1. Dyslexia Friendly Schools
Jenny Tebbutt July 2013

2. Learner Groups 1st wave learners ________________________________
Government literacy & nd 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

3. 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.

4. 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.

5. 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.

6. 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

7. 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.

8. 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

9. 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

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

11. 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

12. 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

13. 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

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

15. 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.

16. 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.

17. 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.

18. 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

19. 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

20. Questions and comments on Dyslexia Friendly Schools General questions on dyslexia