Primary and secondary: Teaching and supporting pupils with dyslexia

Transcription

1 Inclusion Development Programme Renewed Dyslexia Strand 2011 Updated March 2012 Primary and secondary: Teaching and supporting pupils with dyslexia A small boy was walking along a beach at low tide, where countless hundreds of starfish, having been washed up, were stranded and doomed to perish. A man watched as the boy picked up individual creatures and took them back into the water. "I can see you're being very kind," said the watching man, "But there are too many of them; it can't possibly make any difference." Returning from the water's edge, the boy said, "It will for that one." 1

2 Inclusion Development Programme (IDP) Teaching and supporting pupils with dyslexia Contents: Page 3 Staffs CC position paper on dyslexia Page 6 Dyslexia Friendly Schools in Staffordshire Page 8 Inclusion Development Programme: Teaching and supporting pupils with dyslexia Page 11 Tips for producing accessible worksheets for pupils with dyslexia Page 12 Parent confidence tool Page 14 Pupil voice Appendix Process for attaining dyslexia friendly status. Any queries relating to contents please contact a member of the Educational Transformation SEN Team julie.stevenson@staffordshire.gov.uk judith.walley@staffordshire.gov.uk carol.smart@staffordshire.gov.uk 2

3 Staffordshire County Council: Position paper on dyslexia Summary This paper describes an approach to dyslexia based on the British Psychological Society s definition and the SEN Code of Practice (2001). There is no simple assessment for dyslexia; rather, information is gathered and evaluated in a collaborative, team-based investigation that comprises a staged process. In this approach it is recognised that difficulties in learning to read and spell may have many, often complex, causes, and very often these are not fully understood. Hence an approach which focuses on educational practice as in the British Psychological Society working definition is felt to be most helpful. Introduction This paper sets out the approach that Staffordshire County Council adopts towards dyslexia. Essentially, the identification of dyslexia may be an outcome of a process of interventions to improve a child s literacy skills carried out by teachers (with professional support) plus monitoring of the effectiveness of those interventions. Definition There are many hypotheses about the causes of dyslexia. There is no single underlying cause and this leads to difficulties when trying to define dyslexia. The different hypotheses point to potential difficulties that children who struggle to acquire literacy skills may have along with potential strengths. These hypotheses should be seen as guiding a series of questions that can be addressed through the assessment process. To resolve the problem, following a review of the range of different hypotheses, the British Psychological Society (BPS 1999) proposed a working definition of dyslexia with a view to providing a practical approach to identifying dyslexic difficulties: 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. This report changes the way that psychologists and teachers should view dyslexia and the new definition alters the way that dyslexia should be assessed. In the High Court case of Andrews v Nottinghamshire County Council (2003), the BPS report and staged process of assessment were clearly endorsed. 3

4 Implications for assessment and intervention The working definition requires that the assessment process establishes: That the pupil has learned accurate and fluent word reading and/or spelling very incompletely: this will depend on the age and developmental stage of the learner and require comparison between the levels achieved by the learner and the levels required or expected of them. This can be undertaken through standardised/normative tests or performance criteria defining realistic accuracy/fluency levels e.g. informal reading inventories and activities from the Primary Framework. That appropriate learning opportunities have been provided. This sets the concept of dyslexia within an inclusive framework of teaching and learning. It is important to be aware of the teaching and learning environment and to ensure, so far as possible, that it assists students with literacy difficulties to learn new skills, including literacy skills, and to access an appropriate, broad and balanced curriculum. That progress has through small group and individual work, been made only as a result of much additional effort/instruction and that difficulties have, nevertheless, persisted. We would expect to see a graduated response being used in schools and that the outcomes of these approaches would provide evidence for this in reviews of Individual Education Plans. A number of these approaches are identified in the DfES guidance document: Targeting support: choosing and implementing interventions for children with significant literacy difficulties. Work for dyslexic pupils takes place at word level, during which repeated practice accumulates until the pupil reaches a point of mastery of the skill being learned. Care has to be taken to ensure that all children are taught the necessary skills and knowledge, but dyslexic pupils may need some extra work with key aspects. Resources to support pupils with dyslexia Schools are encouraged to become a Dyslexia Friendly School as part of the on-going training programme within Staffordshire LA. The LA sees provision and placement for pupils with dyslexia difficulties as lying along a continuum. The continuum of provision ranges from: Wave 1: Attendance at a local mainstream school with quality first teaching of literacy skills to include differentiated teaching of literacy as needed. Wave 2: Small group support as part of the primary framework e.g. Early Literacy Support, Additional Literacy Support, Further Literacy Support etc. Wave 3: Specialist programmes delivered either individually or in small groups as part of an IEP/Provision Map at School Action/School Actions plus. We would expect IEP targets to be monitored and reviewed, by the school and parents, in line with the SEN Code of Practice. Attendance at a Dyslexia Centre for part of the week whilst on roll at a mainstream school. We would expect close liaison between the Dyslexia Centre staff, mainstream school and parents, with reviews in line with Code of Practice procedures. A decision made at statutory assessment regarding future provision/placement. 4

