Dyslexia Identification and Support

Introduction

Module 3 overview

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Figure 1 Supporting GTC Scotland Professional Update

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This is the third of 3 modules to support professional learning and further develop knowledge and understanding of dyslexia and inclusive practice.

Figure 1 Supporting GTC Scotland Professional Update

Welcome to this free online module, ‘Dyslexia: Identification and Support’, the third and final module from the ‘Dyslexia and Inclusive Practice’ collection. This module has been designed primarily for Support for Learning/Additional Support, Specialist teachers and local authority inclusion staff. However, anyone who has completed and passed modules 1 and 2 can also participate. The module supports the recommendations of the 2014 Education Scotland Review: ‘Making Sense: Education for Children and Young People with Dyslexia in Scotland’. The modules have been created by the Addressing Dyslexia Toolkit working group, Dyslexia Scotland and Education Scotland with the support of the Opening Educational Practices in Scotland Project.

Module development

The Scottish Government is working with partners who have supported the development of free professional learning resources which you have accessed in modules 1 and 2. These resources aim to provide teachers and local authority staff with an awareness of what dyslexia is, its impact and how it can be identified.

Module 3 was developed in partnership with The Open University in Scotland. This refreshed 2021 version follows the same structure as modules 1 and 2. Copies of each module can be downloaded from the module landing pages.

Badge information

Acknowledgements

The development of this module was informed and supported by:

• Making Sense Working Group
• Education Scotland
• General Teaching Council Scotland Professional Standards
• Dyslexia Scotland
• Addressing Dyslexia Toolkit Working Group
• The Opening Educational Practices in Scotland Project

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

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

All three modules in this collection link with the GTCS Standards Framework and focus on 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

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.

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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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Learning outcomes

Module 2 supported your understanding of dyslexia, inclusive practice and literacy development. You developed a deeper understanding of:

• Dyslexia and inclusive practice within the Scottish context of education, equality and equity
• Dyslexia and how it is identified
• Dyslexia, co-occurring additional support needs and inclusive practice
• Effective communication
• Support strategies

By participating in the tasks for module 3, you will have a deeper understanding and experience of:

• Holistic and collaborative identification of dyslexia using the Pathway within the Addressing Dyslexia Toolkit
• Appropriate support and assessment within the Scottish context
• Enabling school communities to improve the outcomes of learners with dyslexia and associated difficulties
• Supporting school communities to improve inclusive practice
• Developing learner profiles to support post-school transition

The learning outcomes for this module have a focus on supporting the wider school community. As you progress through the module it may help to develop an Action Plan and use this as a working document to support your next steps.

The activities in this module have been designed to support self-evaluation, reflective practice and professional development for you as an individual practitioner. The activities are also designed to support group work with colleagues and professional discussions with your line manager, which can include annual reviews and Professional Update.

At the start of the module, you should complete the self-evaluation task – Activity 1 - and reflect on this again at the end of the module. During the module you can test your knowledge by taking some practice quizzes. At the end of the module, you will be asked to complete an assessed quiz. If you achieve a score of at least 80% in the assessed quiz, have attempted the practice quizzes and have clicked through all the pages of the module you will earn a digital badge.

Action research task

This module provides the opportunity for you to undertake a piece of action research relating to dyslexia and inclusive practice. If you are intending to make an individual application for GTCS Professional Recognition, it is advisable that you complete this task. This task is not marked within the module and your professional decision and judgement will decide on the depth and quality of the task. Your findings and experience gained from the task will support professional dialogue and future study. When presenting your digital badge for module 3 to future employers for example, you may be asked for information on your action research task.

It may be helpful to consider the areas you have already engaged with in modules 1 and 2 and those which you will continue to work through in this module as a potential subject for the action research task.

Professional Recognition in dyslexia and inclusive Practice

Following the completion of modules 1, 2 and 3 you may choose to submit an individual application to the GTCS for Professional Recognition. Professional Recognition provides the opportunity for teachers who are fully registered with the GTCS and have completed one year of professional practice to focus on and develop their professional learning in particular areas of expertise and gain recognition for enhancing their knowledge, understanding and practice.

Applications require practitioners to demonstrate their knowledge, understanding and practice in the area they have identified.

The reflections and experiences which you have gained through the participation of the three modules will be evidenced in your Reflective Logs and have been designed to contribute to the evidence required for an application. The 5 key criteria are:

1. Provide a critically informed theoretical rationale for the area of work chosen, including reference to relevant research, literature, policy and practice
2. Critically examine, analyse and evaluate what impact the area of development and expertise has had on your thinking, learning and practice. Also consider the impact on learners and their learning, including extracts of analysed evidence to support this.
3. Describe how you have shared your knowledge and experience with others and what impact this has had on colleagues and the wider community.
4. Describe the next steps for the development of this area of expertise/accomplishment and your future professional learning
5. In the light of this work, outline how the professional discussions with your line manager have shaped your thinking and practice (critical reflection on your learning and development).

Action research task and Professional Recognition

To help meet the criteria for Professional Recognition an action research task is included in Section 3. This module has been designed to be completed over an academic year and it is advisable to look at all sections of the module before choosing and completing your action research task. As you progress through the module consider potential focus areas for your task. This piece of action research will contribute to your Professional Portfolio which will include evidence of how you have met the criteria for Professional Recognition.

This portfolio should be discussed with your line manager as part of the ongoing Professional Review and Development (PRD) process. It is not necessary to send this to GTCS with your application. However, you are required to retain your portfolio for one year, as GTCS will conduct a sampling of successful applications twice a year to ensure consistency of standards as part of the assessment process.

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Further details on GTCS Professional Recognition can be accessed on the GTC Scotland web page about Professional Recognition

Download an application form for GTCS Professional Recognition

Download ‘Your Professional Recognition Application: a Reflective Guidance Tool’

The following resources are available to support your action research project.

Download the Action Research Support Notes

Download an Action Research Planning Cycle Template

Download an Action Research Structure Template.

Now go to Section 1, Scottish education.

1. Scottish education

Introduction

In this section we look at:

1.1. Identification within the Scottish context

1.2. Assessment/identification and legislation

1.3. Models for inclusion

1.4. Rights and participation

1.1. Identification within the Scottish Context

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

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

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

Figure 2 The Scottish context – Detailed

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This image reflects the central role inclusive education has in Scotland and details some of the wide range of legislation, policy, guidance and professional standards and supports which are the foundation of Scottish education.

Figure 2 The Scottish context – Detailed

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

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

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Figure 3 Identification and Scottish context

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

Figure 3 Identification and Scottish context

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

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

Section 4 provides further detailed information on the identification and assessment process for dyslexia and literacy difficulties.

1 Why do we need to identify dyslexia?

The identification of dyslexia is not a matter of choice for schools and local authorities. There is a clear legislative framework in Scotland which underpins the system for identifying dyslexia. This makes provision for, and reviews the provision for the additional support needs of children and young people who face a barrier to learning. This includes the identification of dyslexia. Whilst additional support needs can arise for any reason, the legislation is focussed on addressing the impact of need on learning. Education authorities have a duty to identify and assess additional support needs arising from the barriers to learning and to make provision to meet individual support needs of all children and young people. The provision of support is not, however, dependent on a formal ‘label’ or diagnosis and should be child-centred.

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

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

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

Activity 3

1

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

Answer

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

2

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

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

Answer

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

The above four factors may impact on the learner with dyslexia

3

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

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

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

Answer

Please note these lists are not exhaustive.

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

1.2. Assessment/identification and legislation

In module 2 a summary overview of the legislative framework was available for you to download. This section will explore the relevant legislation, guidance and reviews in further details.

Additional Support for Learning

The Scottish Government wants all children and young people to be able to get the most from the learning opportunities which are available to them, so that they can realise their full potential, in learning, in work and in life.

Through the Getting it right for every child approach and Curriculum For Excellence, the Scottish Government has set out its ambition for services provided to children and young people, and for their learning. An important part of the approach is the recognition that all children and young people are different. To enable them to reach their full potential some will need additional support.

Supporting Children’s Learning: Statutory Guidance on the Education (Additional Support for Learning) Scotland Act 2004 (as amended) - Code of Practice (Third Edition) 2017

This is the third edition of the code and replaces all previous versions. This third edition takes account of the amendments in the 2016 Act which extended certain rights to children aged 12 and over 15. It explains the duties on education authorities and other agencies to support children’s and young people’s learning. It provides guidance on the Act’s provisions as well as on the supporting framework of secondary legislation.

Education authorities and appropriate agencies, such as NHS Boards, are under a duty to have regard to the code when carrying out their functions under the Act. The code is designed to help them make decisions effectively but cannot be prescriptive about what is required in individual circumstances. Education authorities and appropriate agencies must ensure that their policies, practices and information and advice services take full account of the legal requirements of the Act.

