1. Dyslexia Scotland Education Conference 2015
Dyslexia Friendly Practice in Scottish Schools: a Rationale
Margaret Crankshaw
Dyslexia Scotland Education Conference 2015

2. Challenge of Making Sense: How to achieve uniformly good practice for all dyslexic learners in current educational contexts in Scotland
Dyslexia Scotland Education Conference 2015

3. Dyslexia Scotland Education Conference 2015

4. Current Assumptions ………
Dyslexia can be described as a continuum of difficulties in learning to read, write and/or spell, which persist despite the provision of appropriate learning opportunities. There are no clear cut-off points.
Causes of Dyslexia are highly complex and multifactorial – genetic, neurological and environmental
Dyslexic learners experience neurodiversity, resulting in a range of diverse barriers to learning to differing degrees.
No “one fits all” solution
Dyslexia can co-exist with, and is often compounded by, other barriers to learning e.g. working memory and attention
Individual outcomes relate to social and emotional factors, and the learning context
In relevant legislation, Dyslexia is considered to be both an Additional Support Need and a Disability
Skills and strategies which help dyslexic children can be learned, and what is good for dyslexic learners is good for all learners
Dyslexia Scotland Education Conference 2015

5. About Inclusion and Equalities
“An inclusive approach reflects a move away from a deficit model which focuses on aspects of the learner as the problem, where the learner is viewed as deficient in some way. A deficit model also pays inadequate attention to factors such as social expectations, or aspects of the education system or learning environment that could be changed to enable diverse learners to participate and learn. Also, categorising an individual or a group by a single or a few characteristics may be misleading and doesn't recognise the whole person.”
Dyslexia Scotland Education Conference 2015

6. Learning development is maybe more complex than you think...
Dyslexia Scotland Education Conference 2015

7. Bronfenbrenner’s model
Dyslexia Scotland Education Conference 2015

8. Transactional models Dyslexia Scotland Education Conference 2015
Learning environment
Learner
Teacher
Dyslexia Scotland Education Conference 2015

9. Transactions….
Dyslexia Scotland Education Conference 2015

10. Literacy outcome Learning context
Sense of Agency
Self
Efficacy
Metacognition
Relationships
Learning
context
Locus of control
Expectation of others
Social and psychological factors impacting on literacy outcomes

11. Potential effects of literacy delay
Frustration
Learned helplessness
Contrived concealment
Embarrassment
Anxiety
Guilt
Low Self Esteem
Avoidance
Anger
Apathy
Disengagement
Diversion
Withdrawal
Dyslexia Scotland Education Conference 2015

12. Many children have poor literacy outcomes because of their emerging negative view of themselves as readers and writers, rather than solely because of any intrinsic deficit.
Dyslexia Scotland Education Conference 2015

13. Why might DF practice be part of the answer?
Dyslexia Scotland Education Conference 2015

14. In dyslexia friendly schools the focus has changed from establishing what is wrong with the child in order to make them ‘better,’ to what is right in the classroom in order to enhance the effectiveness of learning.
Dyslexia Scotland Education Conference 2015

15. RIGHTS RESPECTING SCHOOL PARENT PARTNERSHIP LITERACY ACROSS LEARNING
PUPIL VOICE
COOPERATIVE
LEARNING
HEALTH AND WELLBEING
SUCCESSFUL LEARNERS
SELF EVALUATION
INCLUSION
RIGHTS RESPECTING SCHOOL
PARENT PARTNERSHIP
LITERACY ACROSS LEARNING
RESPONSIBLE CITIZENS
PEER SUPPORT
DIVERSITY AND EQUALITY
ACTIVE LEARNING
GIRFEC
RAISING ATTAINMENT
EFFECTIVE CONTRIBUTORS
Dyslexia Scotland Education Conference 2015

16. Icing on the cake?
Dyslexia Scotland Education Conference 2015

17. What does Dyslexia Friendly Practice involve?
Dyslexia Scotland Education Conference 2015

18. Development of DF initiatives
Swansea/ East Sussex/ Durham/ Liverpool LEAs
DFS Pilot (Dyslexia Scotwest and some Scottish LAs)
2003 BDA Achieving DFS pack launched
2008 HMIE report notes DFS good practice
2010 South Ayrshire pilot self - evaluative Scottish model
2015 network of DFS practice spreading in Scotland
Dyslexia Scotland Education Conference 2015

