plan will contain information about:

  • Why a child or young person needs support
  • The type of support they will need
  • How long they will need support and who should provide it.

All professionals working with the child would use the plan, which may include an IEP or a CSP. Where there is a Child’s Plan and targeted interventions to support a child or young person and parents, there will be a Lead Professional to co-ordinate that help.

Reporting

Educational Reporting

'Reporting provides clear, positive and constructive feedback on learning and progress to parents and learners and creates an agenda for discussions about next steps in learning.' (Building the Curriculum 5)

Staff supporting learners who require additional support are familiar with this kind of reporting, whether for review meetings, evaluating plans and targets with learners or as a report for parents or carers.

4.2. Developing an inclusive curriculum to support effective learning and teaching

Curriculum for Excellence is an inclusive curriculum for learners from 3 to 18 years old, wherever learning is taking place.

The concept of inclusive practice is not new; in 2002 ‘Count Us In’, HMIE highlighted that an inclusive approach to education involves:

  • Creating an ethos of achievement for all pupils within a climate of high expectation
  • Valuing a broad range of talents, abilities and achievements
  • Promoting success and self-esteem by taking action to remove barriers to learning
  • Countering conscious and unconscious discrimination that may prevent individuals, or pupils from any particular groups, from thriving in the school
  • Actively promoting understanding and a positive appreciation of the diversity of individuals and groups within society

Every child and young person is entitled to support to enable them to gain as much as possible from the opportunities that Curriculum for Excellence can provide. When it is felt that a child or young person may require some additional support, this is the initial responsibility of the classroom teacher.

The diversity of learners challenges policy makers, teachers and others to provide education that is able to respond flexibly to that diversity. We need to respond in such a way that barriers to participation, learning and achievement are removed; inclusion and equality are promoted and a high-quality education for all is developed and sustained.

A curriculum that is accessible to all learners enables schools and education authorities to meet:

  • Legal responsibilities and statutory duties
  • The needs of their learners, including those with and without Additional Support Needs, who can learn effectively from appropriately planned and developed resources
  • The standards for Curriculum for Excellence
  • Management responsibilities, including cost effective use of time through appropriate planning; use of IT; production of accessible digital resources which enable swift adaptation for different learners

Section 1 highlights that the Scottish education system is designed to be inclusive and that this is supported by equality and educational legislation, and policies that include Curriculum for Excellence.

The original report of the Curriculum Review Group, A Curriculum for Excellence (Scottish Executive, 2004) indicated that all children and young people should be successful learners, confident individuals, responsible citizens and effective contributors to society and at work. By providing accessible structure, support and direction to young people's learning, the curriculum should enable them to develop these four capacities. The curriculum should complement the important contributions of families and communities.

The design principles that schools, teachers and other educators should use to develop and implement the curriculum are:

  • Challenge and enjoyment
  • Breadth
  • Progression
  • Depth
  • Personalisation and choice
  • Coherence
  • Relevance

The foundations of an accessible curriculum, which can meet the needs of all learners as highlighted in figure 25, is based on the inclusive legislation framework, which underpins educational planning and curriculum design.

Figure 25 Inclusion and curriculum design

The 2014 Making Sense report highlighted that, overall, the tariff score shows that young people with dyslexia achieve their set of qualifications at a level which is less than 60% of the national average. Given that dyslexia is not connected to cognitive ability, it is necessary that schools and local authorities consider their duty and requirements to plan and provide a curriculum that will support all learners to achieve to the best of their ability and achieve a positive outcome.

4.3. Differentiation

Module 1, Section 2.1 recap

Differentiation is defined by the Training and Development agency for Schools as:

‘the process by which differences between learners are accommodated so that all students in a group have the best possible chance of learning’.

The impact of dyslexia as a barrier to learning varies in degree according to the learning and teaching environment. To ensure learners can access the curriculum and engage with the learning and teaching, staff will need to make adaptations and differentiate their approaches and resources and this may happen in a number of ways. Expert opinion varies regarding the agreement on the definitive methods and approaches to support differentiation within learning and teaching; for example, Kormos and Smith (2012) highlight that effective differentiation can be achieved by considering four dimensions: materials, task, expectation and support. (Teaching Languages to Students with Specific Learning Difficulties: 2012) and others focus on task, support and outcome.

Figure 26 highlights different approaches to consider when planning effective and meaningful differentiation.

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Figure 26 Differentiation

Activity 31

There are several approaches to consider when planning effective and meaningful differentiation. The table highlights effective areas of differentiation. Before you click on the answer to reveal the focus area, consider what you may think the answer could be. Do note that the list is not exhaustive.