The code includes brief case studies and examples of good practice to illustrate some of the processes involved in applying the Act’s main provisions. These do not offer definitive interpretations of the legislation since these are ultimately a matter for the courts.

The Education Scotland Act 2016 which was passed by the Scottish Parliament in March 2016 makes amendments to the Additional Support for Learning Act. These amendments provide children aged 12-15, who are able to use them, with a range of rights under the Additional Support for Learning Act.

The 2016 Act is the second amendment to the Additional Support for Learning Act. To support understanding of the amended legislation, a Keeling Schedule has been produced. This shows the amendments which were made to the Act by the 2016 Act (in blue and purple). Changes made by the 2009 Act are already incorporated.

As part of the preparation for the implementation of the Act, information for parents was developed. This explains all of the provisions of the Act. Page 6 sets out information on Additional Support for Learning changes.

These changes came into force in January 2018.

Supporting Children's and Young People's Learning: A report on progress of implementation of the Education (Additional Support for Learning) (Scotland) Act 2004 (As Amended)

The purpose of the report to Parliament is to document the progress in implementing the Education (Additional Support for Learning) (Scotland) Act 2004 (as amended). The report fulfils the duties placed on Scottish Ministers at sections 26A and section 27A of the amended Act. These duties are:

• that Scottish Ministers must report to the Scottish Parliament in each of the 5 years after the commencement of the Act on what progress has been made in each of those years to ensure that sufficient information relating to children and young people with additional support needs is available to effectively monitor the implementation of this Act. (section 26A)
• that Scottish Ministers must each year collect from each education authority information on:
  • the number of children and young persons for whose school education the authority are responsible having additional support needs
  • the principle factors giving rise to the additional support needs of those children and young persons
  • the types of support provided to those children and young persons, and
  • the cost of providing that support.

Scottish Ministers must publish the information collected each year. (Section 27A)

In addition to the information required by the Act, Scottish Ministers will provide further information and evidence from a number of sources. This will enable the data required by the duties to be set in context and offer a fuller picture of implementation of the legislation. Sources include: Enquire, ASL Resolve and Common Ground Mediation, Independent Adjudication, Additional Support Needs Tribunals for Scotland, the Scottish Government, Take Note, Education Scotland and the Advisory Group for Additional Support for Learning (AGASL).

This information presents as full a picture as possible of the implementation of Additional Support for Learning. This includes information from the national statistics collection of data on pupils.

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Select here to download the Summary report of the Support for Learning: All our Children and All their Potential.

Select here to download the Review’s Action Plan.

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Select here to download the full review: Support for Learning: All our Children and All their Potential

1.3. Models for inclusion

‘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, with an appreciation of diversity and an ambition for all to achieve to their full potential, is essential to getting it right for every child and raising attainment for all. Inclusion is the cornerstone to help us achieve equity and excellence in education for all of our children and young people.’

The flexibility of the Scottish curriculum and guidelines which include both the 5-14 Curriculum and Curriculum for Excellence have provided opportunities for inclusive approaches within mainstream schools to be better understood by all stakeholders and implemented into practice. The development of inclusive practice has been and continues to be a journey and one which is linked to understanding the overlap between disability and additional support needs which have been highlighted in module 2.

There are a number of ‘models’ of disability which have been defined over recent years. The two which are most frequently discussed and highlighted are the ‘social’ and the ‘medical’ models of disability; other models have evolved and developed from these 2 models. This module will focus on the 2 most commonly referred to models.

Module 2, Section 1.5, introduced the models of disability. Here they are explained further.

Medical model of disability

The medical model of disability says that people are disabled by their impairments or differences. The social model of disability says that disability is caused by the way society is organised.

Under the medical model, impairments or differences should be ‘fixed’ or changed by medical and other treatments, even when the impairment or difference does not cause pain or illness.

The medical model looks at what is ‘wrong’ with the person and not what the person needs. It creates low expectations and leads to people losing independence, choice and control in their own lives.

Social model of disability

The social model of disability says that disability is caused by the way society is organised, rather than by a person’s impairment or difference. It looks at ways of removing barriers that restrict life choices for disabled people. When barriers are removed, disabled people can be independent and equal in society, with choice and control over their own lives.

Disabled people developed the social model of disability because the traditional medical model did not explain their personal experience of disability or help to develop more inclusive ways of living.

The social model of disability is more in line with the vision for inclusion in Scotland for all our learners - both disabled and non-disabled. The social model is more inclusive in approach for the following reasons

• 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.
• The Scottish educational context also supports this model. All 3 modules highlight the range of educational and equality legislation along with the policies which have inclusion within their foundation and support a ‘needs led’ inclusive education system for all learners.

1.4. Rights and participation

By May 2021, the United Nations Convention on the Rights of the Child (UNCRC) will be fully incorporated into Scots law with a legal duty on all public bodies to protect and respect the rights of all children. The aspiration is for all children and young people aged 3-25 to have the opportunity to contribute to decisions and know that their ideas are listened to, valued and considered. Children’s rights and participation are an identified priority in several national policies, guidance and strategies including:

• Children`s and Young People (Scotland) Act (2014) Parts 1, 3 and 9
• Progressing the Human Rights of Children in Scotland: An Action Plan (2018 – 2021)
• Child`s Rights and Wellbeing Impact Assessments (CRWIA) Guidance (2019)
• Getting it right for every child (GIRFEC)
• Common Core of Skills, Knowledge and Understanding and Values for the `Children`s Workforce` in Scotland (2012)
• Fairer Scotland Action Plan (2016)
• National Guidance: Child Protection Committees and Child Protection Chief Officers (2018)
• Education Scotland’s suite of self-evaluation documents to support schools, early learning and childcare (ELC) settings Community Learning and Development, and colleges include several references to children’s and young people’s rights and participation. For example, the fourth edition of How Good Is Our School (HGIOS4) states that we have a duty to ‘involve children and young people in decisions about how their needs should be met’.
  • How Good Is Our School? Fourth edition (HGIOS?4)
  • How Good is our Early Learning and Childcare?
  • How Good is the Learning and Development in our Community?
  • How Good is our College?

Views of Learners - The Young Inclusion Ambassadors

The Young Inclusion Ambassadors have developed resources to support schools and local authorities to hear the views of learners who have additional support needs and disabilities about their experiences of inclusion in Scottish schools – what works and what can help improve their experiences.

The resources aim to:

• Raise awareness of inclusion
• Provide free resources for professional development

The young people made a film called ‘Ask us, Hear us, Include us’ to share their experiences and below are some quotes from them.

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2. Understanding dyslexia

Introduction

In this section we look at:

2.1. Identification research

2.2. The positive aspects of dyslexia

2.3. Language development and identification of dyslexia

2.4. Numeracy development and the identification of dyslexia

2.5. Wellbeing development and the identification of dyslexia

2.6. Suggested reading and films

2.1. Identification research

A range of different dyslexia definitions and approaches to identifying dyslexia are used across the world. The variations can be due to the range of different policies from education departments and national approaches such as a result of inputs from various stakeholders.

Understanding the range of factors which influence the various dyslexia definitions is helpful as it can explain why there may be a particular focus on one area. For example, if the definition is to support a specific area of research it may focus on this. Some definitions are very defined, e.g. The British Psychological Society focuses strongly on ‘word level’ difficulties and this is very evident in their definition below:

‘Dyslexia is evident when accurate and fluent word reading and/or spelling develops very incompletely or with great difficulty. This focuses on literacy at the word level and implies that the problem is severe and persistent despite appropriate learning opportunities.' (1999) Dyslexia, Literacy and Psychological Assessment, Report of the Working Party of the DECP of British Psychological Society (BPS)

As you are aware, in January 2009, the Scottish Government working group, which included Dyslexia Scotland and the Cross-Party Group on Dyslexia in the Scottish Parliament published the Scottish working definition of dyslexia. The aim of this particular definition is to provide a description of the range of indicators and characteristics of dyslexia as helpful guidance for educational practitioners, learners, parents/carers and others. This definition has been endorsed by the Association of Scottish Principle Educational Psychologists (ASPEP).

The literature review in Section 3, ‘Enquiry and Research’ of the Routemap, has a number of papers which will support your professional development and enquiry in this area.

Below are 2 articles which discuss this issue.

Download the article Dyslexia by any other name

Dyslexia and neurodiversity

Figure 4 Neurodiversity Overview

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This image is a silhouette of a head facing left with a stylised design representing the brain with the text Neurodiversity written. It is positioned within a circle filled with the colour spectrum. Surrounding the head are the words Autism, ADHD, Dyscalculia, Dyslexia, Developmental Language Disorder, Foetal Alcohol Spectrum Disorder, Intellectual Disability and Tourettes and Tic Disorder.

Figure 4 Neurodiversity Overview

Modules 1 and 2 explored the increasing use of the term neurodiversity to represent a range of neurodevelopmental differences.

