making it work in the classroom - dyslexia scotland | · making it work in the classroom ......

Changing whole school perceptions of dyslexia –

from vision to local authority practice :

Making it work in the classroom

Margaret Crankshaw

Dyslexia Friendly Schools Project

South Ayrshire Council1SAC Dyslexia Friendly Schools Project

Huh? What’s

going on ?

2SAC Dyslexia Friendly Schools Project

Why DFS: 1

Pupil views

Disability awareness

Agency of the learner


Why DFS: 2

The ideal

literacy

outcome

self

construct

self

awareness

metacognition

relationshipslearning

context

labelling

expectation

Additional factors impacting on literacy

outcomes4Why DFS: 3

Current research suggests potential effects of notaddressing those “at risk” of literacy failure early:

• Frustration• Marginalisation• Weak self – efficacy• Learned helplessness• Contrived concealment• Embarrassment• Humiliation• Anxiety• Guilt

• Low academic self esteem

• Avoidance• Lethargy• Anger• Anticipation of failure• Apathy• Disengagement• Diversion• Withdrawal


Additional reasons for negative social and emotional responses to reading failure:

• Dyslexia is a complex concept with disputed causes and outcomes in research

• Reading is a key medium for learning

• Reading is a highly valued skill in our society

• Adults may classify children by reading progress

• Perceived external locus of control reduces child’s ownership of learning

• Negative self construct reduces motivation and problem can be self perpetuating

• High learning effort with limited outcome– treadmill effect

• Child (or parent) may be excluded from explanations and planning

• Gap between expectation and attainment

• Parental anxiety may be transferred to child

• Lack of transparent and consistent identification of problem

• Role of unaware peers and younger siblings


So - positive messages are important….


Broad aims of DFS

Pupil• Empowerment

• Motivation

• Self esteem

• Self awareness

• Internal locus of control

• Metacognitive awareness

• Acceptance of peer and adult support

• Literacy progress

Teacher• Open mindedness

• Engaging in explorations with learners

• Understanding and managing difference

• Flexibility of response to literacy problems

• Noticing and adjusting

• Sharing power with learners

• Accountability


Why do we involve pupils very actively in DFS ?

• Curriculum for Excellence four capacities

• Peer supported and cooperative learning

• Active Learners rather than dependent recipients

• Pupil Voice and empowerment

• Focus on resilience and attribution theory

• Views of dyslexic pupils on awareness raising for all

• Accountability of all members of school community

SAC Dyslexia Friendly Schools Project 14

Set up Steering Group and involve pupils and parents

Audit and Action Plan

Implement Action plan

Accreditation

DFS : The Process


What does a Dyslexia Friendly School have to show through self evaluation and accreditation?

• All staff and pupils are Dyslexia aware and accountable, and create a DF ethos

• Staff are trained and appropriate resources are available in class

• Individual learning preferences are supported • Effective identification and literacy tracking• Pupil empowerment, voice and choice• Management support and enabling of

implementation• Transition stages are supported• Parents’ concerns are addressed

“being an effective school and becoming dyslexia friendly are two sides of the same coin” Neil MacKay


Dyslexia Friendly Schools at Gardenrose Primary: Our Story 1

We began our journey towards becoming ‘Dyslexia friendly’ here at Gardenrose when I was asked to become the link person in Autumn term 2010. Since then the enthusiasm of the children has really helped to move us forward...

An audit was carried out with all the teaching and support staff to ascertain our position at that point and this enabled work to begin on our action plan.

A DFS group was set up, with two pupils from each of the P4-7 classes initially (P3 joined later), and a notice board was set up in the corridor with information about famous dyslexics, correspondence from Sir Jackie Stewart and an area for pupil comments.

Information on DFS and the Dyslexia Assessment Toolkit was discussed and handed out at a staff meeting and information was sent out to parents including an opportunity to give comments.

Strategy meetings have been held regularly with the Head teacher, one of our pupil support assistants, pupil support teacher and depute.

Possible DFS strategies were discussed with the staff, who were asked to highlight those they already used and try out a few more over the next term. Staff were introduced to the online Assessing Dyslexia Toolkit by means of a ‘Treasure Hunt’ during staff development time.


The children decided that we should have a DFS mascot and Lexie Our DFS bear was introduced to all the children. He makes regular visits particularly to the younger classes to encourage the use of resources and gather feedback.

New resources such as Word Wasp and Word Wasp Hornet were bought in addition to Toe by Toe and Stareway to Spelling and children were identified to work on these.

Our Dyslexia policy was completed and a pupil version displayed

Dyslexia Friendly Schools at Gardenrose Primary: Our Story(2)

Resources were gathered for DFS boxes for every classroom

A workshop was held for P1 -P7 children with presentations by the DFS group, and opportunities to try out the DFS resources and give feedback on preferred fonts, paper colour etc. The group also presented to the Parent Council.

Feedback from the children is always displayed on the notice board.

DFS boxes were decorated and distributed to each class and children were encouraged to use these.


The SMT now include looking for DFS practice when doing classroom observations.

The DFS group take every opportunity to engage with parents at open afternoons/evenings either by giving information or having a stall.