Differentiation by:Areas of focus for differentiation

Task

 

 

Grouping

 

 

Resources/support

 

 

Pace

 

 

Outcome

 

 

Dialogue and support

 

 
Assessment 
Answer
Differentiation by:Areas of focus for differentiation

Task

 

  • Designing learning and teaching tasks for different abilities
  • Ensuring appropriate challenge is included
  • Designing learning and teaching that become progressively harder and more complex for the learner to engage with and complete.

 

Grouping

 

  • Co-operative learning approaches and activities which encourage the participation of all learners in the learning activity
  • Small mixed group abilities
  • Peer support and learning

 

Resources /Support

 

  • Consideration of developing and supporting the learner’s independent skills
  • Resource accessibility - consideration of resource design e.g. choice of formats diagrammatic, visuals, digital, audio and film
  • Providing a range of formats to record pupils’ cognitive ability and evidence of learning
  • Readability levels within textbooks and resources
  • Provision of printed notes/resources or electronic files
  • Digital exams and teaching resources
  • Provision of key words/glossaries
  • Staff, family and peer support
  • Access to and use of IT – software and hardware e.g. text recognition software and portable devices such as tablets

 

Pace

 

Consideration of flexibility of teaching pace and time allowed for tasks and individual pupil requirements, supporting both able learners and those who require more time.

Outcome

 

All students undertake the same task but a variety of results are expected and are acceptable.

Dialogue and support

 

  • Teacher facilitates problem-solving using appropriate levels of language to engage with learners
  • Use of targeted questions to produce a range of responses
  • Verbal support and encouragement

 

Assessment
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Figure 27 Differentiation and accessibility

The availability and access to IT has changed the development and production of learning and teaching resources in an extremely positive way. All teachers have access to computers and create the majority of resources on a word document, which can be converted very easily into a range of differentiated and accessible resources as highlighted in figure 27.

Staff must consider ways to remove any unnecessary barriers learners experience when accessing digital resources. This includes:

  • Digital poverty
  • Use of language - ensuring that the language used to describe what is expected of learners is accessible.
  • The amount of support required to ensure fairness and provide sufficient challenge
  • Support to learners and families to access the digital resources.

Practice is most effective where teachers use a range of learning, teaching and assessment approaches flexibly to identify strengths, learning needs and appropriate support for vulnerable, disengaged and hard-to-reach learners.

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Further reading and information icon

Select here to access information and resources on the Addressing Dyslexia Toolkit to support differentiation and accessibility.

Activity 32 Reflective task

In your Reflective Log, consider your practice and what types of differentiation you have provided, or are currently providing, for your learners. This activity can be used to focus on a whole class, small groups or individual learners.

4.4. Assessment arrangements and accommodations

Arrangements for assessment should ensure that all children and young people have an equal opportunity to show what they can achieve. Pre-school establishments, schools and colleges are required to identify and deliver ‘reasonable adjustments’ to assessment approaches for disabled children and young people and those with additional support needs, for example, by using assistive technologies. Since assessment is integral to learning and teaching, approaches used to help in assessing an individual child’s or young person’s progress should be consistent, as far as possible, with those used in learning.

Scottish Qualification Agency (SQA) Assessment Arrangements.

What support is available?

It is helpful for all staff, irrespective of which sector they are working in, to have an understanding of the Scottish Qualification Agency (SQA) Assessment Arrangements. Anxiety about future support and exams can be felt by parents and learners in the primary settings and it is good practice for staff to be able to share up to date and accurate information about what support will be available, particularly during the planning for Primary 7 transition to 1st year in Secondary (P7-S1).

Commonly requested assessment arrangements for dyslexic learners are:

  • Extra time
  • Digital exams
  • Reader
  • Scribe

The key principles which underpin SQA’s policy on assessment arrangements (AAs) are:

  • Candidates for whom assessment arrangements are requested or provided should be able to achieve the national standards but be unable to do so through the published assessment procedures. (AAs are about access, candidates are still expected to demonstrate the same standard - disability not lack of ability)
  • The integrity of the qualification must be maintained (important that user of the certificate is not misled/public confidence in the qualification must be maintained)

Evidence must be provided by the school – the class teachers working with the pupil support/support for learning teacher in order to request assessment arrangements. It is important to note that:

  • The evidence should clearly demonstrate what the learner can achieve with and without support
  • An identification of dyslexia is not required to apply for AA
  • The learner should not be asked/made to sit additional curriculum assessments e.g. Unit Assessments or prelims in order to provide the evidence.

Module 3 will provide opportunities to develop further understanding of the SQA AA process and procedures.

