dyslexia text2 - south gloucestershire

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Guidelines for working with pupils with

in Key Stages 3 and 4

dyslexia

Department for Children and Young People

DOCUMENT REFERENCE COVER SHEET Please complete all fields in the first section. Section 1 Document Purpose: (E.g. For information, for guidance etc

Guidance

Document Title:

Guidelines for working with pupils with dyslexia in key stages 3 and 4

Author:

Eryl Daniels Inclusion Support Service 01454 86 3335

Number of Pages:

28

Publication Date:

November 2006

Target Audience: Also Sent To:

Teaching and support staff in secondary schools.

Further Copies from: Further Information from:

Eryl Daniels Inclusion Support Service 01454 863335

Price: Free

Document Reference:

B610-1-004-06

Keywords:

Dyslexia, key stage 3 and 4, pupils

Summary: Replaces/Updates/Relates To:

The guidelines have been written for subject leaders and teachers to help them design learning experiences that promote the inclusion and achievement of pupils with dyslexia.

Section 2 For PACS use only Copyright:

Internet/Intranet Address:

Controlled Vocabulary Terms

Guidelines for working with pupils with in Key Stages 3 and 4 dyslexia

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ForewordThe Department for Children and Young People recognises that all pupils have a right to receive an education that allows them to achieve. Often pupils with dyslexia find it difficult to realise their potential. These guidelines have been prepared to support schools in removing barriers to achievement. They have been written for subject leaders and teachers to help them design learning experiences that promote the inclusion and achievement of pupils with dyslexia.

We hope that the advice informs your discussions around effective provision in your classroom.

Jane SpouseDeputy Director for Children and Young People Please don’t put

lots of writing on the board. Writing should be spaced out with different coloured headings.E.g. Lesson aim in black.Writing in blue.

In South Gloucestershire, in common with many other local authorities, we have adopted The British Psychological Society’s working definition of dyslexia:

‘Dyslexia is evident when accurate and fluent word reading and/or spelling develops very incompletely or with great difficulty. This focuses on literacy learning at the ‘word level’ and implies that the problem is severe and persistent despite appropriate learning opportunities. It provides the basis for a staged process of assessment through teaching.’

Where dyslexia is evident we prefer to think of it as a specific learning difference rather than a learning difficulty, as proposed by the British Dyslexia Association:

‘Dyslexia is a learning difference, a combination of strengths and weaknesses which affects the learning process in reading, spelling, writing and sometimes numeracy. Dyslexic learners may also have accompanying weaknesses in short term memory, sequencing and the speed at which they process information. These are skills that everyone needs if they are to learn effectively in a busy classroom. They are also key skills for life.’

In South Gloucestershire most children with SEN have their needs met within our mainstream schools. Our schools are highly inclusive and meet the needs of all pupils, including those with dyslexia, within ordinary classrooms There is a clear focus on the needs of the learner, using highly personalised learning approaches, a focus on pupils’ learning styles and the developing use of provision maps to organise support for all.

A primary focus on ‘specific learning difference’ favours early intervention in the classroom, to overcome barriers to learning and maximise access to the curriculum, supported by individual or small group, time limited interventions for pupils as necessary.

What is dyslexia?

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dyslexia Guidelines for working with pupils with in Key Stages 3 and 4

I like it when teachers mark and correct work during lesson so I can see what I have done right and where I am going wrong. If books are handed in to be marked and given back at a later date, then its too late for me to put things right.


Dyslexia is being increasingly recognised as a difference in cognition and learning; a combination of strengths and weaknesses that affects the learning process in reading, spelling, writing and sometimes mathematics. This difference has implications for a pupil’s ability to access the curriculum and to achieve at secondary school. Pupils with dyslexia will have presented with difficulties in their primary school and may continue to encounter difficulties.

