Dyslexia in the Primary Classroom By Kate Hedges and Tegan Kamath

What is dyslexia? ‘ Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling.’ (Rose, 2009)

Also affects: Phonological awareness Verbal memory Verbal processing speed Occurs across a range of intellectual abilities Dyslexia is a Specific Learning Difficulty experienced on a continuum from very mild to very severe (Muter, 2005:77)

Double Deficit Brain Structure Working Memory Phonological Deficit Cerebellar Deficit Genes Magnocellular Deficit Visual Stress The Environment

Signs of Dyslexia in Key Stage 1 and 2 “A benefit of early intervention is that pupils are less likely to experience emotional problems as a result of failure”. (Ofsted, 1999:13)

Assessment of Dyslexia Class TeacherSENCoParent(s)/Carer(s) Educational Psychologist The delay between identification and response should be kept to a minimum. (BDA, 2009)

Legislation Dyslexia is defined as a disability under the Disability Discrimination Act (1995) Special Educational Needs and Disability Act (2001) SEN Code of Practice (2001) Dyslexia is described within the context of cognition and learning difficulties. ‘A child with Special Educational Needs should have their needs met’ (Special Educational Needs Code of Practice, 2001:7)

Legislation A Common Assessment Framework (CAF) form may be completed CAF is a voluntary request for services not referral Parent Partnership Service (PPS) ensures parents are informed of choices – Statutory requirement (Peer, 2005)

Other Professionals Special Educational Needs Coordinator (SENCo) Teaching Assistant's (TA’s) Educational Psychologist Dyslexia teachers Speech Therapists

Inclusion SEN needs met in inclusive, main stream settings Inclusive approaches include the whole school in a dyslexia friendly approach (Mortimer & Jones, 2005:13) Respond to pupils diverse learning needs by: Creating effective learning environments Securing motivation and concentration Provide equality of opportunity through teaching approaches