4.5. Identification of dyslexia and literacy difficulties

Module 1, Recap

Within the inclusive ‘needs led’ Scottish educational context, the ‘label’ of dyslexia is not in itself required in order for resources or support to be made available for learners; however, it is equally important to understand that the label of dyslexia can be very valuable to the learner and their family in terms of the learner’s sense of self and gaining understanding from others.

It is possible for everyone to develop the skills and abilities necessary to recognise early signs of dyslexia in children at all stages, and take appropriate action in response. The staged model of intervention and the Addressing Dyslexia Toolkit Identification Pathway is modelled on this premise. That pupil support begins with the class teachers. However, this does not mean that class teachers are responsible for the formal identification of dyslexia. It means they play an important role in the initial stages and the continuing monitoring and assessment of learning – as they do for all their pupils.

It is the responsibility of all who work with children to respond appropriately to their needs. Recognising early signs of difficulties and adapting learning and teaching approaches are a regular part of the daily routine for teachers supporting all children in an education environment. For those learners who may have additional learning needs such as those arising from dyslexia, it is important that these needs are met in the best possible way by accurate and timely identification. Parents, carers and children over 12 years old have the legal right to request an assessment and this should be started within 6 weeks of the request.

The Scottish education and equality legislative framework ensures that support provided for children and young people who require it, is “needs” based and not provided on the pre-requisite of a label of identification of dyslexia being made for the child or young person.

Many learners describe important social and emotional benefits from having their learning differences recognised. The identification process should be based on robust evidence from a wide range of resources. However, an identification of dyslexia does not necessarily mean that a learner’s needs have been identified and addressed.

“Assessment should be viewed by teachers as an on-going process, rather than a one-off event…”

(SOEID 1998 COUNT ME IN)

The Addressing Dyslexia Toolkit uses the following rationale, which also supports the national approach for Getting it right for every child (GIRFEC).

Rationale

Assessment is a dynamic process within learning and should actively involve teachers/school staff, management, parents, pupils and other agencies when there are concerns about pupil progress.

The process takes an holistic approach and includes consultation and the gathering of information from varied sources in order to verify the needs of a pupil and to suggest appropriate interventions for the pupil.

The process should support pupils to become successful learners and confident individuals.

Assessment acknowledges that children and young people develop as a result of an interaction between themselves and their environment. The assessment practice is highlighted by the SHANARRI wellbeing indicators to be:

  • Conducted over time and across different contexts
  • Minimally intrusive, whilst achieving the best outcome for the child/young person;
  • Inextricably linked to intervention, in such a way that the assessment is formative and provides results that inform any required intervention;
  • Built upon and informing the ongoing cycle of assessment, planning, intervention and review. In terms of best practice, be negotiated within a multi-agency, staged intervention framework;
  • Collaborative and working in partnership with parent(s)/carer(s), the child or young person, and those who work most closely with the child or young person; and
  • Mindful to consider and promote the young person’s strengths for learning

Action taken is a result of the interpretation of the assessment process and should follow current legislation as highlighted in Section 1 of this module:

  •  

    • Additional Support for Learning
    • Guidelines/Code of practice
    • Children and Young People (Scotland) Act 2014

Interventions implemented should develop the pupil’s resilience and ability to fulfil his/her potential.

ASPEP (The Association of Scottish Principal Educational Psychologists), Position Paper Educational Psychology Assessment in Scotland (2014)

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Further reading and information icon

Select here  to download the ASPEP position paper

Holistic and collaborative assessment

In module 1, you downloaded files to support the holistic and collaborative process of identification.

Module 1, Section 2.2 highlighted that the identification process for dyslexia should be an holistic/collaborative process and include the following:

  • Talking with all relevant parties involved with the pupil – pupil, parents, school staff and external agencies
  • Observations of the pupil - both in and out of the classroom
  • Reference to previous records and reports
  • Review of on-going records of assessment, school tracking system, pupil portfolios and records
  • Local authority additional support procedures

Information gathered will include the pupil’s:

  • Strengths
  • Interests /motivators
  • Areas of concern/difficulty

Relevant information on:

  • The learning and wider environments
  • Health and Wellbeing
  • School curriculum – delivery and accessibility to the whole curriculum

This information should be collated to create a profile of the learner, which is shared with their class teachers and other members of staff who will need to access it. A copy should also be shared with the parent and learner if appropriate or over 12 years old. Section 2.4 provides further information on this.

The 2014 Making Sense review highlighted that, “In addition, all children and young people should have frequent and regular opportunities to discuss their learning and development with an adult who knows them well and with whom they have a mutually trusting relationship. This key member of staff has the holistic overview of the child or young person’s learning and personal development”.