Dyslexia Scotland’s Dyslexia Voice magazine published an article in March 2016 which promoted the view that neurodiversity should be seen as valuable resource – one which has been overlooked in relation to education - and that brain patterns previously referred to as ‘disorders’ are actually different patterns of healthy wiring. They are just wired up to support different strengths in function.

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Figure 5 Neurodiversity

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A diagram based on the DANDA model to provide an explanation of what the term Neurodiversity means

Figure 5 Neurodiversity

In England the Department of Education and Skills funded a project called ‘The Train the Trainer: Teaching for Neurodiversity’ which ran until 31st March 2017. See further information on the British Dyslexia Association website

You can access the link for the guide which the project published here: ‘Teaching for Neurodiversity A Guide to Specific Learning Difficulties’

The project highlighted that the concept of neurodiversity is spreading across a range of areas within education. Those who are using the term define it as a means of empowerment, to promote the positive qualities possessed by those with a neurological difference. It encourages people to view neurological differences such as autism, dyslexia and dyspraxia as natural and normal variations of the human genome. Further, it encourages them to reject the culturally entrenched negativity, which has typically surrounded those that live, learn and view the world differently.

Activity 5

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In your Reflective Log provide a comment on the following questions:

1. What definition does your local authority use to support the identification of dyslexia?
2. What are the implications/impact of the chosen definition?
3. What is your professional view regarding dyslexia and neurodiversity?
4. Hot topics/questions

The route map includes some questions to discuss with colleagues for which there is not necessarily a clear answer. Some of the questions below are for you engage with during professional discussion or to include within your own reflections and action research:

Download a discussion sheet to help you collate responses

• Should the focus and resources be used on the identification or label of dyslexia or should schools concentrate on meeting the needs of the child and young person through a collaborative process?
• Should teachers in Scotland be required to participate in training to carry out the identification of dyslexia?
• Should teachers in Scotland be required to gain qualifications to carry out the identification of dyslexia?
• How can we provide a continuity of support and access to support for dyslexia and inclusion across Scotland?
• How should independent assessments of dyslexia be regarded and supported within schools and what is the legal status of independent assessments?
• Are the roles of identification and tracking for dyslexia understood within ‘Assessment is for Learning’? Is it understood that when meeting learners’ needs the assessment of learning informs the next steps and should be continuous and separate from ‘identification’ of dyslexia. The label alone will not provide appropriate support; this is achieved by regular tracking and reviewing of learners needs.
• Can the identification process for dyslexia be a positive experience for children and young people? Does the process enable them to understand their strengths and difficulties in a supportive way and provide opportunities for their views to be sought?
• Are children and young people, teachers and parents/carers provided with appropriate information/feedback to support their understanding of which approaches/strategies are effective and why?

2.2. Positive aspects of dyslexia

2.3. Language development and identification of dyslexia

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

To identify strengths and areas of difficulty of a learner’s language skills it is vital to understand what the term ‘language development’ means. Modules 1 and 2 highlighted areas of literacy development and this contributes to the wider language development as figure 5 highlights.

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Figure 6 Language development

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This diagram highlights factors which contribute to language development

Figure 6 Language development

2.4. Numeracy development and the identification of dyslexia

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

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

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

Download the Numeracy across Learning Principles and Practice Paper.

Dyslexia and difficulties with numeracy and maths

Module 2 explained that the associated characteristics within the Scottish working definition can have an impact on some learners and their ability to develop their numeracy and math skills.

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Figure 7 Dyslexia and difficulties with numeracy and math

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This diagram highlights the impact of dyslexia on the development of numeracy skills

Figure 7 Dyslexia and difficulties with numeracy and math

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

Learners with numeracy difficulties may:

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

2.5. Wellbeing development and the identification of dyslexia

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

It is common for everyone at some point to experience low feelings, anxiety and stress. However, when this is ongoing and has an impact on someone’s ability to do things then it can become a bigger problem. Some people whose dyslexia has not been recognised may have feelings that cause them emotional and physical distress. The impact on being able to work with and assess children and young people during the Covid pandemic will contribute towards a rise of anxiety and stress for all involved. A wide range of information, support and guidance has been produced to support learners and staff wellbeing during this time.

2.6. Suggested reading and films

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

For example:

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

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

Download the Dyslexia Scotland reading lists or click on the link below:

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

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

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

Download ‘A Framework for Assessment’

A summary of resources to support learning, teaching and assessment within numeracy and mathematics is available on the National Improvement Hub Summary Page

Within this page you will gain access to links to all current support material which includes curriculum documentation, key publications, the professional learning resources and research links.

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

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

Quiz 1

3. Supporting learners and families

Introduction

In this section we look at:

3.1. Support through Curriculum for Excellence

3.2. Support through inclusive practice

3.3. Supporting dyslexia and learning

3.4. Information for learners and families

3.5. Suggested reading

3.1. Support through Curriculum for Excellence

Section 1 highlights that Curriculum for Excellence was designed to be flexible in order to meet the needs of all learners, recognising that one size does not fit all. This flexibility is an important requirement when planning to support learners who are dyslexic, each with their own individual profile of strengths and areas where support is needed. Barriers to learning and participation are sometimes made unintentionally. This is why it is important that:

• Positive relationship are supported and developed between learners, staff and parents/carers.
• There is effective communication between families and educational staff
• There is clear, effective communication within local authorities – between the ‘central officers’ and educational establishments.

Schools and local authorities understand their responsibilities and duty with regards to planning for learners who have additional support needs. If required to do so, consideration must be given to the design of the curriculum and how it is accessed. An example of this could be when a school amends their curriculum to reflect the interests and abilities of their pupils, offering tailored programmes such as dance, photography, laboratory skills and Open University modules. Such approaches contribute substantially towards closing the gap in achievement and attainment for learners.

3.2. Support through inclusive practice

This module has been developed to support you as you consider and contribute to improvements in your school communities which enable all stakeholders to become inclusive in their attitudes and practice. This will in turn improve the support and experience of learners with dyslexia and their families

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Figure 8 Inclusive school and factors

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A diagram to highlight factors required to develop an inclusive school

Figure 8 Inclusive school and factors

3.3. Supporting dyslexia and learning

A positive and inclusive school ethos and understanding from staff contributes significantly to providing appropriate support for learners with dyslexia and their families – indeed this will be the same for all learners. Due to the individuality of all learners, it would not be appropriate to recommend specific resources from the many which are available. We do not make any set recommendations but leave teachers and others to evaluate resources for themselves and establish the most appropriate materials for the individual needs of learners as there is no ‘one size fits all’.

The Resources section within the Toolkit has a range of free resources:

http://addressingdyslexia.org/ resources

• Auditory and processing skills
• Comprehension
• Coordination
• Literacy
• Literacy – Pre-Phonics
• Literacy – Phonological awareness and phonics
• Literacy – Reading/writing/spelling
• Memory
• Numeracy and maths
• Visual processing

Dyslexia Scotland has a range of resources available on their website. Some are free to download, and some can be loaned to members.

Curriculum accessibility

Differentiation

Activity 24, Section 2.2 in Module 2 highlights a range of different approaches to consider when planning effective and meaningful differentiation. Figure 9 provides a reminder. You may wish to revisit this section of module 2.

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Figure 9 Differentiation

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This diagram highlights different approaches to consider when planning effective and meaningful differentiation.

Figure 9 Differentiation

3.4. Information for learners and families

Modules 2 and 3 highlighted the importance of effective communication when supporting learners and families through the dyslexia identification. Understanding and sensitivity is required to help all involved understand what is happening during this time and also to share the positive aspects of dyslexia.

There is a wide range of information designed to help practitioners support learners and families on the Addressing Dyslexia Toolkit.

Select here to watch a short animation available on the Assessment and Monitoring section that provides an overview of the identification pathway (scroll down on the webpage).

Dyslexia Scotland's YouTube Channel also has a range of films which are helpful in supporting families, learners and professionals to understand dyslexia and help children with dyslexia at home. One which may be of particular help is on the Addressing Dyslexia Toolkit : 'Dyslexia is Awesome and Rubbish' Select here to watch it (scroll down on the webpage).

There is also a range of short films that may help learners and their families on the Dyslexia Unwrapped website – an online hub for children and young people. Dyslexia Unwrapped by Dyslexia Scotland

3.5. Suggested Reading

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https://www.nhs.uk/conditions/auditory-processing-disorder/

The Dyslexia Assessment Dr Gavin Reid and Dr Jennie Guise

4. Assessment and planning

Introduction

In this section we look at:

4.1. Assessment within Curriculum for Excellence

4.2. Benchmarks and assessment of dyslexia

4.3. Supporting collaborative understanding of ASN assessment within Curriculum for Excellence

4.4. Identification pathway and Curriculum for Excellence

4.5. The process of identification

4.6. Planning

4.7. Reporting

4.8. Learner profile

4.9. Standardised assessments

4.10. Assessment arrangements

4.11. Transitions

4.12. Post 16 support

4.1. Assessment within Curriculum for Excellence

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

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

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Figure 10 My World Triangle

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This diagram represents the collaborative and dynamic process of assessment

Figure 10 My World Triangle

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

Curriculum for Excellence sets out the values, purposes and principles of the curriculum for children and young people aged 3 to 18.