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Implications of Dyslexia for pupils at Key Stages 3

The British Dyslexia Association (BDA) in their document ‘Achieving Dyslexia Friendly Schools’ have produced a list of ‘Tell-tale’ signs to assist with the identification of pupils experiencing such difficulties:

Throughout their school careers a dyslexic child may:

Appear bright and able, but can’t get their thoughts down on paper

Have areas in which they excel, particularly in drama, art and debating

Be clumsy

Act as the ‘class clown’ to mask what they see as their academic failure

Become withdrawn and isolated, sitting at the back and not participating

Be able to do one thing at a time very well but can’t remember the entire list

Look glazed when language is spoken very quickly

Go home exhausted at the end of a normal day because they have had to put so much effort into learning

Be bullied.

I like it when I’m given enough time to finish the task. If I cannot keep up and fall behind I feel as though I’m unable to do the work and this is a worry because if I don’t complete the work I might get into trouble.

In addition pupils at Key Stages 3 and 4, may experience difficulties with personal organisation, motor coordination, literacy and numeracy.

Personal organisation – difficulties may present as:

Learning and using a timetable

Forgetting which books/equipment to bring to class

Having problems using maps/plans or finding their way around

Recording and remembering homework – not just remembering that they have homework but what it is they must do

Poor sense of time; mixing up dates/times

Trying to do more than one thing at a time e.g. listening and taking notes

Planning and organising coursework

Misunderstanding complex instructions

Motor coordination – difficulties may present as:

Untidy handwriting – often slow, laboured and uncomfortable for pupils

Writing at speed and completing written tasks to time

May be associated with dyspraxia – so difficulties in PE, games, dance or drama

Literacy – difficulties may present as:

Reading inaccurately

Poor comprehension

Slow processing of aural and written information

Poor spellers – continuing difficulties in developing phonic skills (letter sound ‡ symbol)

Mispronunciation of words

Confusion between letters or familiar words when reading

Poor visual memory of words, signs or symbols (e.g. Geography)

Poor auditory memory – learning phrases, quotes, poems or formulae (maths, science)

Poor sequencing, affecting both visual and auditory memory

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It helps having rewards – this gives me a sense of achievement. I’ve tried hard and its good that the teacher has noticed.


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Poor sequencing of ideas affecting structure of written work

Problems with carrying our instructions, taking messages and copying from the board

Problems using dictionaries, encyclopaedias and directories

Numeracy – difficulties may present as:

Poor memory of maths tables and formulae

Problems with mathematical sequences of numbers and number operations

Problems in using learned facts – particularly in test/exam situations

Pupils with dyslexia may experience any of the above difficulties. They will have good and bad days but often suffer from poor confidence and low self esteem. However it should be recognised that many of the pupils also possess or have developed more positive talents such as:

Creativity

Thinking laterally

Good visual spatial skills

Problem-solving skills

Good verbal skills

Good social skills

Good long-term memory

Remember:

Too often we focus only on the difficulties that pupils with dyslexia experience and forget these strengths, which could be used to enable successful inclusion in the classroom and access to the curriculum.

Letters home make my parents happy and makes me work hard to get another one.

Dyslexia Friendly – good practice

What is a dyslexia friendly school?

“Dyslexia friendly schools are able to identify and respond to the ‘unexpected difficulties’ that a dyslexic learner may encounter.” (BDA)

Schools may use the following checklist to review their current practice and then ‘fine tune’ their policies and practice.

A Dyslexia friendly school should:

Make sure all teachers are aware of their duties under the SEN Code of Practice to identify pupils’ needs, including those with dyslexia.

Have a named person, possibly the SENCO or specialist qualified teacher, who can provide guidance on dyslexia and ensure that all staff that come into contact with pupils with dyslexia are aware of their particular needs.

Ensure that subject teachers and key colleagues e.g. Heads of Departments, know the indicators of dyslexia, have an understanding of the nature of the differences, know strategies for support and how to access available sources of information.

Keep an up-to-date bank of information on dyslexia for use by staff and parents.

Demonstrate a range of inclusive teaching strategies that meet the needs of all its pupils, including those with dyslexia. (See Dyslexia Friendly Lessons). This would be reflected in the school’s inclusion policy.

Provide specific intervention programmes where required.

Identify training needs as part of the continuing professional development programme.

Effectively target resources in order to make provision for appropriate ICT for pupils with dyslexia. Eg. Alphasmart.

