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Dyslexia Scotland Education Conference 2015
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Dyslexia Scotland Education Conference 2015
Dyslexia Friendly Practice in Scottish Schools: a Rationale
Margaret Crankshaw
Dyslexia Scotland Education Conference 2015
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Challenge of Making Sense:
How to achieve uniformly good practice for all dyslexic learners in current educational contexts in Scotland
Dyslexia Scotland Education Conference 2015
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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
Dyslexia Scotland Education Conference 2015
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
Dyslexia Scotland Education Conference 2015
6 Learning development is maybe more complex than you think...
Dyslexia Scotland Education Conference 2015
7Bronfenbrenner’s model
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Learning environment
Learner
Teacher
Transactional models
Transactions….
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
• 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.
Why might DF practice be part of the answer?
Dyslexia Scotland Education Conference 2015
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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Dyslexia Scotland Education Conference 2015
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
Icing on the cake?
Dyslexia Scotland Education Conference 2015
17 What does Dyslexia Friendly Practice involve?
Dyslexia Scotland Education Conference 2015
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
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
Steering Group involving pupils and parents
Audit and Action Plan
Accreditation process
DFS : The Process
Award
Self Evaluation Framework
Dyslexia Scotland Education Conference 2015
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
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
Dyslexia Scotland Education Conference 2015
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
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.
Dyslexia Scotland Education Conference 2015
35South Ayrshire : Dyslexia (various)
http://www.rossettschool.co.uk/diversity/ems/dyslexia-quality-mark/
http://www.cumnock.eayr.sch.uk/Dyslexia%20Friendly%20Schools%20Support%20Pack%20V1%2018.6.13.pdf
http://www.4d.org.nz/school/4d.html