Dyslexia Scotland Education Conference 2015 1 Dyslexia Friendly

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Dyslexia Scotland Education Conference 2015 1 Dyslexia Friendly Practice in Scottish Schools: a Rationale

Dyslexia Scotland Education Conference 2015 1 Dyslexia Friendly Practice in Scottish Schools: a Rationale Margaret Crankshaw Dyslexia Scotland Education Conference 2015

2 Challenge of Making Sense: How to achieve uniformly good practice for all dyslexic

2 Challenge of Making Sense: How to achieve uniformly good practice for all dyslexic learners in current educational contexts in Scotland Dyslexia Scotland Education Conference 2015

3 Dyslexia Scotland Education Conference 2015

3 Dyslexia Scotland Education Conference 2015

Current Assumptions ……… 4 Dyslexia can be described as a continuum of difficulties in

Current Assumptions ……… 4 Dyslexia can be described as a continuum of difficulties in learning to read, write and/or spell, which persist despite the provision of appropriate learning opportunities. There are no clear cut-off points. Causes of Dyslexia are highly complex and multifactorial – genetic, neurological and environmental Dyslexic learners experience neurodiversity, resulting in a range of diverse barriers to learning to differing degrees. No “one fits all” solution Dyslexia can co-exist with, and is often compounded by, other barriers to learning e. g. working memory and attention Individual outcomes relate to social and emotional factors, and the learning context In relevant legislation, Dyslexia is considered to be both an Additional Support Need and a Disability Skills and strategies which help dyslexic children can be learned, and what is good for dyslexic learners is good for all learners Dyslexia Scotland Education Conference 2015

5 About Inclusion and Equalities “An inclusive approach reflects a move away from a

5 About Inclusion and Equalities “An inclusive approach reflects a move away from a deficit model which focuses on aspects of the learner as the problem, where the learner is viewed as deficient in some way. A deficit model also pays inadequate attention to factors such as social expectations, or aspects of the education system or learning environment that could be changed to enable diverse learners to participate and learn. Also, categorising an individual or a group by a single or a few characteristics may be misleading and doesn't recognise the whole person. ” http: //www. educationscotland. gov. uk/inclusionandequalities/about/index. asp Dyslexia Scotland Education Conference 2015

6 Learning development is maybe more complex than you think. . . Dyslexia Scotland

6 Learning development is maybe more complex than you think. . . Dyslexia Scotland Education Conference 2015

Bronfenbrenner’s model 7 Dyslexia Scotland Education Conference 2015

Bronfenbrenner’s model 7 Dyslexia Scotland Education Conference 2015

8 Transactional models Teacher Learning environment Dyslexia Scotland Education Conference 2015

8 Transactional models Teacher Learning environment Dyslexia Scotland Education Conference 2015

Transactions…. 9 Dyslexia Scotland Education Conference 2015

Transactions…. 9 Dyslexia Scotland Education Conference 2015

Sense of Agency Expectation of others Self Efficacy Literacy Locus of control outcome Learning

Sense of Agency Expectation of others Self Efficacy Literacy Locus of control outcome Learning Metacognition Relationships context Social and psychological factors impacting on literacy outcomes

Potential effects of literacy delay • Frustration • Learned helplessness • Contrived concealment •

Potential effects of literacy delay • Frustration • Learned helplessness • Contrived concealment • Embarrassment • Anxiety • Guilt • Low Self Esteem • Avoidance Dyslexia Scotland Education Conference 2015 • • • Anger Apathy Disengagement Diversion Withdrawal

12 Many children have poor literacy outcomes because of their emerging negative view of

12 Many children have poor literacy outcomes because of their emerging negative view of themselves as readers and writers, rather than solely because of any intrinsic deficit. Dyslexia Scotland Education Conference 2015

Why might DF practice be part of the answer? 13 Dyslexia Scotland Education Conference

Why might DF practice be part of the answer? 13 Dyslexia Scotland Education Conference 2015

