Dyslexia Friendly Schools Jenny Tebbutt July 2013

Learner Groups 1st wave learners ________________________________ Government literacy & 2nd wave learners Learning support numeracy programmes and initiatives Teacher aid Specialist Teachers, Reading recovery etc. ______________↓______ ↓ ___ ↓ ____ ↓ ______________________________ 3rd wave learners Latest figures up to 22% _______________________________ Λ Λ Λ Λ 4th wave learners Special education/Funding

Why are we here? Case study 1 A young girl with severe learning difficulties, Despite good teaching and support with reading and spelling continues to underachieve. Diagnosis age 13 shows the child is gifted with severe dyslexia. Effect – More appropriate support/huge shift in self esteem. Outcome – head girl at year 13, after her first year at university she was accepted in to med school.

Why are we here? Case Study 2 A young boy with a history of dyslexia in the family, loses confidence after a short time at school. Diagnosis shows highly gifted with dyslexia. Effect – Appropriate 1-1 specialist tuition, school recognition of giftedness –better team approach and monitoring. Outcome – Regular achievement gains in areas of difficulty, school work that recognises intelligence and giftedness in other areas.

Why are we here? Debates regarding numbers. School leavers without qualifications. Low adult literacy levels Debates regarding numbers. Main stream teaching does an effective job of meeting the needs of the majority. Today we are here to look at raising the achievement of at risk groups in education. Many people concur that this group numbers at least 20% of the learning population.

4D New Zealand model “Get it right for dyslexics, get it right for all” Diversity encompasses many characteristics including ethnicity, socio-economic background, home language, gender, special needs, disability, and giftedness. Teaching needs to be responsive to diversity Evidence shows teaching that is responsive to student diversity can have very positive impacts on low and high achievers at the same time Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis Iteration (BES) Author: Adrienne Alton-Lee Date Published: June 2003

Brief History of “Dyslexia Friendly School” Term coined by Neil MacKay British dyslexia specialist. Many local UK Education Authorities took up initiative and set up Dyslexia Friendly Schools and “good practice guides” New Zealand has been inspired by this model and the DFNZ has set up 4D Best Practice Schools.

Advantages of UK model Referral response times for children with dyslexia improved with a school action plan. Most schools sought to contract, train or employ a qualified dyslexia specialist Schools were able to identify and support children earlier requiring outside help for those with severe and complex needs only saving money Our experience in New Zealand the earlier you identify the earlier you can support the greater the benefit. 8

What is a Dyslexia Friendly school? Assessment differences/differentiation/ classroom adaptations Early diagnosis – Accurate information Communication Home /school/ Seamless transition Removal of disability Recognise extra work load/understanding cognitive differences Professional development School policy and practise Support group – Assistive technology Consistency Direct or accessible provision in school Equity

Third wave learning and teaching Multisensory Structured Sequential Brain compatible Repetition and over learning Based on diagnostic evidence Metacognitive strategies

A Supportive Classroom for at risk learners Promotes explicit step by step, structured multisensory teaching. Careful monitoring of a child’s learning. A partnership between child, family and school. Clear intentions and success criteria. Regular feed back and feed forward. An environment where all students can succeed

What are the benefits of a Dyslexia Friendly School? Raised self esteem Engaged in learning Improved behaviour – less frustration Increase co-operation Success Confidence Less stress/anxiety More acceptance/understanding Increased perception – goals Improved achievement Community benefits/ Positive attitude to school

How will this help my child? Less Stress Knowledge of strengths and weaknesses Greater awareness of own learning and needs. Greater confidence Better strategies and ability to self manage. Feeling of empowerment and being in control of learning Increased achievement. Feeling understood and supported

The Dyslexia Friendly Schools Project 4 schools: Samford State School Nundah State School Nashville State School Corinda State School Long term commitment

Policy and Practice Step 1 Establishing a philosophy and developing a policy for those with dyslexia and other learning differences. Step 2 Designing an implementation plan and time line. Step 3 Monitoring, evaluation and accreditation.

Step 2 - 21 October Whole school teacher development Understanding best practice for this student group. Identifying students characteristics. Adapting classroom programmes to meet needs. Student centered and individual learning plans. Planning programmes and measuring results. Teacher support and ongoing training.

Step 3 Monitoring progress Measuring performance and achievement. Learner outcomes How well have we achieved what we set out to achieve. What evidence is there to support this.

Australia National Education Agreement Engagement Literacy and numeracy standards improving Excellence Social Inclusion Equity for disadvantaged and indigenous Successful transition from school to work and further study

National Declaration on Educational Goals for Young Australians Active and informed citizens Confident individuals Stronger partnerships Parents Community Business Improving quality leadership and teaching Personalised Learning Successful learners Equity Improve outcomes Disadvantaged Indigenous World class curriculum and assessment

Questions and comments on Dyslexia Friendly Schools General questions on dyslexia