1. 29 October 2012 Identifying and Supporting Dyslexia Moira Thomson & Anne Warden Dyslexia Scotland South East

2. Contextual references Education (Scotland) Acts Additional Support for Learning 2004 & 2009 Supporting Children’s Learning Code of Practice 2010 Equality Act 2010 HMIe Report 2008 Education for Learners with Dyslexia

3. Aims To consider why all dyslexia is not identified at school. To consider why dyslexia may be misidentified by teachers and parents. To explore ‘hidden’ dyslexia and behavioural issues

4. Definition of Dyslexia http://www.scotland.gov.uk/Topics/Educati on/Schools/welfare/ASL/dyslexia http://www.scotland.gov.uk/Topics/Educati on/Schools/welfare/ASL/dyslexia http://www.scotland.gov.uk/Topics/Educati on/Schools/welfare/ASL/dyslexia Difficulties resulting from dyslexia:  often do not reflect an individual's cognitive abilities  may not be typical of performance in other areas The impact of dyslexia as a barrier to learning varies in degree according to the learning and teaching environment. Scottish Government 2008

5. Dyslexia Definition Dyslexia exists in all cultures and across the range of abilities and socio-economic backgrounds. It is a hereditary, life- long, neuro-developmental condition. Unidentified, dyslexia is likely to result in low self esteem, high stress, atypical behaviour, and low achievement.

6. Dyslexia Definition Learners with dyslexia will benefit from early identification, appropriate intervention and targeted effective teaching, enabling them to become successful learners, confident individuals, effective contributors and responsible citizens Learners with dyslexia will benefit from early identification, appropriate intervention and targeted effective teaching, enabling them to become successful learners, confident individuals, effective contributors and responsible citizens. Scottish Government 2008

7. Difficulties associated with dyslexia auditory and /or visual processing of language- based information  auditory and /or visual processing of language- based information  phonological awareness & oral language skills  short-term and working memory  sequencing  number skills  organisational ability Motor skills/co-ordination may also be affected Motor skills/co-ordination may also be affected.

9. The impact of dyslexia on learning......is on a continuum - varying from...is on a continuum - varying from mildmoderatesevere Depending on the learning environment and any coping strategies in place

10. Each child has a distinctive pattern of difficulties Comparisons with other dyslexic children may not help Not all dyslexic children will experience all dyslexic problems Dyslexia is not always apparent because

11. At primary school Only about half of all dyslexia can be identified at primary Dyslexia having a severe adverse impact on literacy is always identified. Dyslexia in able children who manage to keep up is rarely identified... but not necessarily as dyslexia... but not necessarily as dyslexia

12. glue ear glue ear Auditory processing deficit concentrationdifficultiesconcentrationdifficulties DevelopmentalCo-ordinationDisorder delayed speech These include: visual/perceptual problems asthmaasthma Early developmental problems may prevent early identification of dyslexia

13. Dyslexia at secondary Some aspects of dyslexia do not become apparent until pupils begin to experience difficulties within the secondary curriculum

14. Dyslexic pupils are used to having all the time they need. The secondary timetable creates problems creates problems

15. outweigh pupils coping strategies The demands of the secondary subject curriculum Help!

16. Dyslexia may not be identified by secondary subject teachers They may mistake manifestations of dyslexia for other issues. They may see pupils for only 1 or 2 periods a week

17. Dyslexia is often mistaken for: Low ability ill-health Clumsiness Social/emotional issues issues Carelessness

18. Dyslexia often appears to be a behaviour issue weak concentration laziness poor attitude insolence It is often mistaken for

19. Indications of ‘hidden’ dyslexia inability to take notes low self esteem illegiblewriting lack of reading fluency weak short- term memory inefficient search skills inconsistentspelling inability to copy weakconcentration

20. Coping strategies Often mistaken for low-level disruption Talking - not reading/writing ‘forgetting’homework Asking peers for help Copying from peers Feeling ill Messy desk Lost work

21. Avoidance strategies forgettinghomework Head/tummyaches Behavioral manifestations of dyslexia absence/truancy Running away Tears/tantrums Disruptivebehaviour Refusal to co-operate ‘losing’books

22. Low self-esteem affects learning and performance Dyslexia + stress can result in low self-esteem