1 October 2012

1. Dyslexia Scotland south east Identifying and Supporting Dyslexia 1 October 2012 Moira Thomson & Anne Warden

2. Contextual references Education (Scotland) Acts Additional Support for Learning 2004 & 2009 Supporting Children’s Learning Code of Practice 2010 Equality Act 2010 HMIe Report 2008 Education for Learners with Dyslexia

3. Aims To consider why all dyslexia is not identified at school. To consider why dyslexia may be misidentified by teachers and parents. To explore ‘hidden’ dyslexia and behavioural issues

4. Definition of Dyslexiahttp://www.scotland.gov.uk/Topics/Education/Schools/welfare/ASL/dyslexia • Difficulties resulting from dyslexia: • often do not reflect an individual's cognitive abilities • may not be typical of performance in other areas • The impact of dyslexia as a barrier to learning varies in degree according to the learning and teaching environment. Scottish Government 2008

5. Dyslexia Definition Dyslexia exists in all cultures and across the range of abilities and socio-economic backgrounds. It is a hereditary, life-long, neuro-developmental condition. Unidentified, dyslexia is likely to result in low self esteem, high stress, atypical behaviour, and low achievement.

6. Dyslexia Definition Learners with dyslexia will benefit from early identification, appropriate intervention and targeted effective teaching, enabling them to become successful learners, confident individuals, effective contributors and responsible citizens. Scottish Government 2008

7. Difficulties associated with dyslexia • auditory and /or visual processing of language-based information • phonological awareness & oral language skills • short-term and working memory • sequencing • number skills • organisational ability • Motor skills/co-ordination may also be affected.

9. The impact of dyslexia on learning . . . . . .is on a continuum - varying from mild moderate severe Depending on the learning environment and any coping strategies in place

10. Not all dyslexic children will experience all dyslexic problems Dyslexia is not always apparent because Each child has a distinctive pattern of difficulties Comparisons with other dyslexic children may not help

11. At primary school Dyslexia having a severe adverse impact on literacy is always identified. . . . but not necessarily as dyslexia Dyslexia in able children who manage to keep up is rarely identified Onlyabout half of all dyslexia can be identified at primary

12. Early developmental problems may prevent early identification of dyslexia These include: delayed speech visual/perceptual problems Auditory processing deficit asthma glue ear concentration difficulties Developmental Co-ordination Disorder

13. Dyslexia at secondary Some aspects of dyslexia do not become apparent until pupils begin to experience difficulties within the secondary curriculum

14. The secondary timetable creates problems Dyslexic pupils are used to having all the time they need.

15. The demands of the secondary subject curriculum Help! outweigh pupils coping strategies

16. Dyslexia may not be identified by secondary subject teachers They may see pupils for only 1 or 2 periods a week They may mistake manifestations of dyslexia for other issues.

17. Dyslexia is often mistaken for: Low ability ill-health Clumsiness Carelessness Social/emotional issues

18. Dyslexia often appears to be a behaviour issue It is often mistaken for insolence poor attitude weak concentration laziness

19. Indications of ‘hidden’ dyslexia inefficient search skills lack of reading fluency inability to take notes weak short- term memory illegible writing inconsistent spelling weak concentration inability to copy low self esteem

20. Coping strategies Often mistaken for low-level disruption Asking peers for help Talking - not reading/writing Copying from peers Feeling ill ‘forgetting’ homework Messy desk Lost work

21. Avoidance strategies Behavioral manifestations of dyslexia Refusal to co-operate Disruptive behaviour ‘losing’ books forgetting homework Head/tummy aches absence/ truancy Running away Tears/ tantrums

22. Dyslexia + stress can result in low self-esteem Low self-esteemaffects learning and performance