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Assessing Dyslexia Toolkit for Teachers
http://www.frameworkforinclusion.org
Marie Lockhart
Dyslexia Scotland Conference 2011
Why the need for an assessment
toolkit?
• Review of Dyslexia Policy, Provision and Practice in Scotland
• Findings published in HMIe Report (2008): Education for Learners with Dyslexia
Diverse views:
• What exactly dyslexia is
• Its origin
• Methods of identification and
assessment
• Appropriate interventions
• Self-evaluation was not a strong feature of
planning.
• Most needed to review their procedures
for identifying and assessing pupils with
dyslexia.
Schools:
• Often slow to respond to parents’ initial
concerns.
“Teachers and learners should have updated, accessible and practical advice on dyslexia and its impact on young people………..”
HMIe, 2008, Education for Learners with Dyslexia, p.27
Assessment in the Context of Curriculum for
Excellence
“Assessment is integral to learning,
teaching and the curriculum..”
Curriculum for Excellence,
Building the Curriculum 5:
A Framework for Assessment, p. 6
Definition
The Scottish Government, Dyslexia Scotland and the Cross Party Group on
Dyslexia in the Scottish Parliament:
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. These difficulties often do not reflect an individual's cognitive abilities and 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, as there are often associated difficulties such as: auditory and /or visual processing of language-based information phonological awareness oral language skills and reading fluency short-term and working memory sequencing and directionality number skills organisational ability.
Motor skills and co-ordination may also be affected.
Dyslexia exists in all cultures and across the range of abilities and socio-economic backgrounds. It is a hereditary, life-long, neur-developmental condition. Unidentified, dyslexia is likely to result in low self esteem, high stress, atypical behaviour and low achievement. 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. (http://www.scotland.gov.uk/Topics/Education/Schools/welfare/ASL/dyslexia)
Working Group
Dr Margaret Crombie
HMIe
Educational Psychologists
Scottish Teacher Education
Support for Learning Teachers (Secondary and Primary sectors)
Perth and Kinross ECS Pathway for the
support and identification of Dyslexia
Fran Ranaldi
Education Additional Support Officer
Inclusion Team [email protected]
P & K ECS approach to the Dyslexia Pathway.
Focus areas highlighted to schools and teachers.
Introduction to dyslexia
Responsibilities and Duties for schools and classroom teachers.
The identification process for dyslexia – “Holistic assessment”
Background to the National and P & K ECS Dyslexia Pathway.
Pathway – Assessing Dyslexia Toolkit – information & paperwork.
Accessibility to the curriculum
Effective strategies
The identification process for dyslexia should include;
Observations
Examples of free writing
Reading comprehension levels
Consideration of phonological awareness
Visual perceptions
Consultation with the pupil, staff and family
Use of appropriate assessments.
Holistic assessment
One single “test” for dyslexia is not appropriate.
Identification process
Initial Concern expressed
Class teacher begins process – (Concern form 1)
Teacher access P & K Dyslexia Pathway/Assessing Dyslexia Toolkit
Use of appropriate strategies and appropriate monitoring
No Yes
Direct SfL input & consultation – (Concern form 2)
AS meeting held
Continuing Concerns expressed
Identification of Dyslexia agreed
P & K ECS Paperwork
Identification pathway for all levels
Pupil checklist for dyslexia
Holistic assessment
Concern Form 1
Concern form 2
3rd & 4th, senior pathway
Early pathway
First pathway
Second pathway
How can the P & K Pathway be accessed?
1. Hyperlinks within the P & K ECS Support Manual.
2. It will be available on GLOW.
3. Electronic copies have been sent to schools to be placed on the staff drive.
P & K Pathway – Establishing needs flow chart
Concern expressed from Parent/carer, class
teacher, SfLA, pupil, outside agency.
Class teacher:
Begins the process of dynamic assessment
Refers to the toolkit - for advice and support strategies
for the appropriate level/stage
Completes the “What to look for ” checklist for
dyslexia on dyslexia assessment toolkit.
(Also avilable in hard copy in pack)
Complete P & K Concern Form 1
P & K ECS Pathway
Stage 2 - Continuing concerns.
Monitoring of appropriate learning strategies and opportunities
for the pupil by class teacher indicate that concerns/difficulties
still persist.
Pupil Support Staff:
Gather information from holistic assessment process involving
consultation with pupil, parent/carer and staff including support
strategies used.
For early and first level (CfE), if possible, discuss thoughts and
feelings with pupil and parents. For other levels consider use of
pupil checklist and discussion with pupil and parents.
Complete P & K Concern Form 2
P & K ECS Pathway
All information is gathered from the holistic assessment
process.
AS meeting held
Dyslexia is indicated when the evidence gathered from
all involved is highly confirmatory.
Identification of Dyslexia is agreed?
NO – respond to the pupil’s
needs appropriately.
Discuss with parent/carer.
Reassure and continue to
monitor.
YES
Implement and monitor
support strategies in
collaboration with Parent/carer,
class, & pupil support
teachers.
P & K ASN “Establishing needs” procedures are followed.
Implementation and monitoring of support strategies.
www.stirling.gov.uk/dyslexiapolicy.pdf
Dr Jenni Barr
Principal Educational Psychologist
Stirling Council
Stirling Council Education
Policy and procedures for assessing,
identifying and meeting the needs of
children and young people with dyslexia
I have a good brain but it
doesn’t work all the time. I
have a habit of going into a
dream.
I would like to be able
to be better at my
writing, my sums and
my reading
I enjoy Art, Music and
Drama
Alan, P5
“Having a brother that’s Dyslexic is just like having a normal brother,
but he just needs some extra help once in a while. His mind is
different, but he’s just a regular 9 year old boy. He goes out and
plays with his pals, he goes in moods like most people. He is great
at making things, like the Titanic.”
John, P7,
writing about his brother Alan in P5
Alan’s model of the Titanic