14 In dyslexia friendly schools the focus has changed from establishing what is wrong

14 In dyslexia friendly schools the focus has changed from establishing what is wrong with the child in order to make them ‘better, ’ to what is right in the classroom in order to enhance the effectiveness of learning. Dyslexia Scotland Education Conference 2015

15 PUPIL VOICE SELF EVALUATION LITERACY ACROSS LEARNIN G ACTIVE LEARNIN G COOPERATIV E

15 PUPIL VOICE SELF EVALUATION LITERACY ACROSS LEARNIN G ACTIVE LEARNIN G COOPERATIV E LEARNING INCLUSIO N RESPONSIBL E CITIZENS Dyslexia Scotland Education Conference 2015 GIRFEC HEALTH AND WELLBEING RIGHTS RESPECTING SCHOOL PEER SUPPORT RAISING ATTAINMEN T SUCCESSFUL LEARNERS PARENT PARTNERSHIP DIVERSIT Y AND EQUALITY EFFECTIVE CONTRIBUTOR S

Icing on the cake? 16 Dyslexia Scotland Education Conference 2015

Icing on the cake? 16 Dyslexia Scotland Education Conference 2015

17 What does Dyslexia Friendly Practice involve? Dyslexia Scotland Education Conference 2015

17 What does Dyslexia Friendly Practice involve? Dyslexia Scotland Education Conference 2015

18 Development of DF initiatives Development: 1999 Swansea/ East Sussex/ Durham/ Liverpool LEAs 2001

18 Development of DF initiatives Development: 1999 Swansea/ East Sussex/ Durham/ Liverpool LEAs 2001 DFS Pilot (Dyslexia Scotwest and some Scottish LAs) 2003 BDA Achieving DFS pack launched 2008 HMIE report notes DFS good practice 2010 South Ayrshire pilot self evaluative Scottish model 2015 network of DFS practice spreading in Scotland Dyslexia Scotland Education Conference 2015

South Ayrshire Council Case Study Focus: DFS project South Ayrshire Council has developed a

South Ayrshire Council Case Study Focus: DFS project South Ayrshire Council has developed a dyslexia friendly school (DFS) model which aims to 19 improve attainment in literacy and reduce the emotional impact literacy difficulties can have on children and young people. The model evolved from South Ayrshire Council’s existing strategy on dyslexia identification and intervention. It promotes whole-school accountability and closely involves pupils and parents. Each dyslexia friendly school completes a process of self-evaluation with a focus on whole school commitment, early identification, dyslexia friendly strategies, pupil perspectives and partnership with parents. Each key area has objectives …which provide a framework for improvement for schools…. Initial evaluation has been highly positive. Dyslexia-aware class teachers, supported through effective school pupil support systems, have increased responsibility for early identification of children at risk of not achieving in literacy. Dyslexia friendly strategies are becoming embedded in everyday classroom practice and resources while individual needs continue to be prioritised and addressed through staged intervention processes. Commendably, children and parents are fully involved in the process through steering groups, assemblies and workshops. Early indications suggest that this model is having a positive impact on the literacy skills of all children and young people including learners with dyslexia. Education Scotland 3 -18 Literacy and English Review

DFS : The Process Steering Group involving pupils and Self Evaluation parents Framework SAC

DFS : The Process Steering Group involving pupils and Self Evaluation parents Framework SAC Dyslexia Friendly Schools Project Audit and Action Plan Accreditation process Award

21 Early DFS Models Teacher dominated Didactic: focus on instruction of individual Specialist responsibility

21 Early DFS Models Teacher dominated Didactic: focus on instruction of individual Specialist responsibility Limited pupil voice Exclusive Prescriptive individual plans “Diagnosis” dependent Professional narratives Dyslexia Scotland Education Conference 2015

