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.

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

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

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

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

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)

Creating independent 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)