5 The importance of the SEN Code of Practice When a school receives an enquiry about dyslexia from a parent, the school should make its response in line with the SEN Code of Practice (2001) and ensure that the school has records about the factors listed above. Parents should be consulted and informed at every stage in the process. Records should show: Pupil performance. Adjustments made to improve performance. Consultations with pupil, parents and others. Involvement of parents and pupils in decision making about provision/programmes of work. Involvement of the pupil in monitoring their own progress. In the large majority of cases the needs of dyslexic pupils should be met without any need for a Statement of educational need. The special educational needs of the great majority of children should be met effectively within mainstream settings through Early Years Action and Early Years Action Plus or School Action and School Action Plus, without the local education authority needing to make a statutory assessment (Code of Practice, 7:1). In Staffordshire, dyslexia is recognised as a high incidence learning difficulty and SEN funding to schools takes account of this. Schools would therefore be expected to meet the needs of most pupils through their delegated budget. Conclusion One of the key implications of the BPS report is that the psychometric discrepancy model of dyslexia (i.e. the idea that dyslexia is identified by a discrepancy between reading attainment and a measure of ability or potential ) is not valid. Instead the identification of dyslexia can be the outcome of a process of interventions to improve a child s literacy skills carried out by teachers (with professional support) plus monitoring of the outcomes of those interventions by the School Action Plus team which should include parents. The SENCo should be able to address concerns about whether a child does or does not have dyslexia using the principles outlined in the BPS Working Definition of Dyslexia outlined earlier in this paper. Support for the school SENCo in making this judgement can also be obtained from consultation with staff from the Educational Psychology and SENSS services. These services may assist school staff by working with them and parents, advising on aspects of intervention and training. 5

6 Dyslexia Friendly Schools in Staffordshire Staffordshire Dyslexia Centres From September 2011, there will be four Dyslexia Centres in Staffordshire, based in schools in Leek, (Moorlands) Stafford, Cannock and Lichfield. The Centres cater for KS2 pupils at School Action Plus or above, who have been identified as indicating dyslexia by SENSS staff. Pupils remain on the roll of their school and may attend the Centre for one session a week, where they follow individualised learning programmes, supported by their schools through liaison and link books. Alternatively the Centres offer outreach support, whereby the dyslexia teacher comes into the pupil s school to set up and teach the structured teaching programmes. They will also advise the school on appropriate resources techniques and strategies to help pupils with dyslexia in the class situation. Referrals to the Centres are made via the Central Dyslexia Panel which operates on a termly basis. This panel will look at evidence presented by the school and consider the most appropriate provision for the pupil. More information about the Dyslexia Centres can be found on the Staffordshire website at BDA Quality Mark In recognition of the work undertaken by school staff and the SENSS team, the BDA has awarded Staffordshire their own Quality Mark. This was renewed in 2010 with the BDA commending the Authority on their level of commitment and quality of support for schools. Staffordshire was one of the first Local Authorities to gain this award and we now advise staff in other Authorities on the process. Schools that achieve full Dyslexia Friendly Status, are entitled to use the Staffordshire Dyslexia Quality Mark Dyslexia Friendly Schools: Level 1 To date, 208 schools have Level one Dyslexia Friendly Status. The award is valid for three years after which schools must revisit their action polan and produce a new one if necessary. (Dyslexia Friendly Renewal) or complete the action plan and apply for full Dyslexia Friendly Status. Dyslexia Friendly Schools: Full Status Currently 57 schools have been awarded the Staffordshire Dyslexia Friendly Full Status Quality Mark. As for the Level one process, the Full Status is valid for three years, after which time the school needs to reapply for the award. Useful Contacts: The British Dyslexia Association, Parent Partnership, Stafford, tel

