1. Addressing Dyslexia Toolkit Cathy Magee Chief Executive Dyslexia Scotland 30 September 2015 PINS National Seminar

2. National charity, based in Stirling with 18 volunteer-led branches across Scotland We aim to inspire and enable dyslexic people, regardless of their age and abilities, to reach their potential in education, employment and life

3. Over 1650 Helpline enquiries in 2014

4. 2009 Scottish Definition of Dyslexia a b c Phonological awareness The impact of dyslexia as a barrier to learning varies in degree according to the learning and teaching environment Oral language skills Reading fluency Short term & working memory Organisational ability Sequencing & directionality 1 2 3 362 Number skills x 7 Auditory and/or visual processing of language-based information

5. The free online Addressing Dyslexia Toolkit is available for all teachers with sections for parents and young people www.addressingdyslexia.org Influence positive national and local change

7. The process begins in the classroom HMIe inspection model supports this Who is this toolkit for?

11. General working in partnership CPD/ Professional learning Toolkit

12. Influence positive national change Launched May 2014 – improvements since 2008, but still widespread inconsistencies Young people with dyslexia attain significantly less well than their peers with no additional support - only 17% of dyslexic young people qualify for university places compared to 44.2% The effects of low self esteem of children with dyslexia can be dramatic, as described by their parents’. E.g....’a child told their parents in the transition between P3 and P4 that they would be ‘better off without me’

13. 5 key recommendations 1. Access to up-to-date practical advice and guidance on dyslexia (teachers, support staff, learners and parents) 2. Access to wide range of high quality career-long professional opportunities at school, local and national level (teachers, support staff and local authority staff) 3. ITE and postgraduate awards should give high priority to developing knowledge and skills in relation to dyslexia 4. Action to improve the quality of educational outcomes for children and young people with dyslexia 5. Availability and use of reliable information on children and young people’s needs, development and achievement should be improved

14. Dyslexia Scotland role Recommendation 1: Up-to-date practical advice and guidance Dyslexia Scotland should work with local authorities and schools to encourage all teachers to be familiar with and make appropriate use of the Toolkit Recommendation 2: High quality career-long professional opportunities Education Scotland should work with Dyslexia Scotland and other relevant stakeholders to develop a comprehensive dyslexia professional learning package for local authorities to increase the capacity of teachers to meet learning needs Recommendation 4: Improved quality of educational outcomes The Scottish Government should work with Dyslexia Scotland to consider national accreditation schemes for Dyslexia Friendly Schools and Dyslexia Friendly Authorities

15. Next steps 1.‘Making sense’ working group – updates on Scottish Government website: http://www.gov.scot/Topics/Education/Schools/welfare/ASL/ dyslexia http://www.gov.scot/Topics/Education/Schools/welfare/ASL/ dyslexia 2.Dyslexia Scotland Education conference, 24 October: ‘Making sense’ theme and related workshops/updates on report recommendations, including new interactive resources on the Toolkit and the dyslexia route map or training package 3.Development Officer appointed at Education Scotland to take forward the recommendations

16. For more details www.dyslexiascotland.org.uk www.dyslexiascotland.org.uk/education- conference www.dyslexiascotland.org.uk/education- conference www.addressingdyslexia.org Helpline: 0344 800 8484