BDA Dyslexia Friendly Quality Mark for · Web viewBDA Dyslexia Friendly Quality Mark for Youth...

BDA Dyslexia Friendly Quality Mark for Youth Offending Teams and

Young Offender Institutions

This is your evidence folder for

Part AStandard One:

Leadership and Management

Organisation Name: …………………………………………………………………………….

Contact Name: …….……………………………………………………………………………

Please file your evidence for each of the criteria that make up this standard

Part A

1.1 Organisation policies promote inclusive practice and specifically mention dyslexia where appropriate.

In 2009 Sir Jim Rose’s Report on ‘Identifying and Teaching Children and Young

People with Dyslexia and Literacy Difficulties ‘; gave the following definition of

dyslexia. This was adopted by the BDA Management Board, but with the addition of

the further paragraph shown below, which should always appear with it.

The definition of dyslexia in the Rose report is as follows:

‘Dyslexia is a learning difficulty that primarily affects the skills involved in accurate

and fluent word reading and spelling.

Characteristic features of dyslexia are difficulties in phonological awareness, verbal

memory and verbal processing speed.

Dyslexia occurs across the range of intellectual abilities.

It is best thought of as a continuum, not a distinct category, and there are no clear

cut-off points.

Co-occurring difficulties may be seen in aspects of language, motor co-ordination,

mental calculation and personal organisation, but these are not, by themselves,

markers of dyslexia.

A good indication of the severity and persistence of dyslexic difficulties can be gained

by examining how the individual responds or has responded to well-founded

intervention’.

In addition to these characteristics, the BDA acknowledges the visual processing

difficulties that some individuals with dyslexia can experience, and points out that

dyslexic readers can show a combination of abilities and difficulties that affect the

learning process. Some also have strengths in other areas, such as design, problem

solving, creative skills, interactive skills and oral skills.

Please refer to the BDA Website – www.bdadyslexia.org.uk – for any further

information.

Please file your evidence for this criteria behind this divider

Part A

1.2 Organisational policies demonstrate that senior personnel within the organisation are

committed to ensuring the services offered to service users and their families/carers

are both accessible and inclusive.


Part A

1.3 The monitoring of dyslexia friendly practices within the organisation is led by an

officer with dyslexia knowledge and expertise to support services in developing

dyslexia friendly good practice.


Part A

1.4 Targets relating to dyslexia (within the context of inclusive, accessible provision) are

identified in the organisation development plan.


Part A

1.5 Appropriate resources – human, financial and physical – are made available to

support the development of dyslexia friendly practice.


Part A

1.6 A framework for self-evaluation of dyslexia friendly practice is in place.


Part A




Part AStandard Two: Practice


Contact Name: …….……………………………………………………………………………



Part A

2.1 The organisation demonstrates through practice that it understands that the needs of

service users with dyslexia vary and that they need to be addressed in many ways.

A culture is created that enables service users and their families/carers to discuss

their needs if they choose to do so.


Part A

2.2 Staff have access to and follow clear guidelines on what constitutes good practice

when working with service users with dyslexia and their families/carers.


Part A

2.3 Guidelines relating to dyslexia are communicated to temporary staff (e.g. agency

staff).


Part A

2.4 Systems and services are checked for accessibility issues related to dyslexia.


Part A

2.5 There is a process in place for the reporting and handling of complaints and possible

discrimination issues.


Part A




Part AStandard Three: Communication


Contact Name: …….……………………………………………………………………………



Part A

3.1 Written communication meets BDA Dyslexia Friendly Style Guidelines.


Part A

3.2 There is a process in place for checking written materials for accessibility issues.


Part A

3.3 All staff have access to clear guidelines on how to produce dyslexia friendly

materials.


Part A

3.4 Website design follows dyslexia style guide principles.


Part A

3.5 A range of alternative formats is available and service users are aware of these.


Part A

3.6 Signage is dyslexia friendly.


Part A




Part AStandard Four: Training


Contact Name: …….……………………………………………………………………………



Part A

4.1 All staff, at all levels, undertake awareness training, including training that is

occupationally specific where required.


Part A

4.2 Those with additional/higher level dyslexia training are available as a resource to the

organisation.


Part A

4.3 Systems are in place to ensure new staff have access to dyslexia training.


Part A

4.4 Dyslexia training is up-dated and reviewed on an annual basis.


Part A

4.5 Systems are in place to support staff who are identified as being dyslexic.


Part A




Part AStandard Five: Partnerships


Contact Name: …….……………………………………………………………………………



Part A

5.1 The organisation works with a range of partners to meet the needs of service users

with dyslexia and their families/carers.


Part A

5.2 Effective partnerships with parents/carers are developed and implemented (where

appropriate).


Part A

5.3 Service users and their families/carers are effectively signposted/referred on to

relevant sources of additional help e.g. Local Dyslexia Associations.


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