DYSLEXIARaising Awareness

27th March 2014Pupil and School Support

21/04/23 Pupil & School Support

AIMSAIMS

By the end of the session you will:-

Have an increased knowledge and understanding of dyslexia

Have an understanding of the varying definitions of dyslexia

Be aware of some of the common characteristics associated with dyslexia

Have an increased knowledge on how Birmingham Local Authority support and identify Dyslexia

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What is it?What is it?

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Dyslexia is one of several specific learning difficulties (SpLD)

It is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling

It is derived from two Greek words : dys = difficulty lexia = words

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What do you know about dyslexia?

Look at the True / False sheet. It contains statements that you may

have heard in the media or read. Which are true and which are false? Discuss with the people on your

table or the person next to you.

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WHAT DOES DYSLEXIA LOOK WHAT DOES DYSLEXIA LOOK LIKE?LIKE?

• Occurs across the ability range• 4% of the population are severely dyslexic and

10% mildly so• Every classroom and most staff-rooms may

contain a person with dyslexia • 4:1 boys to girls• Dyslexia runs in families • Physiological basis• Affects short term memory, sequencing and

processing speed• Can affect reading, spelling, writing letters and/or

numbers• Learners with dyslexia will progress when given

appropriate support• Occurs in all ethnic groups and languages.

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Sir Jim Rose (2009) concluded in his report that:

• Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling

• Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed

• Dyslexia occurs across the range of intellectual abilities

• It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points

• Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia

• A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention

Current ResearchCurrent Research

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ROSE ROSE REPORTREPORT

• “It is now widely accepted that dyslexia exists”

• “The long running debate about its existence should give way to building professional expertise in identifying dyslexia and developing effective ways to help learners overcome its effects”

Rose Report p9

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Dyslexia is evident when accurate and fluent word reading and/or spelling develops very incompletely or with great difficulty.

This focuses on literacy learning at the ‘word level’ and implies that the problem is severe and persistent despite appropriate learning opportunities.

It provides the basis for a staged process of assessment through teaching.

A WORKING DEFINITION A WORKING DEFINITION British Psychological SocietyBritish Psychological Society

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Identification

There is no single test for dyslexia Dyslexia is evident over time following

detailed and ongoing high Quality First Teaching

It is a graduated process of observation, assessment, specific tailored support and high quality interventions which are monitored and evaluated for impact on pupil progress

It involves a collaborative approach – class teachers, Inclusion Managers , literacy co-ordinators, outside agencies

Includes working in partnership with parents/carers and pupils

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Identification

The Rose Report (2009) and the Inclusion Development Programme (2011) both recommend the identification of dyslexia or dyslexic type difficulties occurs at three different levels and acknowledges the expertise that is already evident in schools:

1. Early intervention/monitoring of progress (class teachers)

2. Skills assessment (Inclusion Managers and/or specialist literacy teachers in schools)

3. Comprehensive assessment (involvement of outside agencies)

The Rose Report states that ultimately it will be the specialist teacher and/or Educational Psychologists with support from other professionals such as Pupil and School Support who will identify dyslexia formally.

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Birmingham Route Map

• Quality First Teaching• Initial concern and differentiated response• Involvement of outside agencies and

evidenced based intervention• Monitoring of the provision and progress

made.• Assessment through teaching and

appropriate monitored by outside agencies

• Parents, School, Agencies and Pupil form

an opinion on identification of Dyslexia.