InclusionTeaching approaches:

Multi-sensory teaching

Structured, step by step learning, so gaps are filled

Differentiation to ensure success

More time allowed for activities

Adjust materials – spacing, colouring, font size etc

Provide opportunities for practice

Inclusive teaching approaches carried out in whole class,

small group or one to one sessions.

Parents/Carers and Communication

Support for child and parents.

Consistency in support between school and home

life.

Information sharing.

Advice.

Issues Surrounding Children with Dyslexia

Academic

Focus being on Learning Outcomes

Self-Esteem/Confidence

Socialisation

Behaviour

“Motivation is everything”

(Hall, 2009:16)

What next?The Government green paper on SEN

(DfE, 2011)Free training materials focussed on dyslexiaWork with specialist voluntary organisations

(The Dyslexia Trust) to share knowledge and expertise

Early assessment of children with severe dyslexic needs

Improved communication with parents

What next?Sir Jim Rose Independent Review of

Teaching children with DyslexiaContinue recommended training of teachers

Specialist teachers of dyslexiaInitial Teacher trainingDyslexia awareness for existing teachers

Continue effective interventions

What next?Continued use of multi-sensory learning aids

in Key Stages 2, 3 & 4.

Early identification

‘In spite of inclusive perspectives, a focus on labelling and categorisation continues’ (Pavy, 2007:8)

Creatingindependent learners

‘The earlier dyslexia is picked up the sooner the support can be provided to achieve this. Children need to believe in themselves, knowing their strengths and weaknesses, knowing how to learn and approach tasks. This will help with their success for the rest of their education and perhaps the rest of their lives.’ (Teachers.tv, 2006)

Any Questions?

References British Dyslexia Association (BDA). (2006). Dyslexia Friendly Schools Pack [Online] available from:

http://www.bdadyslexia.org.uk/quality-mark-and-accreditation.html. [Accessed: 1.03.2011].

DfE (2011) Support and Aspiration: A new approach to special educational needs and disability. A consultation. [online] available from: http://www.education.gov.uk/publications/eOrderingDownload/Green-Paper-SEN.pdf [Accessed 10.3.2011].

Hall, W. (2009). Dyslexia in the Primary Classroom. Exeter: Learning Matters.

Mortimer, H. and Jones, E. (2005) Activities for including children with Dyslexia and language difficulties. Leamington Spa: Scholastic Ltd.

Muter, V. (2005) Early Reading Development and Dyslexia. London: Whurr Publishers.

Ofsted. (1999). Pupils with Specific Learning Difficulties in Mainstream Schools. London: HMSO.

Pavy, B. (2007) The Dyslexia-friendly Primary School: A Practical Guide for Teachers. London: Paul Chapman Publishing.

Peer, L. (2005) ‘United Kingdom Policy for Inclusion’. In: Reid, G. and Fawcett, A. J. eds. Dyslexia in Context. London: Whurr Publishers, pp. 152-160

Rose, J. (2009). Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties. Nottingham: DCFS.

Teachers.tv. (2006). KS1/2 English - Teaching the Dyslexic Child [Online video] available from: http://www.teachers.tv/videos/ks1-ks2-english-teaching-the-dyslexic-child [Accessed: 1.03.2011].