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Supporting dyslexia and

inclusive practice

Supporting dyslexia and inclusive practice - 3 Enquiry and research

Supporting Dyslexia Inclusive Practice

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Copyright © 2017

Intellectual property

Unless otherwise stated, this resource is released under the terms

of the Creative Commons Licence v4.0

http://creativecommons.org/licenses/by-nc-sa/4.0/deed.en_GB.

Written by the Addressing Dyslexia Toolkit and Dyslexia Scotland with the support of the Opening Educational Practices in Scotland Project

of 24 18th September 2017

http://www.open.edu/openlearncreate/course/view.php?id=2732


https://oepscotland.org/

https://oepscotland.org/

http://www.dyslexiascotland.org.uk/

http://www.addressingdyslexia.org/

http://creativecommons.org/licenses/by-nc-sa/4.0/deed.en_GB


Contents

Introduction

3.1 Dyslexia

3.2 The co–occurrence of dyslexia with other areas of

additional support

3.3 Good practice for identification





IntroductionThere is a wealth of Scottish literature which provides information

about definitions, associated difficulties, underlying causes and

advice on assessment and intervention. These include

Dyslexia Review (2008) Literature Review

http://www.educationscotland.gov.uk/Images/

lrcapecd_tcm4-712884.pdf

Dyslexia Review (2014) - Education Scotland Review

Making Sense Dyslexia: Education for Children and

Young People with Dyslexia in Scotland.

Education Scotland − Route Map for Dyslexia and

Inclusive Practice 2015 Literature Review

Addressing Dyslexia Toolkit (2012): This was

originally launched as the Assessing Dyslexia Toolkit

for Teachers in June 2010, and outlines the definition

of dyslexia that has been developed by the Scottish

Government, Dyslexia Scotland and the Cross Party

Group on Dyslexia.

Supporting Pupils with Dyslexia at Primary School (2011):A series of 8 booklets that were provided to

every primary school in Scotland and contains

information and advice about dyslexia from the early






https://education.gov.scot/improvement/inc36routemap

https://education.gov.scot/improvement/inc36routemap

http://www.educationscotland.gov.uk/Images/lrcapecd_tcm4-712884.pdf

http://www.educationscotland.gov.uk/Images/lrcapecd_tcm4-712884.pdf


stages to transition to secondary school, and also

contains information on support for learning

departments, school management teams, as well as,

about good practice when working with parents.

These booklets can be downloaded from the Dyslexia

Scotland website.

Supporting Pupils with Dyslexia in the Secondary Curriculum (2013):A series of 20 booklets that were

provided to every secondary school in Scotland and

aim to provide subject teachers and support staff with

advice and strategies to support learners with

dyslexia. The booklets can be downloaded from the

Dyslexia Scotland website.

Dyslexia at Transition (2007) – The Dyslexia at

Transition Project Team consisted of staff from

Edinburgh, Strathclyde and Aberdeen Universities and

education authorities. The team worked with school

staff, parents and pupils to produce a DVD and

support pack ‘Dyslexia at Transition’. The DVD,

commissioned by the (then) Scottish Executive. The

resource was launched in 2007 and provides

examples of best practice to help schools to support

the move of pupils with dyslexia from primary to

secondary school.




http://supportingdyslexicpupils.moonfruit.com/




3.1 Dyslexia

View description - Uncaptioned figure

Advances in medical science have enabled the identification of

dyslexia to be understood in greater detail. Neuroscience research

through brain imaging has identified diversity in the brain for

adolescents and for those with dyslexia. Due to the body of

research undertaken over the past few decades by a range of

academic and medical researchers, there is an acceptance that

when identified appropriately, dyslexia is a recognised learning

difference and is the result of a neurological difference and is not a

reflection of a learner’s level of intelligence or cognitive ability. The

impact of dyslexia as a barrier to learning varies in degree

according to the learning and teaching environment.

Frith, in Reid and Weamouth (2002) say dyslexia can be defined

as neuro-developmental in nature, with a biological origin and

behavioural signs which extend far beyond problems with written

language.





In 1999, the American Journal of Neuroradiology, provided

evidence that dyslexia is neurological in nature. The

interdisciplinary team of University of Washington researchers also

showed that dyslexic children use nearly five times the brain area

as children who are not dyslexic while performing a simple

language task.

Figure 17 Brain Scan

View description - Figure 17 Brain Scan

Although the images above were taken in 1999 they highlight very

clearly the differences between areas of the brain which are

activated while performing simple language tasks in yellow. Red

indicates areas activated in two or more children. Pic: Todd

Richards, University of Washington.

"The dyslexics were using 4.6 times as much area of the brain to

do the same language task as the controls," said Todd Richards, of 24 18th September 2017




co-leader of the study. "This means their brains were working a lot

harder and using more energy than the normal children". "People

often don't see how hard it is for dyslexic children to do a task that

others do so effortlessly," added Virginia Berninger, a professor of

educational psychology.

http://www.abc.net.au/science/articles/

1999/10/05/57074.htm

Morton & Frith (1993; 1995) developed a neutral framework for the

causal modelling of developmental disorders and applied this

modelling to dyslexia. The research highlights that dyslexia can be

split into 3 main research areas, all of which inter- link and

influence one another.

