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Education for learners with dyslexia

Education for learners with dyslexia. Inspection Data. INEA (VSE): Inspection of education authorities Educational Psychology Services Post-School Psychological Services Further Education Community Learning and Development Prisons Voluntary Sector Educational Establishments.

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Education for learners with dyslexia

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  1. Education for learners with dyslexia

  2. Inspection Data • INEA (VSE): Inspection of education authorities • Educational Psychology Services • Post-School Psychological Services • Further Education • Community Learning and Development • Prisons • Voluntary Sector • Educational Establishments

  3. How Good is Our School? 5.3 Meeting Learning Needs • Tasks, activities and resources • Identification of learning needs • The roles of teachers and specialist staff • Meeting and implementing the requirements of legislation

  4. 5.1 The CurriculumProgrammes and Courses 2.1 Learners’ Experiences Almost all, including those at risk of missing out and those who are vulnerable, have progressed well and make very good progress from their prior levels of attainment and wider achievement.

  5. Concepts of print Train Hippopotamus

  6. Probability of letter patterns *r***h Nnsns Dffdl

  7. Use of context for clarification Calf (animal or part of the leg) Tear (to cry or cut paper)

  8. Tools for reading Early I explore sounds, letters and words, discovering how they work together, and I can use what I learn to help me as I read and write Curriculum for Excellence

  9. Curriculum for Excellence First I can use my knowledge of sight vocabulary, phonics, context clues, punctuation and grammar to read with understanding and expression

  10. Second, Third, Fourth Through developing my knowledge of context clues, punctuation, grammar and layout, I can read unfamiliar texts with increasing fluency, understanding and expression.

  11. Early and First reading skills

  12. Early and First reading skills

  13. Understanding, analysing and evaluating text Early To help me understand stories and other texts, I ask questions and link what I am learning with what I already know First To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text.

  14. Reading task • What was your first reaction? • What did you find yourself doing? • Did this help you to better understand?

  15. Literacy for all learners • “Metacognition refers among other things, to the active • monitoring and consequent regulation and orchestration • of these processes …………...” • Flavell, 1976. • “The term ‘metacognition’ is used to refer to the • deliberate conscious control of one’s own cognitive actions • (Brown, 1980) - that is, cognition about cognition”, Wray 1994, or • “thinking about thinking” Currie 1993.

  16. “Metacomprehension refers to readers’ ability to reflect on, monitor, and evaluate their understanding as they read, and to apply correction strategies when comprehension is impaired” Schmitt and Baumann 1990

  17. Behaviours such as previewing, summarising, paraphrasing, retelling, self-questioning, predicting and verifying, thinking aloud, and re-reading or reading on to clarify meaning are typically referred to as metacomprehension strategies. Metacomprehension

  18. Health and Well Being • I can expect my learning environment to support me to: • Develop my self-awareness, self-worth and respect for others • Experience personal achievement and build my resilience and confidence • Understand that adults in my school community have a responsibility to look after me, listen to my concerns and involve others where necessary

  19. We must remember • “Children are wired for sound, but print • is an optional accessory that must be painstakingly bolted on. This basic fact about human nature should be the starting point for any discussion of how to teach our children to read and write.” • Pinker, 1998

  20. Role of the School • To ensure all pupils make optimum progress through the curriculum by differentiation of teaching approaches, tasks and materials. • To include within the school’s Support for Learning Policy, a statement of its policy on dyslexia and make this available to parents. • To ensure all teachers are aware of the needs of pupils with dyslexia thereby allowing them to modify teaching styles, approaches, materials and assessment strategies as appropriate.

  21. Role of the School cont’ • To ensure curriculum planning at both school and class level in order to prevent children with dyslexia experiencing failure. The curriculum should include structured approaches designed to provide early support. • To set up a pupil profile which includes a structured, multisensory learning programme and takes into account the pupil’s particular way of learning; involves the pupil and parent; and pays attention to enhancing the pupil’s confidence and well-being within the school. • To ensure that the pupil profile is regularly monitored, reviewed and updated. • To ensure that examination arrangements do not disadvantage pupils with dyslexia

  22. Where are we now? • Assessment tool kit and training of staffs within EAs. • Raising awareness of HMIE within the context of CfE and inspections of educational establishments. • Training materials for staff on Journey to Excellence. • Continued partnership with Cross Party steering group.

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