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Teachers using the interactive white board is helpful because the writing is clearer and bigger – think about changing the colour of the background as well as text


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Demonstrate a personalised approach for pupils with dyslexia incorporating flexible curriculum, access to mentoring/tailored intervention programmes and ICT etc.

Support pupils to gain an understanding of the nature of their dyslexia; difficulties, strengths and preferred learning styles.

Provide alternative methods of recording class work, coursework and homework.

Work closely with parents; understanding dyslexia and how to help their child.

Make appropriate test and examination arrangements.

Dyslexia Friendly Lessons

A dyslexia friendly lesson provides an engaging and stimulating learning experience for all pupils, including those with dyslexia. There are a number of key features that teachers will readily associate with. However, it is the consistent use of a number of the approaches at the teacher’s disposal that helps facilitate effective learning for the pupil with dyslexia. In particular, clear expectations and routines, coupled with variety in teaching and learning approaches, will allow for more effective engagement and learning on behalf of the pupil with dyslexia.

The lesson

Has a strong assessment for learning emphasis.

Has learning objectives which are clearly communicated with pupils and reviewed during the lesson.

Is set within the context of unit/module/course.

Reinforces and builds on prior learning.

Has a clear structure with any changes in activity and/or phase clearly communicated to pupils. (E.g. a routine is established for the start of lessons with pupils expected to engage in ‘bell work’ or a starter activity straight away.

Utilises a range of teaching and learning styles with an emphasis on incorporating ‘learning to learn’ skills/activities.

Encourages pupils to share their methodology/approach in order that others can benefit, i.e. helping pupils to be aware how they best learn and developing their strengths.

I find using a computer helps me to present my work and check spelling.

Provides the opportunity for group work, where the oral skills of pupils with dyslexia can be a strength.

Assigns appropriate roles to the pupils and has clear expectations. (Don’t expect the pupil with dyslexia to be the scribe!)

Provides, where possible, a range of media through which to demonstrate understanding rather than an over-reliance on the written word e.g. diagrams, concept/mind maps, use of interactive whiteboards and ICT.

Has knowledge/understanding consolidated through the use of appropriately differentiated homework.

Is well resourced so that pupils with dyslexia (who may be forgetful/ disorganised), know where to locate materials, stationary etc.

The teacher

Clearly conveys and reinforces expectations regarding pupil behaviour and the routines of the classroom.

Designs appropriate and varied learning activities to engage learners and promote learning.

Plans how best to enable pupils with dyslexia to demonstrate understanding – maps, pictures, diagrams, concept/mind maps and visual presentations.

Regularly revisits the key learning objectives during the lesson and gives pupils the opportunity to gauge their learning and understanding against them.

Provides scaffolding to support the learning in a range of ways such as using learning mats, writing/thinking frames, key vocabulary and accessing ICT.

Employs effective questioning strategies that allow for thinking time, group/class responses and reinforce the importance of the contributions made by all pupils. (Give pupils with dyslexia time to respond.)

Provides feedback that links directly to the learning objective(s) and gives credit for the learning being demonstrated rather than its presentation.

Is aware of the strengths of pupils with dyslexia when negotiating with them suitably challenging curricular targets.

Should check the understanding of instructions given.

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When teaching new words it helps to draw pictures beside them. E.g. Flower and flour so that I can learn.


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May need to support poor organisational skills by writing down in pupils’ planners/ SRBs, equipment needed for forthcoming lessons and homework requirements.

Works with the pupils with dyslexia on prioritising activities, especially with more open-ended tasks and coursework.

The classroom

Is bright and welcoming with displays provided in a range of media (e.g. words, pictures, diagrams etc) to support learning.

Is well resourced with clear routines for accessing of equipment and/or stationary.

Is organised to allow for effective group work.

Is equipped and organised to promote a range of teaching and learning preferences.

Is subject to a seating plan that promotes learning opportunities. “The teachers who make the lessons fun are the teachers who can joke along and look at it from our point of view and try all sorts of types of games and things and see which works best.”