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

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

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

Figure 11 provides an overview of effective ongoing assessment which is about:

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Figure 11 Effective assessment

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

Figure 11 Effective assessment

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

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

Education Scotland’s Curriculum for Excellence (CfE) Statement for Practitioners (August 2016) stated that the two key resources which support practitioners to plan learning, teaching and assessment are the Experiences and Outcomes (Es and Os) and Benchmarks.

Download the 2016 briefing

4.2. Benchmarks and assessment of dyslexia

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

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

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

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

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

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

Download the 2017 benchmarks for Literacy and English

Download the 2017 benchmarks for Numeracy

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

Such approaches are built around discreet stages of intervention which seek to resolve difficulties as early as possible and with the least intrusive course of action. There are common features to be found in most local authority models of staged assessment and provision which should reflect the approach adopted through the ‘Getting it right for every child’ and the ‘National Practice Model’.

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

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

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

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

The 2008 HMIe Dyslexia Report and the 2014 Education Scotland Making Sense review both highlighted that practices and processes which support dyslexic learners can vary across the 32 local authorities and can vary from school to school within a local authority. Supporting school communities to develop a better understanding of dyslexia and inclusive practice will support the process of effective self-evaluation. This is not without challenges and requires a collective understanding of the reasoning and benefits of the key features of inclusive practice that you explored in module 2 should be the recommended approach to take.

Figure 12 Inclusive practice key features

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This image lists the 8 key features of Inclusive practice

Figure 12 Inclusive practice key features

To achieve the required improvement of outcomes for dyslexic learners it is important that all educational practitioners and the wider school community have an awareness of their responsibilities. They should have a good understanding of learner’s needs and the terms below:

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

4.3. Supporting collaborative understanding of ASN assessment within Curriculum for Excellence

The principles for the assessment of additional support needs are no different to those for Curriculum for Excellence. Information which is gathered on a daily basis by class teachers as part of their curriculum moderation and assessment can provide a significant contribution to support assessment.

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4.4. Identification pathway and Curriculum for Excellence

Section 1 highlights that the identification of dyslexia, or indeed any additional support needs is not an activity which takes place outwith the principles and practice of Curriculum for Excellence. Figure 13 demonstrates the connectivity and symbiotic relationship which should be in place.

Reaching the conclusion that a young person is dyslexic is not something that should happen through a one-off test. It should be an ongoing process and a response to observing a child or young person’s difficulties.

Clearly, how we assess is dependent on knowing what it is that we are assessing and for that reason we need to start with a definition of dyslexia. In Scotland it is recommended to use the 2009 working definition that was developed by the Scottish Government in partnership with the working group which included the Parliamentary Cross Party Group and Dyslexia Scotland. This definition has been agreed by the Association of Scottish Principal Educational Psychologists (ASPEP).

The process of assessment should begin with observation – which is something that every teacher does. For example, when a child is observed to be experiencing difficulties it is considered that they are not making appropriate progress in literacy that will be the start of the process.

Specific approaches and interventions can be put in place with the intention of ensuring the child makes good progress and makes up for any gaps that have become apparent.

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Figure 13 Identification and CfE

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This diagram highlights the connection between the identification of dyslexia and Curriculum for Excellence

Figure 13 Identification and CfE

Identification and timescales

Scottish legislation provides an entitlement for families and learners over 12 years of age to request an assessment of dyslexia. This process should start within 10 weeks of a written request. However, the specific timescale it should take to carry out a holistic/collaborative identification of dyslexia is not set in legislation or policy. Neither do the family or learners have an entitlement for specific types or names of dyslexia assessments or tests to be used.

The Addressing Dyslexia Toolkit highlights the difficulties which can arise if the assessment/identification process is a long one. It places a very high emphasis effective communication during this time to support and maintain positive relationships with all involved. The holistic and collaborative process of identification which is recommended within the 3 -18 curriculum is undoubtedly a longer experience and process compared to an independent assessment. It should be appreciated that the differences between the holistic and independent approaches to assessment - and the timescales can cause families a great deal of confusion and frustration. It is therefore important to ensure that the process and methods used by the school to gather information for an identification of dyslexia are done in a timely and efficient way.

4.5. The process of identification

Figure 14 provides an overview of the identification pathway.

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Figure 14 Identification pathway

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The steps which are involved within the pathway to identify dyslexia

Figure 14 Identification pathway

Activity 16

You should be familiar with the Scottish working definition of dyslexia. However, to help work through this section

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Click the link to the Scottish working definition - http://addressingdyslexia.org/ what-dyslexia

Download a copy of the Scottish Working Definition and Planning Tool

Click the ‘link’ to access an expanded version of the identification pathway - http://addressingdyslexia.org/ assessing-and-monitoring

• Starting the process
• What to look for
• Other factors

Other factors to consider

Module 2 highlighted that when starting the process of identification of dyslexia, particularly if the concern has arisen due to difficulties in the acquisition of literacy and language skills practitioners need to explore or rule out other possible factors which can impact on the development of literacy skills, some of which are highlighted in figure 11. Conversely as with the characteristics used in the Scottish working definition, these factors may be areas of strength.

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Figure 15 Other factors

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This diagram provides an overview of the range of factors to be considered when identifying dyslexia

Figure 15 Other factors

Audio

Audio Processing Difficulties (APD) are one of the associated characteristics for dyslexia and may manifest as difficulties in processing and distinguishing sounds/ syllables/words and identifying where they heard them in words/sentences may have an auditory processing difficulty.

(APD) can affect people in many different ways. A child or young person with APD may appear to have a hearing impairment, but this isn't usually the case and testing often shows that their hearing is normal. However APD can affect a child or young person’s ability to:

• understand speech – particularly if there's background noise, more than one person speaking, the person is speaking quickly, or the sound quality is poor
• distinguish similar sounds from one another – such as "shoulder versus soldier" or "cold versus called"
• concentrate when there's background noise – this can lead to difficulty understanding and remembering instructions, as well as difficulty speaking clearly and problems with reading and spelling
• enjoy music

If APD is suspected, then it is important that the family consult with a medical practitioner. This should be discussed sensitively with the family.

Motivational factors

Linking very much with health and wellbeing there may be reasons why the child or young person does not appear to be motivated to engage in particular aspects, or most aspects of learning.

• Health and wellbeing aspects
• Disengagement - not wishing to appear to be working at a lower level than their peers
• The reading/topic subject matter does not enthuse the learner to persevere – they may have no interest in the topic of the reading book/scheme

This is a very important area because tapping into the child or young person’s motivational interests and strengths can provide a way forward in developing appropriate support and strategies.

Interrupted learning

Learners who miss a significant amount of schooling at important stages for learning, or who have limited language experience, may exhibit signs of literacy difficulties. This can be due to having lost out on the teaching and learning of specific parts of phonics that are essential for reading, spelling and writing. If this has not been compensated for at home or in later schooling, then this may explain why their difficulties are growing. Lack of ability to read often means that the child does not try to read, and therefore loses out on new learning. This then sets off a downward spiral of poor school experiences that is self-perpetuating.

It will be important to ensure that such factors are taken into account in the observation and assessment process at this stage, and that steps taken to ensure that any gaps are identified. This means that young people can receive appropriate teaching to make up for the missed areas, or when this is unlikely to be possible to circumvent by providing for example, a text reader that the child can use with earphones on the computer to access whatever text the rest of the class is working on. Specific focused teaching of phonics is not easily embarked on at this stage, so circumvention strategies that will help the child avoid the failure they have become used to, are vital.

Information should have been recorded regarding attendance and gaps in learning on SEEMiS which is the management information system used by all 32 local authorities in Scotland. Effective tracking and monitoring of this data will support schools and practitioners to put in place any necessary steps so that detailed assessment can take place.

Speech and Language

Although not all young children with dyslexia have early speech and language difficulties, there is evidence that many do. Early speech and language difficulties may be indicative of later difficulties in acquiring literacy. Dyslexia can also co-occur with ongoing speech and language problems. Furthermore, ongoing language problems may also be associated with reading comprehension difficulties. Practitioners need to be aware of these associations and if there are problems with a child’s speech and language, then early intervention is likely to produce the best outcome for the child.

Children and young people may have difficulty in sounding out words and have problems with phonological awareness. A case history of early development and information about early/previous/ongoing input from Speech and Language Therapy is helpful.

Children and young people with dyslexia may be able to say a word but not be able to break it down into syllables and/or sounds. They may have difficulty working out the constituent sounds in a word e.g. they are unable to blend d-o-g to make ‘dog’. For others, their auditory awareness of sounds is impaired, so they are unable to say where in the word a sound comes e.g. they are not aware that the /b/ sound in ‘boy’ comes at the start. For these learners training in auditory discrimination is vital if they are to be able to learn phonics successfully.

