1. Inclusion Development Programme Dyslexia

2. Why Dyslexia? Improving the outcomes for children with dyslexia Improving the outcomes for children with dyslexia No to Failure No to Failure DCSF funding for British Dyslexia Association and Dyslexia Action DCSF funding for British Dyslexia Association and Dyslexia Action IDP IDP

3. Improving Educational Outcomes Jim Rose – identification and teaching of children with dyslexia Jim Rose – identification and teaching of children with dyslexia Will collect evidence from research Will collect evidence from research Will look at overlaps with dyslexia, dyspraxia and dyscalculia Will look at overlaps with dyslexia, dyspraxia and dyscalculia

4. No to Failure Evaluating impact of Evaluating impact of –Specialist training for teachers –Specialist tuition for children with dyslexia In Southwark, Cornwall and Calderdale In Southwark, Cornwall and Calderdale Brings together BDA, Dyslexia Action, Patoss and Xtraordinary People Brings together BDA, Dyslexia Action, Patoss and Xtraordinary People Interim report published March 08 Interim report published March 08

5. Findings of Interim Report Using standardised tests, pupils scoring 85 or below deems ‘at risk’ of dyslexic Using standardised tests, pupils scoring 85 or below deems ‘at risk’ of dyslexic Two thirds of children in the ‘at risk’ group had phonological difficulties Two thirds of children in the ‘at risk’ group had phonological difficulties 55% of all pupils screened who did not achieve expected levels in SATs were found to be ‘at risk’ 55% of all pupils screened who did not achieve expected levels in SATs were found to be ‘at risk’ More ‘at risk’ children in Y7 experienced more severe difficulties than those in Y3 More ‘at risk’ children in Y7 experienced more severe difficulties than those in Y3

6. IDP Dyslexia Materials Background Background Barriers Barriers Overcoming Barriers Overcoming Barriers

7. Background What are specific learning difficulties? What are specific learning difficulties? Click on Background – what are specific learning difficulties Click on Background – what are specific learning difficulties Activity – Activating your prior learning Activity – Activating your prior learning

8. Barriers What is dyslexia? What is dyslexia? Click on barriers to learning for pupils with dyslexia – Activities – Learning Characteristics of dyslexic pupils Click on barriers to learning for pupils with dyslexia – Activities – Learning Characteristics of dyslexic pupils Activity – Learning characteristics of dyslexic pupils – primary or secondary Activity – Learning characteristics of dyslexic pupils – primary or secondary Completed primary example Completed primary example

9. Overcoming Barriers Identification of pupils on the dyslexia continuum Identification of pupils on the dyslexia continuum Making adjustments to include pupils with dyslexia Making adjustments to include pupils with dyslexia Strategies for recording understanding and knowledge Strategies for recording understanding and knowledge The dyslexia inclusive school The dyslexia inclusive school Implications for planning Implications for planning

10. Useful Websites www.dyslexiaaction.org.uk www.dyslexiaaction.org.uk www.dyslexiaaction.org.uk www.bdadyslexia.org.uk www.bdadyslexia.org.uk www.bdadyslexia.org.uk www.patoss-dyslexia.org www.patoss-dyslexia.org www.patoss-dyslexia.org www.notofailure.com www.notofailure.com www.notofailure.com www.xtraordinarypeople.com www.xtraordinarypeople.com www.interdys.org www.interdys.org www.interdys.org www.dyslexiacenter.org www.dyslexiacenter.org www.dyslexiacenter.org www.dyslexic.com www.dyslexic.com www.dyslexic.com

11. Other routes 1 Consider how planning for a pupil could support development in writing. Consider how planning for a pupil could support development in writing. Go to: Go to: –Overcoming Barriers –Implications for planning –Information –Choose primary or secondary

12. Other routes 2 For a TA supporting children with dyslexia For a TA supporting children with dyslexia How can the IDP materials increase TA knowledge about dyslexia? How can the IDP materials increase TA knowledge about dyslexia? –Overcoming Barriers –Making Adjustments –Information –Barriers –Information