Dyslexia Scotland Education Conference 2015 Dyslexia Friendly Practice in Scottish Schools: a...

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Dyslexia Scotland Education Conference 2015 Dyslexia Friendly Practice in Scottish Schools: a Rationale Dyslexia Scotland Education Conference 2015 1 Margaret Crankshaw

Transcript of Dyslexia Scotland Education Conference 2015 Dyslexia Friendly Practice in Scottish Schools: a...

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Dyslexia Scotland Education Conference 2015

Dyslexia Friendly Practice in Scottish Schools: a Rationale

Margaret Crankshaw

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Challenge of Making Sense:

How to achieve uniformly good practice for all dyslexic learners in current educational contexts in Scotland

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Current Assumptions ……… Dyslexia can be described as a continuum of difficulties in

learning to read, write and/or spell, which persist despite the provision of appropriate learning opportunities. There are no clear cut-off points.

Causes of Dyslexia are highly complex and multifactorial – genetic, neurological and environmental

Dyslexic learners experience neurodiversity, resulting in a range of diverse barriers to learning to differing degrees.

No “one fits all” solution Dyslexia can co-exist with, and is often compounded by, other

barriers to learning e.g. working memory and attention Individual outcomes relate to social and emotional factors,

and the learning context In relevant legislation, Dyslexia is considered to be both an

Additional Support Need and a Disability Skills and strategies which help dyslexic children can be

learned, and what is good for dyslexic learners is good for all learners

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5 About Inclusion and Equalities

“An inclusive approach reflects a move away from a deficit model which focuses on aspects of the learner as the problem, where the learner is viewed as deficient in some way. A deficit model also pays inadequate attention to factors such as social expectations, or aspects of the education system or learning environment that could be changed to enable diverse learners to participate and learn. Also, categorising an individual or a group by a single or a few characteristics may be misleading and doesn't recognise the whole person.”

http://www.educationscotland.gov.uk/inclusionandequalities/about/index.asp

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6 Learning development is maybe more complex than you think...

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7Bronfenbrenner’s model

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Learning environment

Learner

Teacher

Transactional models

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Transactions….

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Literacy outcom

e

Sense of Agency

Self Efficacy

Metacognition

Relationships

Learning context

Locus of control

Expectation of others

Social and psychological factors impacting on literacy outcomes

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• Frustration• Learned

helplessness• Contrived

concealment• Embarrassment• Anxiety• Guilt• Low Self Esteem• Avoidance

• Anger• Apathy• Disengagement• Diversion• Withdrawal

Potential effects of literacy delay

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Many children have poor literacy outcomes because of their emerging negative view of themselves as readers and writers, rather than solely because of any intrinsic deficit.

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Why might DF practice be part of the answer?

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In dyslexia friendly schools the focus has changed from establishing what is wrong with the child in order to make them ‘better,’ to what is right in the classroom in order to enhance the effectiveness of learning.

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15PUPIL VOICE

COOPERATIVE

LEARNING

HEALTH AND

WELLBEING

SUCCESSFUL

LEARNERS

SELF EVALUATIO

NINCLUSION

RIGHTS RESPECTING SCHOOL

PARENT PARTNERSH

IP

LITERACY ACROSS

LEARNING

RESPONSIBLE CITIZENS

PEER SUPPORT

DIVERSITY AND

EQUALITY

ACTIVE LEARNING

GIRFECRAISING

ATTAINMENT

EFFECTIVE CONTRIBUT

ORS

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Icing on the cake?

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17 What does Dyslexia Friendly Practice involve?

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18 Development of DF initiatives

Development:

1999 Swansea/ East Sussex/ Durham/ Liverpool LEAs

2001 DFS Pilot (Dyslexia Scotwest and some Scottish LAs)

2003 BDA Achieving DFS pack launched

2008 HMIE report notes DFS good practice

2010 South Ayrshire pilot self -evaluative Scottish model

2015 network of DFS practice spreading in Scotland

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South Ayrshire Council Case Study Focus: DFS project

South Ayrshire Council has developed a dyslexia friendly school (DFS) model which aims to improve attainment in literacy and reduce the emotional impact literacy difficulties can have on children and young people. The model evolved from South Ayrshire Council’s existing strategy on dyslexia identification and intervention. It promotes whole-school accountability and closely involves pupils and parents.