If there are concerns over elements of speech and language development, then referral to a speech and language therapist is advised for advice and appropriate management. Speech and Language Therapy involvement may be at Stage 1 where there are early speech, language or communication difficulties. Advice regarding Speech and Language Therapy in association with ongoing concerns regarding literacy development may be sought at Stage 2 or 3 of the Staged Intervention process, depending on supports available locally. Referrals can come from a range of different sources but must always be done with the parent’s consent.

Emotional and behavioural factors

There are many factors that will influence how a child or young person adapts and responds to the learning environment and how their distressed behaviour manifests. Feelings of failure will affect the child’s learning, so it is important to consider possible reasons for distressed behaviour and try to find ways for the child to succeed.

Understanding behavioural and relationship approaches is an extremely important aspect of anyone working with children and young people.

Creating a positive learning environment through positive relationships and behaviour is seen as the responsibility of everyone within each community of learning, with interventions fostering the development of multiple skills.

Close liaison with parents and carers is so important and will be required to establish if there are factors that we need to be aware of, and take account of in teaching – e.g., in what circumstances does the child respond well? –Do they like to be given responsibility? Who are their role models?

When considering dyslexia assessment, it is important to ask yourself why the child or young person is behaving in the way they are as this is not always obvious. Sometimes it may be due to the frustrations the child feels when not learning as they feel they should and seeing a gap between what they can do and what others can achieve. This will be particularly frustrating if that gap is also growing. It is important not to rule out dyslexia because of seemingly “bad behaviour” but to consider learning in a variety of contexts. What is distressing the child or young person? If they learn well at some times and not at others, or in some subject areas and not in literacy, and there is no other obvious reason for this, then consider the possibility of dyslexia.

It is also important to work with families on achieving success in some aspects of learning so that their child sees the rewards for their efforts as well as achievement. Parents and carers can generally give information on how the child is behaving at home, and this may help you decide on the most appropriate strategies to employ to tackle the difficulties. More detail on the types of behaviours that may be observed are considered under the three headings of:

Disappearing strategies

Children and young people who have a quiet disposition may adopt the strategy of becoming a ‘Disappearing Child’ in the classroom, by being exceptionally quiet and not drawing attention to themselves at all. They avoid eye contact with the teacher and do not put up their hands to ask or answer questions. Many will perfect a performance that makes it seem as if they are engaging in a task appropriately. They will appear to be writing or reading even though they may have a poor grasp of what the task entails or may not have the skills to accomplish the task. In a busy classroom such children may be difficult to identify for a considerable time which means that they may be lagging far behind peers once they are identified.

In some cases, a child or young person will develop a strategy that means they are physically not in the classroom when a particular task occurs, (most often reading aloud), which dyslexic children find one of the most frightening aspect of the classroom. This strategy may take the form of being particularly helpful, they may volunteer to take the register to the office or to take messages around the school to other teachers. They will perhaps take rather longer than is necessary to complete such tasks in the hope that the activity that they are trying to avoid will be finished by the time they return. Some children and young people may use the pretext of frequent and extended trips to the toilet to achieve the same aim. Teachers should be alert to the timing of these activities. Is there a pattern for example in a child or young person’s behaviour that suggests that they are concerned about a particular task? At the extreme of the continuum of ‘disappearing’ strategies a child or young person may use illness as a mechanism for avoidance. A pattern of absence related to the timetable may alert either teachers or parents to the child or young person’s underlying difficulty.

Distracting strategies

For dyslexic children and young people who have good verbal skills the preferred strategy is often that of becoming ‘The Class Clown’ – the child who is always ready with a quip or a joke. On the face of it this behaviour is not likely to endear the child or young person to their teachers but it is likely to result in a high level of peer approval. For and a child or young person who feels unable to do what the teacher requires, being popular with peers may seem a worthwhile alternative. This strategy also distracts everyone from the task that the child or young person may fear and is an attempt to avoid being seen to fail by the peer group.

If a dyslexic child or young person is skilled at sport, then a focus on that activity may also serve to distract teachers from the child or young person’s difficulties with classroom tasks. Such children often maintain high self-esteem and peer group approval despite having difficulties with text based tasks so there is a possibility that engagement in the sporting activity may lead to difficulties in other areas being overlooked.

Disruptive strategies

If a child or young person does not have the verbal confidence to become the ‘Class Clown’, or the sporting prowess to aim for ‘Team Captain’ status, then being a ‘Disruptive Child’ may seem a reasonable alternative. Again, as adults we recognise that all behaviour is communication and can see how misplaced a strategy this is and how this can be used to mask distress. Children and young people however, may not have this insight and do not have such a long-term perspective and focus mostly on resolving their immediate difficulties. If the dilemma is how to avoid failing at a particular task, especially in front of friends, then standing outside the door of the classroom as a result of obnoxious behaviour is actually a reasonable solution to the immediate problem. Again, children and young people who adopt such behaviour may well be popular with their peers as watching someone else get into trouble is entertaining but presents no personal risk to members of the ‘audience’.

At the extreme of the continuum of disruptive strategies are the children and young people whose behaviour leads to them being excluded or those who play truant in order to avoid the stress of facing tasks in the classroom that they cannot complete, or in a classroom which is not an inclusive environment. This of course means that they have also, quite literally, ‘disappeared’. Such extreme strategies tend to occur if some of the other strategies have not elicited the recognition and support that the child needs. By this time the child or young person is likely to have developed ‘learned helplessness’ which is a state in which an inability to undertake particular activities undermines confidence in all tasks, even those that could be accomplished successfully. Such cases , though not common, are at this stage of significant risk of being ‘lost’ to education as they feel no sense of engagement or ‘belonging’ in a system that has failed to meet their needs.

Children and young people tend to be pragmatic creatures. In reality, their day to day life in the classroom would be easier if they simply undertook the tasks presented so we must conclude that if a child or young person could engage with and complete text related tasks, they would - simply because it is easier to do so. If a child persists in not engaging with and completing tasks successfully in the classroom then we should assume that there is likely to be an underlying reason for such behaviour. One possible explanation is that the child is dyslexic and therefore needs additional support in order to develop the text related skills required.

By now, the young person will be only too aware that their learning is not as they would like it to be, and it might be expected that dyslexia will have been discussed. If, however, the child has not been formally assessed then it is best not to delay any longer as the assessment may help the child’s understanding of their difficulties, and hopefully behaviour will improve as a result. It is not unusual for behaviour problems at this stage to be considered as the problem rather than embarking on the pathway to full assessment. However, assessment is important for the young person and their parents or carers. This will give a reason for the young person’s problems and also a focus for discussing what can be done to improve both the behaviour and the learning.

Motor skills/co-ordination and organisation

Not all children with dyslexia will have obvious difficulties with motor skills, but even a slight lack of co-ordination may influence the child’s ability to cope well with handwriting. When motor skills are affected, this often affects self-esteem as the child has difficulty with sports and physical games. Spatial awareness can be a problem resulting in the child being unaware of where on a page to start for writing or reading until this skill has been overlearned.

Organisational skills are often weak in children with dyslexia. This may or may not be related to sequencing abilities, but these also are often affected, meaning that the children have difficulty in recognising order in days of the week, months etc. If the child or young person is disorganised, and/or untidy this may have a negative impact with their teachers or their peers. Thankfully strategies for organisation and sequencing can be learned and the sooner the better for the sake of the child’s self-esteem and confidence.

If there are concerns over elements of physical co-ordination or motor skills development, referral to an occupational therapist is advised for advice and possible exercises. Referrals can come from a range of different sources but must always be done with the parent or carer’s consent.

Social and cultural factors

• Are there social factors that might help explain the child’s difficulty with literacy development?
• Do you know what the child’s experience is of books in the home?
• Do they have the opportunity and/or encouragement to do schoolwork at home at all?
• Is the family supportive of the learner’s schooling, or uninterested/ antagonistic?

Sometimes illiteracy that derives from environmental and social factors will mimic dyslexia: poor literacy, impatience with written learning, poor attention, chaotic organisation, attention seeking, etc.

It may make no real difference to the support you provide at school as a learner with literacy needs will require support whatever the cause of these needs’ - whether the causes are intrinsic or extrinsic. They can come from - the learner and their environment. In any case it will be useful to be as clear as possible in your own mind what the balance of factors might be.