Feedback from pupils is gathered by questionnaire and by group interviews from each class (‘Bear hunt’ by PSA and DFS photographers).

Feedback is also regularly gathered from individual pupils about resources they are using eg Toe by Toe or Lexion.

Using a system of bi-monthly DFS strategies in all classes. These are drawn up by staff and the DFS group . They are then evaluated by the group, with feedback being given by and to staff and children.

The group constantly come up with ideas for activities to keep DFS high profile and have recently held a poster competitions and a stall at Fun Day.

Before the end of term we will be sending out another newsletter to parents including a questionnaire for feedback.

Dyslexia Friendly Schools at Gardenrose Primary: Our Story(3)


Gathering evidence………. Barassie Primary Staff DfS Box Review :2 stars and a wish….

• I like that they are easily accessible• A variety of equipment is available

More magnetic whiteboards• Ear defenders• Laminated help sheets

Would like more ear defenders and would trade in my fidget balls!!

• Very motivational tool for children• Wide range of learning strategies in box

Electronic spell checkersDyslexia books for upper school

• Good to have ‘tools’ available for all class members

More of everything• Useful having it altogether – easy to

access• Good resources that are practical and

relevantMore ear defenders and fidget balls

please


What DFS strategies as a teacher have you used in your classroom?

Use of keyboarding rather than pencil. Writing “scaffolds” for editing skills. Mind mapping.Yellow highlighters/ spacers. Lines, highlighters,grips,L/R pencils, tricky/common word banks for writing, word stretching, blu tack, pointers, Use of highlighters to find keywords.Blu tack for end of sentences. North Lanark Active phonics using magnetic letters.Mind maps after using post-its. Variety of spelling strategies. Finger spacers, timers, reading rulers that go home.

Becoming Dyslexia Friendly in Primary Schools ……


Classroom DFS walls


DFS toolkits


Positive books available


Dyslexia Friendly Corridor Display


High profile literacy resources e.g. VCOP

• Connectives

• Vocabulary

• Openers

• Punctuation


Pupil friendly resources to choose from


DFS Box in every classroom

Post its

Magnetic letters

Pencil grips

Highlighters

Rainbow Arc

Plastic letters

Reading frames

Coloured overlay strips

Help cards

Days of the week

Tables Card

Maths symbols

B/D cues

Adjective and noun grids


Displays


Neil Mackay highlighted lines


Art : DFS Quilt – Newton Primary School One square from each child in the school


Mnemonics


Cartoon story


Thinking out of the box…..


Art work


Blog - by Clever Cloggs and his Dad…..

Clever Cloggs : I was back at school today after the holiday Monday, which was good in a funny way. I don't really look forward to going to school but I do like lots about going to school. I like my teachers, I like my friends, I like play times, I really like PE and I like helping others by being on the pupil council and helping to write this blog for DFS.

Dad

Clever Cloggs: It was parents’ night tonight. .Mum and Dad said they were proud of me for doing so well. We all spent ages looking at photographs of Dolphin House and The Science Centre. We also had a good look at our school’s DFS information board . It looks quite full of stuff we do. I’m on the DFS working group . It was the group that helped me come up with the idea of helping to write this blog! It was a good parents ‘night tonight..

Dad:


Presentation to teaching staff

DEPARTMENTS WOULD BE-BRIGHT -RELAXED-WELCOMING

LOTS OF DIFFERENT

THINGS TO

REMEMBER!

MIND MAPS BULLET POINTS

DISCUSSIONS

DIAGRAMS

LOTS OF

TEXT

NO

DIAGRAMS

DIFFERENT

FONTSTOO MUCH

INFORMATION

USE OF

DIAGRAMS

WORD

PROMPTS

ANSWER

BOXESLIMITED

TEXT

We would be watching and listening to

short YouTube clips rather than having to

research information with lots of words.

Pho to syn the sis

KEY WORD = PHOTOSYNTHESIS 1.

2. CLAP IT OUT

3. CUT UP THE WORD

4. PLACE IT BACK IN ORDER AGAIN

There are many ways that teachers can develop thinking skills with pupils who are dyslexic.

• Opportunities to problem solve.

• Brainstorming

• Encouraging them to be creative and think critically about issues.

• Use peer teaching

• Use co-operative learning strategies.

• Think pair/share – twos or fours.

MIND MAPS BULLET POINTS

DIAGRAMS

DISCUSSIONS

• Remember that dyslexic pupils often have a poor short term memory and don’t always remember what’s been taught in class.

Everyone MUST - complete all 3questions.

Everyone SHOULD - do the first 6questions.

Everyone COULD - do all 10questions.

Current progress of Dyslexia Friendly Schools project in South Ayrshire:

• 30 Primary schools have bronze award

• 8 Primary schools have silver award

• First Primary school has applied for gold award

• 2 Secondary schools at Bronze level, five implementing action plans

• Effective networking groups• Large DFS resource accessible on

SAC system “secret place” and staff shared areas

• Ongoing training opportunities• SAC model growing recognition


For further information and resources please contact:

[email protected]


making it work in the classroom - dyslexia scotland | · making it work in the classroom ......

Documents