Whilst it is important that individual differences and learning styles are acknowledged within the classroom, pupils with dyslexia will benefit from further specific and targeted teaching. This may encompass not only the literacy difficulties but other areas that may need developing such as the short term memory, personal organisational skills and study skills. Pupils will also need to be encouraged to find out how they best learn (metacognition) so that they acquire some independent working skills.

Any intervention programme considered must be multi-sensory, used regularly and systematically. This provides the over-learning necessary to support the short-term memory difficulties presented by pupils with dyslexia. Assessment for learning is crucial as a starting point particularly with regards to Literacy acquisition. Word, sentence and text level work all need to be considered.

The following is just a selection of some of the resources available. The focus of each programme and from where it can be obtained is indicated.

Interventions

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Using Penfriend (IT package) lets me hear what I want to read.


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FocusReading

Spelling

Reading Comprehension

Phonic Progression

Reading, Spelling and Comprehension

Phonics Progression

Phonics Programme

Phonics

Spelling

Reading, Writing and Spelling

Phonics

Reading

Numeracy Number Concepts

Numeracy – Reinforcement and Practice

Interventions‘Toe by Toe’ – Keda Cowling

Stareway to Spelling – Keda Cowling

Stride Ahead-Keda Cowling

Nessy-Bristol Dyslexia Centre

Arrow

Units of Sound – Bristol Dyslexia Centre

Sounds Discovery – Marlynne Grant

The Hornet Literacy Primer – Harry Cowling

The Word Wasp – Harry Cowling

Alpha to Omega – Bev Hornsby

Sounds Beginnings

Stile Dyslexia Tiles

Plus 1 – David Sharp

Power of z – David Sharp

Publisher/WebsiteKeda Publications www.kedapublications.co.uk

Keda Publications

Keda Publications

www.dyslexiacentre.co.uk

Arrow Trust, Priory Annexe, St Mary’s Street, Bridgewater Somerset, TA6 3EL

www.dyslexiacentre.co.uk

Ridgehill Publishing www.ridgehillpublishing.com

www.wordwasp.com

www.wordwasp.com

LDA www.ldalearning.com

LDA

LDA

Learning Works www.learningworks.org.uk

Learning Works

In addition to the resources listed above, there are other specialist resources available from Better Books; www.betterbooks.com

Information and communications technology can both motivate and enable learners with specific learning difficulties. It can help them to acquire specific skills to support reading, spelling, writing and numeracy, as well as give more general support across all areas of the curriculum. A range of software is now available to help learners to organise their thoughts, develop their memory skills, expand their creative writing and produce work which reflects their true abilities.

If learners with dyslexia are to make progress they must have a multi sensory approach to their learning where they look, listen and touch and ICT can provide support for all these areas.

What types of strategies and types of ICT can help?

There are many types of technologies that are of particular use when working with pupils with dyslexia or dyslexic type difficulties:

Assessment software

Access to print (including individualizing visual displays)

Touch-typing

Reinforcing skills work such as, spelling patterns, number patterns etc.

Planning tools

Word processors (including predictive word processors)

Spellcheckers, glossaries and thesauri

Speech reproduction.

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ICT to assess and support Specific Learning difficulties - Dyslexia


In my school teachers try not to expect a lot but they do expect the best efforts.


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This type of technology includes:

Software for Assessment Advantages Disadvantages

‘Results are immediate and can be accessed on a simple print included. Takes only 15 mins to administer

Lucid Rapid – Dyslexia ScreeningGives a quick screening for dyslexia for ages 4 – 15.

Lucid Research Ltd.

Licence needs to be renewed every year.

The difficulty of the test varies in response to the ability of the student. On and off screen reports are available. Gives advice and strategies for supporting adults with dyslexia in different settings.

Lucid – LADS

Screening for over 16.

Lucid Research Ltd.

Licence needs to be renewed annually

Assesses: Visual memory Auditory – verbal memory Phonic reading skills Phonological processing ability Single word reading Sentence reading Spelling Reasoning

Minimal supervision required.

Easily interpreted reports.

Strategies given for support.

LASS Secondary

Lucid Research Ltd.

Licence needs to be renewed annually

Assessment to identify specific learning difficulties in maths. Helps build an individual intervention and support plan.