Visual problems

Poor readers may have motor and/or perceptual problems with vision. Improving vision can have a very positive effect on accuracy, fluency and understanding of text. Though visual problems are not likely to be a causal factor of dyslexia, if they are present they will certainly aggravate pre-existing difficulties. Examples of the types of problems that may be present are:

Visual Stress/Meares-Irlen Syndrome

• poor vergence control
• scanning/tracking problems and poor binocular vision

Symptoms of visual problems may include:

• eye strain under fluorescent or bright lights glare
• same word may seem different, or words may seem to move
• headaches when reading, watching TV or computer monitor
• covering one eye when reading
• difficulty tracking along line of print causing hesitant and slow reading

If visual problems, such as those above, are suspected, treatment should be sought from a qualified professional orthomotrist. There are clinics at most main hospitals and referral can be made through the child or young persons’ GP, educational psychologist or the community paediatrician. Treatment may involve eye exercises and/or the use of colour – either tinted glasses or the use of a coloured overlay.

Further information on visual issues is available in these Dyslexia Scotland leaflets

• ‘Dyslexia and visual issues’
• ‘Visual Issues - Frequently Asked Questions’

Theses can be found at https://www.dyslexiascotland.org.uk/ our-leaflets

English as an additional language

For children who speak languages other than English at home, the assessment process will require very careful consideration, to accommodate the child’s first language as well as English. 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 scripts too may be different. As an example, Polish children who have wholly developed literacy skills will have experience of decoding in alphabetic script but in the case of children exposed to logographic scripts, the relationship between sounds and symbols will be markedly different. Even although 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 children’s difficulties with language extend beyond them having English as another language.

See ‘other factors to consider’ to access further information and resources to support English as an additional language and dyslexia

4.6. Planning

If a child doesn’t progress as expected, then planning needs to be done accordingly. This may involve seeking help internally from someone with more specialised knowledge, additional experience or training in dealing with literacy difficulties.

The support advised may involve some small group work, in some cases (not all) one-to-one teaching, use of ICT, or specific support strategies like establishing the learner’s understanding of pre phonics, supporting their working memory or paired reading. Usually, a combination of approaches is best.

Class teachers continue to monitor progress and if this is not satisfactory, then further help will be required from a more specialised professional. This could result in the child taking up a highly structured multisensory programme of teaching. If this is the case, then it has to be ensured that the child does not lose out on other areas of the curriculum.

At all stages, communication with parents and carers is very important to ensure everyone is working together with the child and takes the child’s views into account. This is very much in line with the procedures for ‘Getting it right for every child approach’.

If you have identified a difficulty on the dyslexia continuum, you will be required to plan, implement and monitor learning and teaching arrangements that address and make accommodations for the learner's difficulties, including appropriate assessment arrangements.

Local authorities vary in their terminology used to describe planning documents

Modules 1 and 2 introduced you to the reading and writing circles and the respective planning tools. This module has incorporated the Working Definition of Dyslexia Planning Tool. These resources can support the planning highlighted above.

Personal Learning Plan (PLP)

All children and young people should be involved in personal learning planning (PLP). A PLP sets out aims and goals for individuals to achieve that relate to their own circumstances. They must be manageable, realistic and reflect the strengths of the child or young person as well as their development needs.

Monitoring their progress in achieving these aims and goals will determine whether additional support is working. For most children, including many who are dyslexic, a PLP will be enough to arrange and monitor their learning development. 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, a child or young person’s 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 their entire curriculum to be individualised. This means that their needs will have been assessed, usually as part of a staged intervention process. It also means that it has been agreed that these needs cannot be met by their teacher or early year’s practitioner through standard adaptations to learning experiences or personalisation. Not all learners with dyslexia will require an IEP as significant adaptations often do not have to be made to meet their needs. IEPs are usually provided when the curriculum planning is required 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.

An IEP will probably contain some specific, short-term learning targets relating to wellbeing, literacy and or numeracy and will set out how those targets will be reached. It may also contain longer-term targets or aims. IEP targets should be SMART:

• Specific
• Measurable
• Achievable
• Relevant
• Timely

If an IEP is considered appropriate, the child and parents or carers will need to be involved in drawing up the content. An initial meeting will be scheduled to discuss what and who will be involved, and the length of time between IEP meetings. Headteachers or an appropriate member of the senior management team should ensure the involvement of all relevant stakeholders in the IEP process. If however, a group plan will be more appropriate, then discussion with parents should still take place to report on the child’s difficulties and the steps that are being taken to meet the child’s needs in the classroom.

On its own, an IEP is not a complete curriculum planner for the learner. Rather, it is for planning the aspects of the curriculum which need to be individualised for them.

IEPs should be monitored regularly and reviewed and updated at least once every term with the child/young person and their parents/carer.

Co ordinated Support Plan (CSP) – Targeted Support

A CSP is a detailed plan of how multi agency support for a child will be provided. It is a legal document and aims to ensure that all the professionals work together to coordinate support which has already been identified.. It is not a route which is focused on the allocation of and access to resources. Dyslexia on its own as an additional support need would not commonly trigger the opening of a CSP.

Child’s Plan – Targeted Support

In line with the 2014 Children and Young People Act and ‘Getting it right for every child’ approach, many children 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.

Planning at Third, Fourth and Senior levels will also be about career choice, and the young person with dyslexia may find this more difficult than others due to literacy difficulties. Most colleges and universities now have dyslexia advisors and young people should feel confident about to finding out how the college or university will be able to meet their needs. It is vital that the young person has a copy of their learning profile and understands why they have received any additional support and assessment arrangements. They are entitled to have this documentation. It is important that they understand why they are receiving assessment arrangements and how to maximise the use of them. For example, extra time is not provided only to write more text, it is to be used to support the learner to plan, scaffold or to proof read their answers and work. This can involve extra time and sharing strategies with the learner. At this point, school personnel may be required to consider if an updated assessment will be required before entry to college or university. It is therefore important to liaise with appropriate staff in the college or university of the student's choice to ensure that an updated assessment is carried out if this is going to be necessary, - for example, to apply for the Disabled Students Allowance.

If the young person decides to go straight into the world of work, the learner profile provided by school should provide them and employers with information on their strengths, areas of difficulties and strategies which were helpful in enabling the individual to participate in activities and provide a level playing field. Arrangements for work experience if these are handled sensitively might help alleviate any fears the young person has about how they will cope.

Effective tracking and monitoring of support

Appropriate early identification planning and monitoring will enable schools and local authorities to ensure the information entered on SEEMiS is robust and up-to-date. This information is collated annually for the school census and published by the Scottish Government.

Recommendation 5 of the Making Sense review said that there should be improvements made to the quality and use of data regarding the number of children and young people identified as having dyslexia.

‘The availability and use of reliable information on children and young people’s needs, development and achievement should be improved’.

4.7. Reporting

All learning and teaching approaches and strategies that have been used should be recorded in the Staged Intervention Process paperwork. This should then be passed on between classes and nurseries/schools. Parents should be aware of any information that is held in in any format, should be fully aware of what is happening and should collaborate in deciding the best approaches and strategies to be adopted. This needs to be dealt with in a sensitive way to avoid any possible over-reaction and distress to either parents or child.

Reporting to parents/carers may be done orally at the initial stages though clear records should be maintained of the child's progress. Consideration should be given to record keeping needed within the Staged Process of Assessment and Intervention. All records of this nature should be communicated between classes and schools.

All those involved in the identification and assessment process should be clear about their use of language and avoid terms such as ‘tendencies’ or 'signs' which can potentially be confusing for pupils and parents. The Scottish Government definition allows for a pupil to be either dyslexic or not, but to what extent will vary along the continuum.

All reporting has to be done sensitively as it is important not to convey stress or worry to the child or parents. It is important too that parents are treated as partners and there is collaboration on what is done in school and what is done to support the schoolwork at home even though home is not usually the place for any formal teaching unless the child is being home educated. A tiring day in the classroom needs to be followed by something much more light-hearted. Reading to or with the child can take stress away from both the child and parents. Initial observations of difficulties should be dealt with as concerns. Parental support and help at home should be elicited through discussion of what the school is doing.

Assessing for dyslexic difficulties is a collaborative process throughout - parents/ carers, colleagues and the child should share as fully as possible at every stage of the process. Reporting ranges from:

• Maintaining regular contact with parents over any concerns at Assessment and Intervention Stage 1 through to:
• More continuous and detailed sharing of insights at Assessment and Intervention Stage 2
• A full assessment and report at Assessment and Intervention Stage 3, which collates and interprets all the available data and insights into an analysis/ summary/ report that should be helpful and informative to all involved in helping the child to cope with school and the literacy demands of life.

At the initial stages of the identification pathway, where dyslexic difficulties are not presenting a significant barrier to learning, or where investigation is still in the early stages, there are a number of ways in which understandings may be shared - for example:

• At parents' meetings
• Through collaboration with colleagues
• Through routine pupil reports
• By means of pupil profiles
• Any other routine means of dissemination that are used in school.

The specific ways of doing this will vary from school to school - but it is vital that any assessment information is shared regularly and transparently throughout the process.

The child or young person should be at the centre of every stage and aspect of the process of assessment and reporting and their feelings given consideration.