Schools are well placed to provide a range of assessment information such as those highlighted above, which when combined together can provide a full picture of the learners’ strengths and areas of difficulties which has been gathered through a range of situations and experiences. This holistic style of assessment is not reliant on information gathered from only one single standardised assessment or screener. While the information can be helpful from a single standardised assessment, it must be recognised that it reflects a snapshot in time and that it cannot provide the in-depth analysis and quality of an holistic assessment which involves school staff, partners, the family and the learner.

Section 2.5 provides information on standardised and independent/private assessments. Module 3 will discuss these assessments and their use in more detail.

To ensure that the child’s or young person’s strengths and needs are fully understood, the identification of dyslexia is an holistic and collaborative process and one which should not be determined by a single “dyslexia test”. However, it is important to note that where an assessment has been carried out by an independent psychologist, which will take into account a learner’s history, this should still be considered as a valid part of the collaborative process. Figure 28 below highlights an overview of the process that is recommended. Further, more detailed information within the Staged levels of intervention can be accessed on the Addressing Dyslexia Toolkit in the section called Assessing and Monitoring http://addressingdyslexia.org/ assessing-and-monitoring

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Figure 28 Summary Dyslexia Identification Pathway

Module 3 will explore the area of identification in deeper detail.

4.6. Learner profile

Within Curriculum for Excellence, personal learning planning is at the heart of supporting learning. The conversations about learning, reviewing progress and planning next steps are central to this process. Planned opportunities for achievement, which focus on the learning and progress made through activities across the full range of contexts and settings in which the curriculum is experienced, also contribute to the universal aspect of support. It is the responsibility of all practitioners and partners to deliver this universal entitlement within their own teaching environments.

The Learner profile is a working document which can be continually updated, reviewed and should inform practice within the classroom information on the learners’:

  • Strengths
  • Areas of difficulty
  • Support in place – linked to the Staged level of intervention (which may include SQA AA)
  • Appropriate strategies for school and home

Section 2.3 highlights the information from the holistic identification process, which should be included with a learner profile. This may not be the term your authority uses, as local authorities use various terms for files that collate information on the learner.

4.7. Standardised and independent assessments

Within the context of Scottish education, a single standardised assessment or a screener used on its own is not considered to be the most effective way to identify dyslexia. While the information can be helpful, it must be recognised that it reflects a snapshot in time and that it cannot provide the in-depth analysis and quality of a holistic assessment which involves school staff, partners, the family and the learner.

If standardised assessments are used, it is extremely important that the tester:

  • Understands what the test is assessing and why
  • Understands all the elements of the assessment
  • Is competent at interpreting and analysing the results
  • Can provide a summary in plain English for the learner, their family and staff

What is a standardised assessment?

A ‘single’ standardised assessment is not the same as an independent or private assessment, as these assessments will include a number of assessments. However, if used correctly and appropriately, standardised assessments can contribute towards information gathered during the identification process.

Standardised assessments are usually commercially purchased assessments aimed at comparing an individual’s profile and abilities with that of their peers. There is a wide range of standardised assessments to choose from and great care must be taken to ensure that the assessments are appropriate, up to date and that the person carrying out the assessment is competent in doing so. Standardised assessments can highlight strengths and areas of difficulty and some will provide advice on appropriate strategies.

Independent or private assessments

From time to time, however, parents may have their child assessed by an independent psychologist. This assessment will take account of the child’s history and the ‘one-off test’ described above is only one part of that assessment. To support the learner, it is good practice for an independent assessor and school staff to work together.

Education (Additional Support for Learning) (Scotland) Act 2004, as amended, is very clear that education authorities must take account of independent assessments unless they have a good reason for not doing so. The Supporting Children's Learning Code of Practice  states the following:

“The education authority must also take account of any relevant advice and information provided to them by parents on behalf of their child, or the young person. For example, if the parents have privately commissioned an assessment or report on the child or young person, or the young person has commissioned the report, then the authority must take that report or advice into consideration if asked to do so. Also, the authority must seek and take account of the views of parents and, where appropriate, of children and young people themselves."

4.8. Good practice for identification

A number of local authorities are using the identification pathway within their guidance and procedures to support dyslexia and inclusive practice. Listed below are examples of good practice that are supporting the improvements.

  • Clear guidelines which have been developed with the engagement and support of:
    • Teachers
    • Local authority staff
    • Parents
    • Learners
  • Guidelines are available and accessible to the local authority and school websites
  • Evidence that parents feel engaged and understand the identification process
  • Evidence that staff understand the identification process. This includes school management, probationers, supply and permanent teachers, a consistent approach for identification between primary and secondary sectors
  • Whole authority dissemination of the Toolkit and Modules

Activity 33

a. 