Dyscalculia Screener

nferNelson

Annual subscription renewal required

Standardised assessment. Used as an initial diagnostic tool. Can be used to build individual intervention programmes.

Dyslexia Screener

Screening for ages 4 -19

NferNelson

Annual subscription renewal required

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Hardware Support Advantages Disadvantages

Easily upgraded.

More stable once in the correct position.

Is quite robust.

Can support alternative keyboards and mice.

Can support all types of software.

Desktop PC

Takes up a lot of room.

Can be isolating if placed so child faces wall.

Cannot be moved around school with the pupil on a daily basis.

Can provide a mobile resource for students

Can support various keyboards and mice.

Can access a large range of software.

Lightweight laptops can be carried in backpacks.

Laptop More vulnerable to damage.

Battery life can range from 2 hours to 8 hours.

Keyboard may be too small for some pupils.

Track pad can sometimes be knocked causing loss of programme etc.

Some can be very heavy to carry around all day.

Inexpensive and lightweight word processor.

Simple to use.

Files automatically saved.

Can print directly from the machine.

Files easily transferred to a main computer for editing in Word or printing.

700 hours of battery life using non-rechargeable batteries.

NEO by AlphaSmart

Screen is small.

May need an angle rest to improve vision.

Additional software is limited at present.

Software can be expensive.

High contrast for better visibility. Can be black on yellow or white on black. Upper and lowercase lettering, larger than normal key lettering.

Inexpensive

Keyboard stickers

Can be ‘picked off’ by students.

Standard size keyboard but with greater visibility of keys. Usually black with white lettering.

High definition keyboards



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Keys have different colours for vowels, consonants and function keys.

Lower case is recognisable by younger students.

Standard size keyboards with coloured keys, lower case keys etc.

Can be expensive

Very useful for pupils with visual perception difficulties.

Often provides pupils with a better angle to type from especially if wrist rest are also provided.

Keyboard angle rests

Can make keyboard more cumbersome.

Lightweight and fairly simple to use.

Larger screen than the NEO.

Secondary pupils find the palm-top technology useful.

Additional palm-top software can be added from various palm websites.

Can print directly from the machine.

Touch screen and stylus pen.

Has a handwriting recognition facility.

25 hour battery life and quickly recharged.

Additional memory cards are available.

USB ports for easy transfer of files and printing.

Has handwriting recognition facility.

DANA By AlphaSmart

Stylus pen is easy to loose and hard to pick up and hold for pupils with some motor skills difficulties.

Time and training is needed in order to use the machine to its full potential.

Screen is still quite small.

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Can be lightweight.

Has the capability of a full PC.

Infra-red and wireless transfer of data.

Screen can be changed from landscape to portrait.

On-screen keyboard and writing pad.

Battery life 6-8 hours.

Alternative keyboards and mice can be attached.

Has a handwriting recognition facility.

Tablet PC Screen is accessed by stylus pen and again is easily lost and often difficult to hold.

Needs training to use.

Sometimes software adapted for Tablet PCs needs to be used.

Requires USB peripherals such as, keyboards, CD Rom, mice etc.

This is an extremely comprehensive speaking dictionary. It contains 250,000 words, 500,000, definitions and 500,000 synonyms. ClariSpeech pronounces every word and definition.

Collegiate Speaking Dictionary, Thesaurus, Speller.

Franklin

Is expensive and needs a small earpiece for use in a classroom.

This is a phonetic spell corrector and has 110,000 words and identifies commonly confused homophones.

Is relatively inexpensive.

Pocket speller

Franklin

Displays and speaks dictionary definitions. The LCD screen shows scanned text and definition simultaneously, whilst the text-to-speech technology reads the scanned text aloud.

Quicktionary Reading Pen

Reads approximately 10 words at a time.



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Supportive Sofware Advantages Disadvantages

A very useful planning tool for mind mapping and includes pictorial support for visual learners. Will change mind maps into written lists.

Kidspiration for younger pupils and Inspiration for adults and older pupils.

Inspiration can be used on Palm tops.

Inspiration/ Kidspiration

5 - Adult

Iansyst

Supports, comprehension, vocabulary, spelling, grammar and writing.

