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Inclusion

Inclusion. Teaching 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

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Inclusion

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  1. Inclusion • Teaching 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.

  2. Parents/Carers and Communication • Support for child and parents. • Consistency in support between school and home life. • Information sharing. • Advice.

  3. Issues Surrounding Children with Dyslexia • Academic • Focus being on Learning Outcomes • Self-Esteem/Confidence • Socialisation • Behaviour “Motivation is everything” (Hall, 2009:16)

  4. What next? • The Government green paper on SEN (DfE, 2011) • Free training materials focussed on dyslexia • Work with specialist voluntary organisations (The Dyslexia Trust) to share knowledge and expertise • Early assessment of children with severe dyslexic needs • Improved communication with parents

  5. What next? • Sir Jim Rose Independent Review of Teaching children with Dyslexia • Continue recommended training of teachers • Specialist teachers of dyslexia • Initial Teacher training • Dyslexia awareness for existing teachers • Continue effective interventions

  6. 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)

  7. 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)

  8. Any Questions?

  9. 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].

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