19. South Ayrshire Council Case Study Focus: DFS project
South Ayrshire Council has developed a dyslexia friendly school (DFS) model which aims to improve attainment in literacy and reduce the emotional impact literacy difficulties can have on children and young people. The model evolved from South Ayrshire Council’s existing strategy on dyslexia identification and intervention. It promotes whole-school accountability and closely involves pupils and parents.
Each dyslexia friendly school completes a process of self-evaluation with a focus on whole school commitment, early identification, dyslexia friendly strategies, pupil perspectives and partnership with parents. Each key area has objectives …which provide a framework for improvement for schools….
Initial evaluation has been highly positive. Dyslexia-aware class teachers, supported through effective school pupil support systems, have increased responsibility for early identification of children at risk of not achieving in literacy.
Dyslexia friendly strategies are becoming embedded in everyday classroom practice and resources while individual needs continue to be prioritised and addressed through staged intervention processes. Commendably, children and parents are fully involved in the process through steering groups, assemblies and workshops. Early indications suggest that this model is having a positive impact on the literacy skills of all children and young people including learners with dyslexia.
Education Scotland Literacy and English Review

20. DFS : The Process Audit and Action Plan Accreditation process Award
Steering Group involving pupils and parents
Audit and Action Plan
Accreditation process
Award
Self Evaluation
Framework
SAC Dyslexia Friendly Schools Project

21. Early DFS Models Teacher dominated
Didactic: focus on instruction of individual
Specialist responsibility
Limited pupil voice
Exclusive
Prescriptive individual plans
“Diagnosis” dependent
Professional narratives
Dyslexia Scotland Education Conference 2015

22. Compare DF Approaches in the Classroom 2000 -2015
Sit dyslexic child near the adult/front of the class.
Sit in a well lit area preferably in natural daylight when writing
Vary groupings according to the purpose of the learning objectives rather than abilities.
Have alphabets, keywords, number grids, visual timetables and cue cards accessible.
Pre-teach topic vocabulary
Don’t ask pupil to read aloud
What is learner’s preferred seating? Where will cooperative learning work best?
Check out where learner can see best. Have eyes been checked? Best kind of paper? ICT?
Cooperative learning groups/ literacy circles/ buddies?
Wide variety of learning aids in Dyslexia box available to all?
Topic vocab on smartboard with visual cues? vocab in advance?
Give pupil choice to read aloud or not in different contexts. Value their contribution quietly

23. DFS + Models Explicit high DF profile and policies
Effective leadership and DF champions
Peer awareness and support
Positive contribution from parents
Learner voice and choice
Focus on Resilience and Self Awareness
Engagement of whole school community
Awareness and Accountability of all staff : Noticing and adjusting
Flexible response to individual barriers to learning
Positive transitions
Maintenance of DFS ethos and attitudes
Improved learning outcomes

24. “An approach which is inclusive and holistic, engaging all members of the school community to support children at risk of literacy failure in imaginative, effective and pupil centred ways.
Inclusive good practice is embedded in everyday classroom awareness, attitudes, resources and the organisation of learning. Children and parents are closely involved in the process through focus groups, workshops, assemblies and training. Planned outcomes include earlier identification and implementation of strategies for children at risk, reduced emotional impact of perceived failure, effective partnership with parents, and improved literacy attainment.”
Dyslexia Scotland Education Conference 2015

25. Provision of robust evidence
School Improvement Plan/ Standards and Quality report / HMI reports
Action research reports
Workshop evaluations
Learning journeys
Pupil led Assemblies /Blogs/ Drama/ Art/ Media
Parent audits and feedback
Learner and teacher audits
School website
Literacy profiles and outcomes
Teacher peer review
SMT observations and learning walks
Minutes from school council& DF Steering group
Innovative resources

26. Ongoing staff training audit lead teacher school improvement plan
dfs
Ongoing staff training
audit
lead teacher
school improvement plan
support from local authority
Teacher networks
pupil voice
clear targets in action plan
smt support
opt in
DFS: core essentials

27. Impact…. Normalisation of Dyslexia Demystification of Dyslexia
Increased peer awareness and understanding
Empowerment of dyslexic learners
Improved engagement of dyslexic learners
Teacher confidence increased
Increase in parent approval
Increased self identification
Role of specialist teacher enhanced
Dyslexia Scotland Education Conference 2015

29. SAC Dyslexia Friendly Schools Project

31. SAC Dyslexia Friendly Schools Project

32. Dyslexia Scotland Education Conference 2015

34. With many thanks to the inspirational children,
young people and staff from South Ayrshire whose
enthusiasm and commitment made DFS work.

35. South Ayrshire : Dyslexia (various)
Dyslexia Scotland Education Conference 2015