Speeds up writing tasks and prompts recall of words and sentences.

Can input individual words or phrases.

Provides both auditory and visual support for writing.

Many additional software topics can be added to basic package.

Free grids can be downloaded from their website. www.cricksoft.com.uk

Clicker 5

5 - Adult

Cricksoft

Needs some preparation of grids for individuals.

Text can be imported from a word processor, other software, scanner and the web.

Activities can then be designed for individual pupils.

Very quick and easy to set up.

Has a visual and auditory prompt.

Support for reading and comprehension.

ClozPro

5 - Adult

Cricksoft

Requires some word processing skills.

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Can be used with any word processing software.

Provides individual word bank that can be set up as a dictionary.

Can have grids with phrases and symbols.

Will read text back to pupil once sentence complete.

A good move up from Clicker when pupils reach secondary school.

Additional grids available from their web site www.cricksoft.com.uk

Wordbar

10 - Adult

Cricksoft

Needs some grids prepared for pupil.

Planning time is also required

Adds word prediction, grammar and vocabulary support.

Reads words to pupil.

Can be used with any word processor.

Support for phonic spelling.

Each user has individual dictionary.

Co-Writer

5 – 15 yrs

Don Johnson Special Needs Ltd

Pupils must work between two windows.

Only one sentence at a time is posted to word processor.

Keyboard short cuts cannot be used while programme is running.

Word prediction software.

Can be used from childhood to adult.

Can be used with any word processor etc.

Learns pupil’s preferred writing stile and grammar.

Will read words and sentences back to pupil.

Each user has individual dictionary.

Speeds up writing and allows fewer key presses.

Penfriend XP

6 - adult

Needs Windows XP although earlier versions are around.



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As above but also has foreign language prediction.

Will read scanned documents, web pages, menus and dialogues. Will transfer unknown words to individual dictionaries for future use.

Will also provide a variety of on-screen keyboards if required.

Penfriend XL

6 - Adult

Needs Windows XP

Speech converted to text as user dictates.

Can be used with a Dictaphone

Corrections can be made.

Gives access to whole of Windows and World Wide Web.

Can act as a “reader” for text.

Dragon Naturally Speaking – Preferred 8

Voice recognition

8 - adult

Training the software is still an issue especially if there are difficulties with reading.

Works more efficiently if corrections are made as they happen.

Needs quiet surroundings in order to be accurate.

Check recent research on Becta website. www.becta.org.uk

This provides a floating tool bar that supports reading and writing skills. It has speech feedback, phonetic spell checking, word prediction and homophone support. Programme can be customised for individuals and provides a log of each pupil’s use.

TextHelp Read and Write

8 - adult

Is expensive if used for an individual.

36 different games which use sounds, graphics and text to teach and reinforce word recognition and spelling.

Now designed for students from 4 to adult. Individual learning styles can be catered for and speed and access to individual spelling list can be set up. Now has Keystage 3 words which can be seen in context. New words can be added and the programme will keep pupil records.

WordShark 3S

5-Adult

White Space Ltd.

Can be noisy in class

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Uses look-say-cover- right-check approach. Has a progressive approach to spelling, keeping records of progress for each pupil and follow up worksheets to support computer work.

Starspell 2.3

6 - Adult

Needs to be used for short period’s everyday to keep motivation going for pupils.

This programme gives the student instruction in memory strategies and systematically takes them through exercises that progressively enhance memory skills. Pupils work at their own pace but records of their progress are kept for teacher access.

Memory Booster

5-15 yrs

Can be very noisy in a classroom situation

This highly structured programme includes hundreds of printable resources along with computer and paper games. Website also available.

Nessy Learning programme

5 - adult

Computer games can be limiting.

These Story CDs have been designed to support older pupils at word, sentence and text level.

Spinout Stories – Blue and red packs

10- 18 yrs

Can be noisy in class



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Support for Numeracy There are many software and hardware providers but a useful selection of catalogues to have at hand are:

REM – tel: 01458 254700 – www.r-e-m.co.uk

SEMERC – tel: 0161 827 2927 - www.granada-learning.com

Inclusive Technology – tel: 01457 819790 – www.inclusive.co.uk

Keytools – tel: 023 8058 4314 – www.keytools-training.co.uk

This is by no means a definitive list of ICT support material because things are continually moving on. However, it will provide you with a starting point to find ways to support, enable and include pupils with specific learning difficulties in our schools today.

