Dyslexia Scotland’s online toolkit provides information and guidance to support teachers and learners
Dyslexia Scotland, in partnership with Scottish Government and Education Scotland, has launched a free online toolkit for teachers, support staff and local authorities.
The Addressing Dyslexia Toolkit provides information and guidance on supporting learners with dyslexia, and is designed to:
- support the collaborative process of identification, support and monitoring
- share resources, approaches and strategies
- support inclusive Scottish education.
It helps teachers to support and assess learners within the framework of CfE and GIRFEC, and provides a range of professional learning and reflective practice opportunities that support them to evidence their engagement in the Professional Update process.
Additionally, the toolkit provides local authorities with guidance and information on the collaborative process of identification of dyslexia. An identification pathway that supports staged level of intervention is available for local authorities to use and adapt.
It is hoped that through consistent use of this online toolkit and the identification pathway, it will be possible to:
- improve the outcomes for learners with dyslexia
- standardise practice across Scotland
- improve inclusive Scottish education
- support children/young people to attain the four capabilities of CfE
- enable curriculum accessibility.
The toolkit adopts the following definition of dyslexia, which has been developed by a Scottish Government working group that included Dyslexia Scotland and the Cross-Party Group on Dyslexia in the Scottish Parliament.
The aim of this particular working definition is to provide a description of the range of indicators and characteristics of dyslexia as helpful guidance for all.
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 social-economic backgrounds. It is a hereditary, life-long neurodevelopmental condition. Unidentified dyslexia is likely to result in low self-esteem, high stress, atypical behaviour and low achievement.
Download the kit at:
For more, visit:
www.dyslexiascotland.org.uk or email firstname.lastname@example.org
Read about one teacher's experience of dyslexia