A formal report focusing primarily on how dyslexia is causing barriers to learning may be appropriate and helpful, particularly if the child or young person is moving away or changing schools. The name of this report may vary for example it may be referred to as a formal report or a Learner Profile.

Where there are other agencies involved with the child or young person the necessary information may well be incorporated in the reporting arrangements of another professional e.g. the school’s educational psychologist. If this is the case, then a stand-alone report may not be needed - but it may still be helpful, as it will represent how this learner’s needs uniquely present and are being understood and met within the school, e.g.. -the unique context within which the learner is working.

Assessment of Specific learning difficulties (SpLD) among young adults for the purposes of applying for DSA requires a range of tests to investigate the cognitive profile of students as well as their attainments in literacy and (where appropriate) numeracy. For such reports, tests of cognitive functioning and underlying ability are regarded as essential for full assessment as well as tests of attainment.

At school level this need is not always the case, but the young person or their parents have the right to request such assessment. However, when considering requests to SQA, it will need to be demonstrated that the young person’s dyslexic difficulties do constitute a barrier to attainment i.e. that there are underlying abilities that will not be reflected in one or another subject unless appropriate arrangements or accommodations are made.

There are some important factors to consider when writing and developing reports:

• All reporting has to be done sensitively as it is important not to convey either stress or worry to parents and pupil
• The report provides an holistic overview of the learner
• Parents and carers must be treated respectfully as partners
• The learner has been involved in the process of developing the report i.e. the process has been carried out with them and not to them
• Support collaboration on what is done in school and what is done at home to support schoolwork.
• Ensure any ‘homework’ is engaging and appropriate
• Ensure a copy of any report is provided to the family and learner – this is particularly important if the learner is in secondary school, so they have a copy to support them post school.
• Reports should;
  • highlight supports in place
  • be written in an accessible way e.g. plain English
  • include recommendations/next steps
  • All learning and teaching approaches and strategies that have been used should be recorded in the Staged Process paperwork/establishing needs form
  • All appropriate information should be included

Parents and learners (age and stage appropriate) should be:

• Aware of any information that is held in any form – including assessments
• Fully aware of what is happening
• Included in deciding the best approaches and strategies to be adopted. This needs to be dealt with in a sensitive way to avoid any possible over-reaction and distress to either parents/carers or the pupil. Be aware and sensitive that any concerns and distress will be real and may be justified.

The report draws upon the range of information provided by the identification process and includes a range of appropriate support approaches recommended by various professional organisations that have specialist roles in reporting upon specific learning difficulties and dyslexia.

The Addressing Dyslexia Toolkit has a range of templates which can be used for reporting.

4.8. Learner profile

A learner profile is an important document which includes information on the individual’s strengths, areas of difficulties and appropriate support approaches. They are helpful for all ages and stages, but it is particularly important that a copy is given to the young person and their parents or carers if they are in secondary school. This will support post school transition planning.

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Select here for a range of templates which are available on the Addressing Dyslexia Toolkit.

4.9. Standardised assessments

Not all local authorities use standardised assessments in their process of identifying dyslexia, however many find them a useful tool. A standardised assessment to identify additional support needs is a series of tests which require all test-takers to undertake the same task or answer the same questions in the same way. The answers or responses are then scored in a “standard” or consistent manner and compared to a set of data which has been complied by the answers provided by individuals who do not have additional support needs. This makes it possible to compare the relative performance of learners and establish a chronological age comparator. The term "normative assessment" refers to the process of comparing one test-taker to their peers.

4.10. Assessment Arrangements

SQA Assessment Arrangements

The purpose of assessment arrangements is to provide candidates with an equal opportunity to demonstrate their attainment and ability without compromising the integrity of the assessment. All candidates are individuals with a diverse range of needs, and it is important that you consider the individual assessment needs of your candidates when considering the most appropriate assessment arrangements.

In line with the Equality Act 2010) the Scottish Qualifications Authority (SQA) will, as far as possible, ensure that barriers to internal and external assessment are avoided in the specifications for qualifications. The SQA will allow reasonable adjustments/ assessment arrangements for disabled candidates and/or those identified as having additional support needs. Assessment arrangements are adjustments to the published arrangements and are intended for young people who can achieve the national standards but cannot do so by the published assessment arrangements – the reason for this might be a physical disability, a sensory impairment, a learning difficulty or a temporary problem at the time of the assessment.

In school settings a ‘formal’ or independently provided identification of need is not required for a learner to be provided with appropriate assessment arrangements. The determining factor is providing evidence that the candidate has been identified as having a particular difficulty and that support in accessing the assessment and demonstrating attainment is needed. The collaborative identification process supports this approach.

Examples of assessment arrangements:

• Adapted question papers
• Assistance in aural assessments
• Extra time may be permitted in any timed assessments
• Extension to deadlines
• Use of ICT or digital question papers
• Numerical support in mathematics assessments
• Practical assistant
• Prompters
• Reader
• Referral of a candidate’s scripts to the principal assessor
• Scribe
• Using sign language in SQA assessments
• Supervised breaks or rest periods in a timed assessment
• Transcription with correction of spelling and punctuation
• Transcription without correction of spelling and punctuation

You must submit requests using the Assessment Arrangements Request (AAR) software for all assessment arrangements required in the external diet of examinations. In submitting requests for the external examination, it is understood that the arrangements requested may also be used in any assessments undertaken internally. Each year, in October, access details and a link to the AAR user guide will be e-mailed to your SQA co-ordinator.

Figure 13 provides a screenshot. This information on different categories of difficulties is collated for internal use within the SQA and should not be interpreted as a requirement to have a formal diagnosis or identification of need.

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Figure 16 SQA AAR

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A screen shot of the SQA Assessment Arrangements Request (AAR) website

Figure 16 SQA AAR

For candidates who are disabled, as defined under the provisions of the Equality Act 2010*, assessment arrangements might be the ‘reasonable adjustments’ required to compensate for a substantial disadvantage. There may however be other unique adjustments that need to be made to meet their individual needs.

It is important to recognise that some adjustments may not be possible for some qualifications. It is not possible to make an adjustment to the standard of the qualification where to do so would mean that it did not provide a reliable indication of the knowledge, skills and understanding of the candidate. Some candidates, defined as having additional support needs under the Education (Additional Support for Learning) (Scotland) Act 2009, may also need an assessment arrangement to meet their identified physical (including medical or sensory), behavioural, mental health or learning difficulty.

Not all candidates with assessment needs will be disabled and, conversely, not all disabled candidates will necessarily require assessment arrangements to enable them to access an assessment and demonstrate their attainment. In all cases, it is the individual assessment needs of candidates that must be the basis for the provision of an assessment arrangement. This means that SQA centres (schools) have a critical role in ensuring that the process of providing assessment arrangements is fair and operates with integrity.

Candidates for whom assessment arrangements are provided should potentially have the ability to achieve the national standards, but be unable to do so using the published assessment procedures

Important factors to remember:

• The integrity of the qualification must be maintained.
• Assessment arrangements should be tailored to meet a candidate’s individual needs.
• Assessment arrangements should reflect, as far as possible, the candidate’s normal way of learning and producing work.

However, there may be situations where a candidate’s particular way of working in the learning environment is not acceptable in an assessment. For example, a candidate who has a language and communication impairment who normally has someone in class supporting them by explaining words and terms, would not be allowed such support in the externally-set examination question paper. For this reason, it is very important that candidates are aware of, and have practice in, working in a way that reflects what is going to be allowed as support in the assessment situation

You can access ‘further information from the SQA’ - ‘Assessment Arrangements Explained: Information for centres’ and ‘Quality Assurance of Assessment Arrangements in Internal and External Assessments: Information for Schools’, which can be found here:

https://www.sqa.org.uk/ sqa/ 14976.html

4.11. Transitions

Transitions also impact on the family or on those who care for the child or young person. There are numerous types of transition that occur throughout the day, the school term, the year and across the lifespan as highlighted in Figure 17. It is not always the major (macro) transitions that have the most impact on learners, but all need to be considered and planned for where possible. At the very least, coping with transition needs to be recognised as a potential for increase in stress for learners and their families. In line with legislation, transitions should be planned well in advance.

Figure 17 Macro and micro transitions

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Figure 17 Macro and micro transitions

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Access the Transitions section within the Addressing Dyslexia Toolkit. New resources are being added and a range of short animations are available.

Post School Transitions

Post School Identification and Support

The criteria involved in providing a post school identification of dyslexia is different from the criteria for a 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.

Employers are not obliged to help with the cost of an assessment but often recognise the benefits an assessment can have for the company and their employee. Support in the workplace is available through the Access to Work programme, arranged through the Job Centre.

Students in Further or Higher Education

Colleges and universities have a duty under the UK wide Equality Act 2010 to make ‘reasonable adjustments’, to ensure that students with disabilities are not placed at a disadvantage in comparison to non-disabled students.

