Post on 01-Apr-2015
Addressing DyslexiaThe role of the Educational Psychologist
Dyslexia Cross Party Working Group 24 April 2013
ASPEP SDEP
OverviewO What outcomes do we want for
pupils with Dyslexia ?O How do we take account of current
research, guidance and legislation ?O National developments involving
Educational Psychologists (EPs)O In which ways can EPs contribute to
best outcomes for pupils with Dyslexia ?
Best outcomes ?O Pupils who achieve and attain skills
and qualificationsO By developing functional literacy
skills to enable independent access to ‘text’
O And are resilient and confident in their strengths and how to deal with set-backs and challenges
Key theories of learning
Fife Council Psychological Service
Interactive assessment &learning
Vygotsky, Bruner, Bronfenbrenner
Bandura, Dweck
Dylan WiliamContextual & Formative assessment
Reason, Snowling, Hall etc
Relevant guidance & legislation
O GIRFEC and ASL Act 2009O CfEx - Building the Curriculum 5O HMIe’s Aspect report which
recommends a greater role for EPSs in supporting the curriculum
O The National Literacy StrategyO Addressing Dyslexia Toolkit O The Donaldson report
Shift of emphasis in EP role
Ohandicap / needOmeasure deficitOmedical roomO independentOdirect workingOspecial need
staff
> entitlement> develop
learning> everyday
context> agreed
guidelines> alongside
others> whole school/LA
Universal: strategy & staff development – Assessment,
Literacy, Dyslexia
Enhanced or targeted:
consultation with school staff and partners – ASN
including Dyslexia
Specialist: direct
assessment for more
complex ASN
Adjusting intervention to meet learning needs
Role of E
Ps
Evidence base for improving literacy/dyslexia
Early Literacy Assessment Framework
O Joint development between EPs, Scottish Govt, Dundee Uni, Education Scotland – National Literacy Strategy
O Ongoing formative assessment for all pupils, measuring progress in a continuous way
O Focused on the description/evaluation of specific, evidence-based skills and next steps, compatible with the formation of learning targets
O Developmentally sensitive, based on rigorous up to date evidence/models - why are we doing this?
O Supports early identification of literacy needsO Comprehensive – Avoid a narrow focus on phonics and
exclusive focus on ‘within-child’ factors - address higher order skills; motivation; the learning environment
Key predictors of early literacy development
O Early language skills: vocabulary; narrative skillsO Availability & response to books
O Awareness of sounds/phonologyO Letter and word recognitionO Writing
O Early metacognitive skills: O making sense; asking QsO links to prior knowledge;
O ‘Agency’ or intent/purpose – the motivation to read
New sections
TechnologyOMaking the most of the computer’s built in featuresOICT to support dyslexia: planning, reading, writingOMobile devices to support dyslexiaOFree and open source (portable) solutions to support dyslexia
OOnline (Cloud) services to support dyslexiaOProducing ICT dyslexia friendly resourcesOeBooks, eBook Readers and audio books
Future directions ?
ODigital literaciesOSQA guidance on reasonable
adjustmentsOBuilding resilience and
independence for those with barriers to learning including Dyslexia
How EPs can help you
Contact: jennifer.king@ASPEP.org.uk
Jennifer.king@fife.gov.uk
ASPEP