Useful websites to look for ICT support and guidance include:

Becta – Skills sheets, hardware and software advice - www.becta.org.uk

Ability Net – Fact sheets, hardware and software advice – www.abilitynet.org.uk

Useful ICT skills

Use of ALT and CTRL keys to speed up choices and control common actions.

Learning Keyboard short cuts.

Word templates where regular format is used.Use of templates

Slowing mouse speeds, keyboard repeat rates.Use of “Access” in control panel of Windows.

Reduces time and effortAuto correct on ‘Word’ (in Tools)

Always takes mouse back to the original starting place.Using ‘snap to default’ in mouse properties

Common format each time pupil logs on.Customising the desktop to individual users.

Requests for an ICT assessment for pupils with a statement of special educational needs may be made through the Annual Review process. Requests should be made when there is clear evidence that ICT resources are needed, over and beyond, that which are available to pupils in schools. Consideration should also be made as to whether pupils have the skills and ability to maximise the use of additional specialist equipment. The Case Advisory Panel (CAP) will consider the evidence within the annual review documentation and may then request further information, using a proforma, before requesting an Inclusion Support Coordinator to complete an ICT assessment. A report with advice regarding hardware is then returned to CAP to consider. The LA may fund the purchase of hardware to support pupils’ needs but there is an expectation that software is purchased by the school as part of the provision it makes for pupils with SEN.

General advice about the use of ICT, hardware and software, is available from the Inclusion Support Service.

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I like listening and doing. I find it difficult to read and follow instructions.


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Many pupils with dyslexia may present with poor behavioural, emotional and social development and low self-esteem. Broadly speaking there are two main reasons why pupils may present in this way; one is to do with the pupil’s thinking processes and the other is related to their social and emotional development within their peer group.

You read earlier in this document about ways in which pupils may present in school and the difficulties they may encounter in engaging in tasks that their peers complete without effort. Self-esteem in pupils with dyslexia is more fragile when they compare themselves to their peers. Pupils with dyslexia can present with problems associated with speed of processing information, short-term memory, understanding and completing the sequencing of information and making sense of what they see and what they hear.

The effort required to engage in deliberate thought processes in relation to this cluster of skills is problematic for pupils with dyslexia. Making connections between sounds and symbols, sequences and rules, requires considerable conscious effort. This can be very tiring and unrewarding, thus creating strong feelings of frustration and anger. Acting out or avoidance are behaviours typically associated with pupils with dyslexia, particularly those with ‘persistent difficulties’ who have not benefited from early support and intervention.

High self-esteem in learners is developed by positive feedback from adults in school, parents and other significant adults. The pupil engages in an internal feedback process, using the evidence of their own eyes and ears to judge how well they are doing in relation to their peers. A pupil’s self-esteem can be lowered when external and internal sources of information confirm their inability to acquire basic processing skills that their peers have mastered, seemingly, without conscious effort. This is particularly pertinent to written work and presentation.

Behaviour and self-esteem in dyslexic children and young people

I like teachers who are kind but who tell you what you need when you are having trouble concentrating.

Behavioural responses associated with dyslexia can start at a very early age, predominantly as a result of the frustration associated with early literary acquisition. No matter what stage the pupil is at in school, behavioural difficulties can be minimised and self-esteem raised if staff:

Listen to the student and find out how they learn best

Adopt teaching styles that maximise the students potential

Minimise barriers to learning and to the curriculum by providing appropriate levels of support, within the context of the classroom

Provide positive feedback about the pupils contribution and achievements across the school, rather than narrowly focused on what they haven’t achieved within the area of literacy acquisition – celebrate their successes!

Enlist the support of parents in positively rewarding the pupil for the effort they make in school in relation to the difficulties they face. Such messages of recognition are very powerful for pupils and can help them maintain their effort.