Compare DF Approaches in the Classroom 2000 -2015 1. Sit dyslexic child near the

Compare DF Approaches in the Classroom 2000 -2015 1. Sit dyslexic child near the adult/front of the class. 1. What is learner’s preferred seating? Where will cooperative learning work best? 2. Sit in a well lit area preferably in natural daylight when writing 2. Check out where learner can see best. Have eyes been checked? Best kind of paper? ICT? 3. Vary groupings according to the purpose of the learning objectives rather than abilities. 4. Have alphabets, keywords, number grids, visual timetables and cue cards accessible. 5. Pre-teach topic vocabulary 6. Don’t ask pupil to read aloud 3. Cooperative learning groups/ literacy circles/ buddies? 4. Wide variety of learning aids in Dyslexia box available to all? 5. Topic vocab on smartboard with visual cues? Email vocab in advance? 6. Give pupil choice to read aloud or not in different contexts. Value their contribution quietly

23 DFS + Models Explicit high DF profile and policies Effective leadership and DF

23 DFS + Models Explicit high DF profile and policies Effective leadership and DF champions Peer awareness and support Positive contribution from parents Learner voice and choice Focus on Resilience and Self Awareness Engagement of whole school community Awareness and Accountability of all staff : Noticing and adjusting Flexible response to individual barriers to learning Positive transitions Maintenance of DFS ethos and attitudes Improved learning outcomes

24 “An approach which is inclusive and holistic, engaging all members of the school

24 “An approach which is inclusive and holistic, engaging all members of the school community to support children at risk of literacy failure in imaginative, effective and pupil centred ways. Inclusive good practice is embedded in everyday classroom awareness, attitudes, resources and the organisation of learning. Children and parents are closely involved in the process through focus groups, workshops, assemblies and training. Planned outcomes include earlier identification and implementation of strategies for children at risk, reduced emotional impact of perceived failure, effective partnership with parents, and improved literacy attainment. ” Dyslexia Scotland Education Conference 2015

Provision of robust evidence 25 ü School Improvement Plan/ Standards and Quality report /

Provision of robust evidence 25 ü School Improvement Plan/ Standards and Quality report / HMI reports ü Action research reports ü Parent audits and feedback ü Pupil led Assemblies /Blogs/ Drama/ Art/ Media ü Learner and teacher audits ü Teacher peer review ü SMT observations and learning walks ü Innovative resources ü Workshop evaluations ü Learning journeys ü School website ü Literacy profiles and outcomes ü Minutes from school council& DF Steering group

26 opt in Ongoing staff training dfs pupil voice audit lead teacher smt support

26 opt in Ongoing staff training dfs pupil voice audit lead teacher smt support clear targets in action plan DFS: core essentials Teacher networks school improvement plan support from local authority

Impact…. 27 • Normalisation of Dyslexia • Demystification of Dyslexia • Increased peer awareness

Impact…. 27 • Normalisation of Dyslexia • Demystification of Dyslexia • Increased peer awareness and understanding • Empowerment of dyslexic learners • Improved engagement of dyslexic learners • Teacher confidence increased • Increase in parent approval • Increased self identification • Role of specialist teacher enhanced Dyslexia Scotland Education Conference 2015

SAC Dyslexia Friendly Schools Project

SAC Dyslexia Friendly Schools Project

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31 SAC Dyslexia Friendly Schools Project

31 SAC Dyslexia Friendly Schools Project

32 Dyslexia Scotland Education Conference 2015

32 Dyslexia Scotland Education Conference 2015

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34 With many thanks to the inspirational children, young people and staff from South

34 With many thanks to the inspirational children, young people and staff from South Ayrshire whose enthusiasm and commitment made DFS work.

35 South Ayrshire : Dyslexia (various) http: //www. rossettschool. co. uk/diversity/e ms/dyslexia-quality-mark/ http: //www.

35 South Ayrshire : Dyslexia (various) http: //www. rossettschool. co. uk/diversity/e ms/dyslexia-quality-mark/ http: //www. cumnock. eayr. sch. uk/Dyslexia %20 Friendly%20 Schools%20 Support%20 Pa ck%20 V 1%2018. 6. 13. pdf http: //www. 4 d. org. nz/school/4 d. html maggiecrankshaw@gmail. com Dyslexia Scotland Education Conference 2015