Support teachers should be aware of the identification process and develop skills to support and identify dyslexia


b. 

If a local authority does not have a policy on dyslexia then they are not supporting dyslexia.


c. 

The Addressing Dyslexia Toolkit has been designed specifically to support specialist support staff.


d. 

All staff should be able to access up to date information and guidance on dyslexia and inclusive practice.


e. 

Everyone has the skills and abilities to recognise early signs of dyslexia in children at all stages, and take appropriate action in response to support children and young people.


The correct answers are a, d and e.

d. 

Information is available for free on the Addressing Dyslexia Toolkit.


Activity 34 Reflective practice task

In your Reflective Log, consider

  • What are the most appropriate teaching methods to support our dyslexic learners in reading and do they need alternative resources?
  • Should teachers in Scotland be required to participate in training to carry out the identification of dyslexia?
  • What are the approaches used in your school to support learners with literacy difficulties to develop their skills and how does the school/you know they have a positive impact?

5. Professional learning

Introduction

In this section we will look at:

5. Sustaining and developing professional learning

5. Sustaining and developing professional learning

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Professional learning is informed and supported by professional standards and education policy and must focus on the education professional as a learner and how this is related to and impacts upon the learning of all children, young people and adults.

The educator’s professional learning should be informed by the learner’s experience, voice and needs. In turn, the professional learning of the educator should impact positively upon the experiences of learners.

Professional learning should take account of and reflect the unique circumstances of the learning community. Given the prevalence of dyslexia, learning communities will include dyslexic learners and therefore establishments and practitioners will need to develop an awareness of dyslexia and knowledge of appropriate inclusive approaches for dyslexic learners and their families.

Professional development for dyslexia

The 2014 Education Scotland's Review ‘Making Sense: Education for Children and Young People with Dyslexia in Scotland’ highlighted 5 recommendations which support the report's interlinking aims to improve the outcomes for children and young people who have dyslexia.

  • Improve the outcomes for dyslexic learners
  • Provide high-quality professional development for teachers
  • Support effective and equitable post school transition

Recommendations 1 and 2 focus on high quality professional learning.

  1. Teachers, support staff, learners and parents should have access to up to date practical advice and guidance on dyslexia.
  2. Teachers, support staff and local authority staff should have access to a wide range of high quality career-long professional learning opportunities at school, local and national level related to meeting the needs of children and young people with dyslexia.

The Addressing Dyslexia Toolkit can itself be used as a resource for:

  • Professional Learning
  • General Teaching Council Scotland (GTC) Professional Update and Professional Recognition
  • Initial Teacher Education
  • Advanced study in dyslexia

Within the Toolkit there are a number of free resources to support practitioners with their professional development in Dyslexia and Inclusive Practice.

Section 3 explored the 5 roles of a Support for learning/ASN teacher and one of those roles involves contributing towards professional learning within the school community.

Activity 35 Reflective task

How can you support colleagues within your primary school, department or faculty?

The reflective questions within this module can support professional dialogue to improve the understanding of dyslexia and inclusive practice.

This may be an area you wish to support and focus on in terms of your own professional development and professional practice and can be discussed with your line manager.

  • Engaging in an audit to find out how accessible the curriculum is for learners with dyslexia
  • Leading collegiate sessions to share the information gained from module 1 and this module
  • Sharing your local authority guidance/policy on dyslexia and inclusion.

6. Summary and next steps

Next steps

Activity 36

For the final entry in your Reflective Log for this module, consider the following question and task.

  1. How will the completion of this module impact on your professional practice?
  2. Look back at your responses to the reflective questions at the start of this module and evidence your professional learning and reflections below now that you have completed module 2. This can also be used in discussion with your line manager and annual reviews.

If you plan to apply for GTC Scotland Professional Recognition after the completion of Module 3, this task will contribute towards the evidence you provide in the application process. A table is available in your Reflective Log to note your reflections.

You can now take the End of module quiz.

Reviewing your work

Congratulations – now that you have completed all sections and the end of section quizzes you have reached the end of this module. You may have worked through this module in a number of different ways – perhaps alone, or with a colleague or group of colleagues and hopefully you have engaged with the Reflective Log to evidence your professional enquiry and learning

Feedback

It would be great to receive your feedback about this module. We are keen to know about the parts you found useful and where you feel we can improve. You can post your views on our short survey  – thank you in advance for completing it.