Each dyslexia friendly school completes a process of self-evaluation with a focus on whole school commitment, early identification, dyslexia friendly strategies, pupil perspectives and partnership with parents. Each key area has objectives …which provide a framework for improvement for schools….

Initial evaluation has been highly positive. Dyslexia-aware class teachers, supported through effective school pupil support systems, have increased responsibility for early identification of children at risk of not achieving in literacy. Dyslexia friendly strategies are becoming embedded in everyday classroom practice and resources while individual needs continue to be prioritised and addressed through staged intervention processes. Commendably, children and parents are fully involved in the process through steering groups, assemblies and workshops. Early indications suggest that this model is having a positive impact on the literacy skills of all children and young people including learners with dyslexia.

Education Scotland 3-18 Literacy and English Review

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Steering Group involving pupils and parents

Audit and Action Plan

Accreditation process

DFS : The Process

Award

Self Evaluation Framework

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21 Early DFS Models

Teacher dominated Didactic: focus on instruction of individual Specialist responsibility Limited pupil voice Exclusive Prescriptive individual plans “Diagnosis” dependent Professional narratives

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1. Sit dyslexic child near the adult/front of the class.

2. Sit in a well lit area preferably in natural daylight when writing

3. Vary groupings according to the purpose of the learning objectives rather than abilities.

4. Have alphabets, keywords, number grids, visual timetables and cue cards accessible.

5. Pre-teach topic vocabulary

6. Don’t ask pupil to read aloud

1. What is learner’s preferred seating? Where will cooperative learning work best?

2.Check out where learner can see best. Have eyes been checked? Best kind of paper? ICT?

3.Cooperative learning groups/ literacy circles/ buddies?

4.Wide variety of learning aids in Dyslexia box available to all?

5.Topic vocab on smartboard with visual cues? Email vocab in advance?

6.Give pupil choice to read aloud or not in different contexts. Value their contribution quietly

Compare DF Approaches in the Classroom 2000 -2015

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DFS + Models

Explicit high DF profile and policies Effective leadership and DF champions Peer awareness and support Positive contribution from parents Learner voice and choice Focus on Resilience and Self Awareness Engagement of whole school community Awareness and Accountability of all staff : Noticing and

adjusting Flexible response to individual barriers to learning Positive transitions Maintenance of DFS ethos and attitudes Improved learning outcomes

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24 “An approach which is inclusive and holistic, engaging all members of the school community to support children at risk of literacy failure in imaginative, effective and pupil centred ways.

Inclusive good practice is embedded in everyday classroom awareness, attitudes, resources and the organisation of learning. Children and parents are closely involved in the process through focus groups, workshops, assemblies and training. Planned outcomes include earlier identification and implementation of strategies for children at risk, reduced emotional impact of perceived failure, effective partnership with parents, and improved literacy attainment.”

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Provision of robust evidence

School Improvement Plan/ Standards and Quality report / HMI reports

Parent audits and feedback

Learner and teacher audits

Teacher peer review SMT observations and

learning walks Innovative resources

Action research reports Workshop evaluations Learning journeys Pupil led Assemblies

/Blogs/ Drama/ Art/ Media

School website Literacy profiles and

outcomes Minutes from school

council& DF Steering group

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dfs

Ongoing staff

training

audit

lead teacher

school improvement plan

support from local authority

Teacher networks

pupil voice

clear targets in

action plan

smt support

opt in

DFS: core essentials

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Impact….

• Normalisation of Dyslexia• Demystification of Dyslexia• Increased peer awareness and

understanding• Empowerment of dyslexic learners• Improved engagement of dyslexic

learners• Teacher confidence increased• Increase in parent approval• Increased self identification• Role of specialist teacher

enhanced

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SAC Dyslexia Friendly Schools Project

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SAC Dyslexia Friendly Schools Project

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With many thanks to the inspirational children, young people and staff from South Ayrshire whose enthusiasm and commitment made DFS work.