1 / 16

Addressing Dyslexia

Addressing Dyslexia. The role of the Educational Psychologist Dyslexia Cross Party Working Group 24 April 2013. ASPEP SDEP. Overview. What outcomes do we want for pupils with Dyslexia ? How do we take account of current research, guidance and legislation ?

connor
Télécharger la présentation

Addressing Dyslexia

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Addressing Dyslexia The role of the Educational Psychologist Dyslexia Cross Party Working Group 24 April 2013 ASPEP SDEP

  2. Overview • What outcomes do we want for pupils with Dyslexia ? • How do we take account of current research, guidance and legislation ? • National developments involving Educational Psychologists (EPs) • In which ways can EPs contribute to best outcomes for pupils with Dyslexia ?

  3. Best outcomes ? • Pupils who achieve and attain skills and qualifications • By developing functional literacy skills to enable independent access to ‘text’ • And are resilient and confident in their strengths and how to deal with set-backs and challenges

  4. Key theories of learning Vygotsky, Bruner, Bronfenbrenner Bandura, Dweck Interactive assessment & learning Contextual & Formative assessment Dylan Wiliam Reason, Snowling, Hall etc Fife Council Psychological Service

  5. Relevant guidance & legislation • GIRFEC and ASL Act 2009 • CfEx - Building the Curriculum 5 • HMIe’s Aspect report which recommends a greater role for EPSs in supporting the curriculum • The National Literacy Strategy • Addressing Dyslexia Toolkit • The Donaldson report

  6. Shift of emphasis in EP role handicap / need measure deficit medical room independent direct working special need staff entitlement develop learning everyday context agreed guidelines alongside others whole school/LA

  7. Adjusting intervention to meet learning needs Role of EPs Staged intervention Specialist: direct assessment for more complex ASN Enhanced or targeted: consultation with school staff and partners – ASN including Dyslexia Universal: strategy & staff development – Assessment, Literacy, Dyslexia

  8. Evidence base for improving literacy/dyslexia

  9. Early Literacy Assessment Framework • Joint development between EPs, Scottish Govt, Dundee Uni, Education Scotland – National Literacy Strategy • Ongoing formative assessment for all pupils, measuring progress in a continuous way • Focused on the description/evaluation of specific, evidence-based skills and next steps, compatible with the formation of learning targets • Developmentally sensitive, based on rigorous up to date evidence/models - why are we doing this? • Supports early identification of literacy needs • Comprehensive – Avoid a narrow focus on phonics and exclusive focus on ‘within-child’ factors - address higher order skills; motivation; the learning environment

  10. Key predictors of early literacy development Early language skills: vocabulary; narrative skills Availability & response to books Awareness of sounds/phonology Letter and word recognition Writing Early metacognitive skills: making sense; asking Qs links to prior knowledge; ‘Agency’ or intent/purpose – the motivation to read

  11. New sections Technology • Making the most of the computer’s built in features • ICT to support dyslexia: planning, reading, writing • Mobile devices to support dyslexia • Free and open source (portable) solutions to support dyslexia • Online (Cloud) services to support dyslexia • Producing ICT dyslexia friendly resources • eBooks, eBook Readers and audio books

  12. Future directions ? • Digital literacies • SQA guidance on reasonable adjustments • Building resilience and independence for those with barriers to learning including Dyslexia

  13. How EPs can help you

  14. ASPEP Contact: jennifer.king@ASPEP.org.ukJennifer.king@fife.gov.uk

More Related