Regularly and explicitly teach the skills required to be an effective learner.

Work closely with parents; understanding dyslexia and how to help their child.

Make appropriate test and examination arrangements.

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Worksheets enlarged would be helpful.


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Positive and effective communication between parents and staff is vital if concerns about a pupil are to be addressed collaboratively and over time. Many parents of dyslexic children carry with them a history of school failure for themselves or another family member. Dyslexia commonly runs in families and can bring with it considerable feelings of failure, frustration and anger. Parents may have experienced difficulty getting a school to listen to their concerns in relation to an older child suspected of having dyslexia and, as a result present, a second time around, as more assertive and determined to ensure their younger child’s needs are understood and met.

Where parents consider that they are not listened to or taken seriously by school staff they are more likely to seek help from individuals or organisations outside of the local authority. This can often result in challenges being presented to schools. Therefore effective school/parent communication is vital.

Schools should:

Take all parental concerns about dyslexia seriously.

Listen to parents and seek clarification about their concerns.

Avoid defensive reactions to parental concerns by taking time to respond.

Consider parental concerns as vital information to help the class teacher in their planning, evaluation and monitoring of a pupil.

Provide a response to parents, which is evidenced based and personal to their child.

Recognise that the child may indeed have dyslexia and the parents will have alerted them to this. They will wish to thank the parents for expressing their concerns and work closely with them in relation to future actions to be taken on both sides.

Emphasise the ‘specific learning difference’ approach to dyslexia, with the classroom teacher taking account of information from parents when planning personalised approaches to learning for the pupil in the classroom, rather than waiting for assessment and a label.

Communication between staff and parents

Reassure parents, where appropriate, about the nature of any additional support they intend to provide, drawing upon their provision map and ‘Waves’ approach to support for all pupils.

Schools should promote their inclusive practice in order that parents are fully informed of the range of provision; the three waves approach, provision mapping, focus on inclusion and early intervention.

Access ArrangementsUnder certain circumstances pupils are entitled to receive additional support with their National Tests in Year 9 and public examinations (i.e. GCSE, AS A-level, BTEC etc.)

Guidance:

Any additional arrangements to the tests should be based primarily on the history of need and normal classroom practice. Additional arrangements must never provide an unfair advantage to pupils.

Pupils who are likely to benefit from these arrangements may include the following groups:

Pupils with a statement of Special Educational Needs

Pupils who are at School Action or School Action Plus

Pupils who are unable to sit or work on a test because of behavioural, emotional or social difficulties or

Pupils for whom English is an additional language

Additional arrangements can take the form of:-

the early opening of the test papers with a view to modifying them in some way (e.g. enlarged onto paper to make the reading of it easier)

the granting of up to 25% additional time to complete the papers

using readers to help pupils with the papers

or an amanuensis

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In some cases (but not all) schools will need to complete an application for each pupil using very clear criteria as set out by the NAA (National Assessment Agency) for Key Stage 3 or via the JCQ website for Key Stage 4 onwards public examinations. Where they apply, the criteria are very strict and schools will usually have to apply well in advance of the tests. The information above is only a guide. Detailed advice can be found in the current Key Stage 3 Assessment & Reporting Arrangements booklet under access arrangements or directly from the NAA via the web (http://www.naa.org.uk/) or via their helpline on 08700 60 60 40 or email [email protected]. For JCQ information please go to www.jcgg.org.uk/access arrangements/

Where can you get help?

Should you need or want to know more consider the following:

For further advice discuss with your SENCo who then may involve an external agency such as Educational Psychology Service or Inclusion Support Service.

Look in the Continuing Professional Development book

Resources:

There are a range of texts available on dyslexia, including subject specific guidance e.g. Pughe, J and Turner E (2004) ‘Dyslexia and English’, David Fulton Publisher, and more holistic resources, e.g. Mackay, N (2005) ‘Removing Dyslexia As a Barrier to Achievement’, SEN Marketing.

Helpful Websites:

www.fultonpublishers.co.uk

www.sen.uk.com

www.bdadyslexia.org.uk

This list is neither exhaustive nor prescriptive.

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dyslexia text2 - south gloucestershire

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