Figure 18 Barriers to learning

View description - Figure 18 Barriers to learning

Neurological - Brain structure and genetic factors

Cognitive - How people learn of 24 18th September 2017



http://www.abc.net.au/science/articles/1999/10/05/57074.htm

http://www.abc.net.au/science/articles/1999/10/05/57074.htm


Behavioural - How people behave and their reactions to this

learning difference

These are influenced by environmental interactions at all levels

which include home, nursery, schools and activities. This means

that the behaviour of a child with dyslexia would change with time

and in different contexts.

Figure 19 Dyslexia research areas

View description - Figure 19 Dyslexia research areas





3.2 The co–occurrence of dyslexia with other areas of additional supportModule 1, Section 3.2 recap The Scottish working definition of dyslexia is broad. As highlighted

in section 1.1 of this module, dyslexia does not only impact on the

acquisition of literacy skills. The different characteristics involved

with dyslexia are also found in a wide range of learner profiles and

areas of additional support.

What is the impact?

It is undoubtedly challenging to meet all the needs of learners

within a teacher’s class. However, using a range of multi-sensory

learning and teaching approaches within a curriculum which is

planned to be inclusive and accessible does bring benefits which

support and can reduce the challenge.

Figure 20 and the table below highlights some examples of co-

occurrence and some support strategies





Figure 20 dyslexia and co-occurrence

View description - Figure 20 dyslexia and co-occurrence

Activity 27The table below highlights some examples of support strategies.

Could each strategy be appropriate for a range of additional

support needs? Consider each strategy and write down the area of





ASN whcih would be supported by them. Click ‘reveal’ to see some

suggestions.

Examples of support strategies Personalised learning Effective communication Multi-sensory learning and teaching approaches Visual time tables Visual supports Use of accessibility software e.g. text and speech recognitionApproaches to support language acquisitionAudio books Accessible digital learning and teaching resources Books for All Digital exams

View answer - Activity 27





3.3 Good practice for identification A number of local authorities are using the identification pathway

within their guidance and procedures to support dyslexia and

inclusive practice. Listed below are examples of good practice

which are supporting the improvements.

Clear guidelines which have been developed with the

engagement and support of:

Teachers

Local authority staff

Parents

Learners

Guidelines are available and accessible to the local

authority and school websites

Evidence that parents feel engaged and understand

the identification process

Evidence that staff understand the identification

process. This includes school management,

probationers, supply and permanent teachers, a

consistent approach for identification between primary

and secondary sectors

Whole authority dissemination of the Toolkit and

Module 1 – ‘Introduction to dyslexia and inclusive

practice’





Activity 28 Which of the following statements do you think are true?

Support teachers should be aware of the identification process and

develop skills to support and identify dyslexia

If a local authority does not have a policy on Dyslexia then they are

not supporting dyslexia.

The Addressing Dyslexia Toolkit has been designed specifically to

support specialist support staff.

All staff should be able to access up to date information and

guidance on dyslexia and inclusive practice.

Everyone has the skills and abilities to recognise early signs of

dyslexia in children at all stages, and take appropriate action in

response to support children and young people.

Activity 29 Reflective practice taskIn your reflective log consider

What are the most appropriate teaching methods to

support our dyslexic learners in reading and do they

need alternative resources?

Should teachers in Scotland be required to participate

in training to carry out the identification of dyslexia?





What are the approaches used in your school to

support learners with literacy difficulties develop their

skills and how does the school/ you know they have a

positive impact?

Now go to Educational contexts and current debates in policy,

education and practice.




http://www.open.edu/openlearncreate/mod/oucontent/view.php?id=132591

http://www.open.edu/openlearncreate/mod/oucontent/view.php?id=132591


Activity 27AnswerExamples of support strategies Some examples of ASN which

can be supported Personalised learning Dyslexia

Autism spectrum

Visually impaired

English as an additional

language

Visual impairment

Effective communication Dyslexia

Autism spectrum

Visually impaired


language

Visual impairment

Multi-sensory learning and teaching approaches

Dyslexia

Autism spectrum – if of 24 18th September 2017




appropriate

Visually impaired


language- (Initially)

Visual time tables Dyslexia

Autism spectrum



Visual supports Dyslexia

Autism spectrum

Visually impaired


language

Visual impairment

Use of accessibility software e.g. text and speech recognition

Dyslexia

Autism spectrum

Visually impaired





Approaches to support language acquisition

Dyslexia

Autism spectrum



Audio books Dyslexia

Autism spectrum



Visually impaired

Accessible digital learning and teaching resources

Dyslexia

Autism spectrum

Visually impaired

Books for All Dyslexia

Autism spectrum – if

applicable

Visually impaired

Digital exams Dyslexia





Autism spectrum

Visually impaired

Back to Session 3 Activity 1





Uncaptioned figureDescriptionGeneric image fro dyslexia within the modules and the Addressing Dyslexia Toolkit

Back to Session 2 Figure 1





Figure 17 Brain Scan DescriptionThe image highlights differences in brain activity between dyslxic learners and learners who are not dyslexic.






Figure 18 Barriers to learningDescriptionThis is diagram highlights the four factors which give rise to additional support needs






Figure 19 Dyslexia research areasDescriptionThis diagram highlights the main areas of dyslexia research which are all influenced by the enviroment.






Figure 20 dyslexia and co-occurrenceDescriptionThis diagram highlights the range of support needs which co occur with dyslexia.





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