This is an anticipatory duty which means that education providers should continually review and anticipate the general needs of disabled people, rather than simply waiting until an individual requests a particular adjustment.

Students might also be able to apply for the Disabled Students’ Allowance (DSA), through Student Awards Agency Scotland (SAAS). An assessment is required to access the grant funding. The Student Awards Agency Scotland (SAAS) ‘Guide to the Disabled Students’ Allowance for Disability Advisers’ outlines what evidence students applying for the Disabled Students’ Allowance (DSA) need to show about their dyslexia. As can be seen from the highlighted section in the extract outlined below, evidence is acceptable for this purpose if the person providing the report is:

“a General Teaching Council for Scotland (GTCS) registered teacher working in or supporting the school in Scotland which the student attended and who has completed the Dyslexia Scotland & Open University 'Dyslexia: Identification and Support' (Module 3).”

“First time applicants will be asked to provide diagnostic evidence to confirm their disability or learning difficulty. If their disability changes during their course and they require additional support as a result, we may request further evidence to confirm their circumstances.

It is not always necessary for evidence to be recent if the nature of a condition will not change. However, we may ask for evidence which confirms the current status of a student’s condition if necessary.

N.B. SAAS will only consider recommendations made by the students’ Needs Assessor or Disability Advisor. SAAS will not take into consideration any recommendations for support which are made by a third party.”

We have provided some examples of the diagnostic evidence we may request below:

Dyslexia or specific learning difficulties (SpLD):

A written statement or report from one of the following:

• Psychologists who are registered with Health and Care Professionals Council (HCPC)
• An appropriately qualified professional – this includes those who:
  • Hold an SpLD Assessment Practising Certificate (APC); or
  • Hold a suitable Postgraduate qualification of a level which would be acceptable for Associate Membership of the British Dyslexia Association (AMBDA), Level 7; or: are a General Teaching Council for Scotland (GTCS) registered teacher working in or supporting the school in Scotland which the student attended and who has completed the Dyslexia Scotland & Open University 'Dyslexia: Identification and Support' (Module 3).

The student’s assessment must have taken place while they were at school within the context of the local authority’s Collaborative Assessment Pathway for Dyslexia and Literacy Difficulties – available on the Addressing Dyslexia Toolkit.

Statements or reports provided by a psychologist or appropriately qualified individual (as described above) must contain a clear conclusion or summary, which confirms formal identification of dyslexia or SpLD. If the student is unable to provide the evidence described above, we can accept a written statement from a previous educational establishment. The statement must confirm formal identification of dyslexia or a SpLD and that identification was carried out by a psychologist or appropriately qualified professional (as described above).  If you are not sure if we will accept a student’s evidence please contact Dyslexia Scotland for further advice.

An independent assessment is not required prior to course entry at college or university, particularly if an appropriate assessment has been carried out in school by a qualified individual. If an assessment has been carried out in school, and updated around the age of 16, then some universities will accept that as proof of dyslexia without the need for any independent, paid for assessment. If an assessment is not in place prior to the start of the course, this can lead to a delay in support and assessment arrangements being in place.

In summary the entitlement to assessment and identification of dyslexia differs between school and post school due to the different systems which have been developed for different settings and age groups. It is advisable to contact the college or university in advance to find out what their procedures are.

Ensuring that all young people who require one have access to their learning profile and record of identification prior to leaving school will as discussed in section 2.5, provide valuable information to the post school setting. However, for this to happen the transition planning must:

• Be planned in advance and in accordance with the 2017 Code of Practice
• Contain appropriate and robust information

Difficulties arise once the young person has left school as school cannot pass on information to third parties unless they have permission as this will breach data protection legislation. It can be a very difficult and busy time when term starts at college and universities and staff try to gather information on the student’s support needs. Problems arise if the student does not have an appropriately robust learning profile which highlights their:

• Strengths
• Areas of difficulties
• Motivations
• Supports which have been in place – including SQA Assessment Arrangements

The Addressing Dyslexia Toolkit has a range of templates which can be used for reporting and providing learner profiles which include post school profiles

4.12. Post 16 support

In module 1 and 2 you explored ‘Building the curriculum 5 A Framework for Assessment’ which highlights that 16+ Learning Choices aims to ensure that all young people have an offer of appropriate post-16 learning along with the necessary support to enable them to move into positive and sustainable destinations. Ensuring appropriate information, advice and guidance along with the necessary support and ‘more choices and more chances’ for those learners who need them, will be an important part of providing an inclusive approach to learning, teaching and assessment in the senior phase.

When supporting effective transitions it is extremely important:

• To ensure that all appropriate information about the assessment arrangements which have been evidenced and provided for the learner are included in the learner’s profile
• The learner understands why they have each type of assessment arrangement and how to use it. For example, extra time is not provided just so the learner can write more. It is there to support the task preparation and completion e.g.
• scaffolding and planning
• proof reading their answers
• additional processing time

Ensuring that the learner and their family have a copy of the SQA assessment arrangements which were in place at school will:

• Support and inform the post school transition process.
• Reduce the length of time it takes to establish the appropriate support post school
• Reduce the need for the post school establishment to contact the school for information. This can be a very time-consuming process and may provide the information sought due to data protection issues if the learner has not given prior consent for their information to be shared.

5. Professional development

Introduction

In this section we look at:

5.1. Supporting professional development

5.2. The Action research task

5.3. Standards for GTCS CLPL and Professional Recognition

5.1. Supporting professional development

Module 2 Section 3.8 asked you to reflect on your engagement with the 5 roles which support teachers have.

The role of a support for learning teacher ASN teacher or pupil support teacher involves contributing towards professional learning within the school community. This is a very important aspect of the role because it provides opportunities to support class teachers, management and support staff with up-to-date relevant information and guidance on inclusive approaches and additional support needs.

5.2. The action research task

The Action research task has been included within this module to provide an opportunity for you to investigate in further detail an area of interest you have developed. The research task must enable you to

• Demonstrate that you have engaged in enhanced, significant and sustained professional learning
• Outline how your chosen area of practitioner research has been supported by relevant research, literature, policy and practice
• Provide evidence of how this learning has impacted on your skills and abilities, and on learners and learning
• Provide evidence of how you will share your knowledge, experience and learning with others in your learning community
• Provide evidence of how you have taken forward the knowledge and learning from completing the 3 modules and the practiser research task
• Provide evidence of your professional discussions with your line managers and colleagues and how these discussions shaped your thinking and practice

As you have worked through the 3 modules you may have already decided what to focus your action research on. We have made some suggestions below in case you are not sure.

• The definition/definitions your local authority uses for the identification of dyslexia –incorporating why the local authority choose the particular definition, the impact of the chosen definition, the identification process and data.
• The identification process of dyslexia – focusing on case studies
• Numeracy, math and dyslexia
• Language development and dyslexia
• Acquisition of reading skills and dyslexia
• Developing an inclusive school community
• Curriculum accessibility

Consider your use of methodology, for example include case studies and opportunities together with stakeholders’ views (this may include interviews, observations and surveys). Electronic surveys can be very useful as they save time and can collate responses.

An action research template  has been provided as an example. However, you may wish to use your own format.

5.3. Standards for GTCS CLPL and Professional Recognition

GTCS’s Professional Recognition recognises the enhanced, significant and sustained enquiry a teacher has undertaken and the development of their professional learning in a particular area. Professional Recognition provides the opportunity for a teacher to be recognised as an accomplished/expert practitioner in a particular area, whose practice is underpinned by ongoing reflective enquiry.

To gain professional recognition in a specific area of expertise you will be required to demonstrate:

1. Enhanced, significant and sustained professional learning, aligned to the Standard for Career-Long Professional Learning or other appropriate standard, leading to the development of expertise and accomplishment in the specified area.
2. Professional expertise/accomplishment within a specific curricular/ educational context.
3. Professional learning and development related to the area of expertise/accomplishment.
4. Professional reading and research related to area of expertise.
5. Professional action evidenced within a portfolio.
6. Critical reflection and analysis of impact on professional practice, learners and learning.
7. Evidence of how you have shared this expertise and what the impact of this has been on your colleagues and/or the wider school/educational community.
8. Summary of professional discussion with line manager.

6. Summary and next steps

By now you should have an understanding and experience of:

• Holistic and collaborative identification of dyslexia using the Pathway within the Addressing Dyslexia Toolkit
• Appropriate support and assessment within the Scottish context
• Enabling school communities to improve the outcomes of learners with dyslexia and associated difficulties
• Supporting school communities to improve inclusive practice
• Developing learner profiles to support post school transition

Maximise

Figure 18 Self evaluation

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This image is a copy of the self evaluation activity in the Reflective Log

Figure 18 Self evaluation

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

Now go to 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 have hopefully engaged with the reflective learning 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.

Useful websites for reference

Additional support needs

Addressing Dyslexia Toolkit

CALL Scotland

Curriculum for Excellence

Dyslexia Scotland

Dyslexia Unwrapped

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