7 Inclusion Development Programme: Teaching and supporting pupils with dyslexia The DVD version of the programme was distributed at the Spring 2011 SENCo Update. Schools who were unable to attend were provided with a copy via their SENSS Advisory teacher who may be able to locate additional copies on request. The programme can be accessed via but as this is a huge programme, the preferred option is via the DVD. Contents: Self-evaluation checklist This includes 16 questions; (8 on knowledge/8 on adjustment to practice) and can be completed online or printed off. This is a useful tool to support evidence of impact of CPD and to support the school self evaluation process. Introduction The definition from the Rose Review is accepted: Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Key themes are: The central role of teachers skills and knowledge in developing all pupils word reading and spelling. The importance of tracking and monitoring progress and intervening when progress begins to slow. The importance of pupils, parents and teachers working together in partnership. The continuing need for explicit teaching for those making slow progress at any age or key stage. Module 1: Dyslexia: Understanding and supporting reading (15 pages) This looks at processes involved in reading and how to provide appropriate support to pupils who have continuing difficulties. It includes the following: 1. Introduction 2. What is involved in reading? 3. What underlies reading difficulties? 4. How do children recognise words? 5. English is hard. 6. The foundation of learning to read. 7. Typical progress/self teaching. 8. What s going on? 9. Reading to learn. 10. What up with Alex? 11. Alex s story. 12. Viewpoints from practitioners. 13. Supporting word reading skills. 14. Dyslexic provision. 15. Summary. 7

8 Module 2: Dyslexia: Understanding and supporting spelling (15 pages) This looks at how pupils learn to spell and how support can be provided to those who have continuing difficulties in spelling. It includes the following: 1. Introduction. 2. Adam s question. 3. Why is James behind with spellings? 4. What does spelling require? 5. Why is spelling harder than reading? 6. Using phonology. 7. Using morphology and conventions. 8. How spelling typically develops in children. 9. Monitoring spelling. 10. Marking James work. 11. Positively addressing James spelling. 12. Removing the barrier. 13. Viewpoints from practitioners. 14. Further implications. 15. Summary. Module 3: Dyslexia: A focus (15 pages) This considers how dyslexia might be recognised and the adjustments that may be put in place to reduce barriers to success for pupils with dyslexic difficulties. It includes the following: 1. Introduction. 2. Finding out about dyslexia. 3. What is dyslexia? 4. A definition of dyslexia. 5. Exploring the definition of dyslexia. 6. Applying the definition of dyslexia. 7. Identification and assessment. 8. Identification. 9. Intervention. 10. Explicit teaching. 11. Explicit teaching in practice. 12. Evidence based practice. 13. Sharing information. 14. Communication with parents. 15. Summary. Module 4: Dyslexia: Adapting practice (16 pages) This identifies different aspects to be considered when adapting practice for pupils with dyslexia. It includes the following: 1. Introduction. 2. What do pupils experience? 3. How has the experience improved? 8

9 4. Short term memory. 5. Language. 6. Difficulties with reading and spelling. 7. Co-occurring difficulties. 8. Transition. 9. Gareth s experience. 10. Helping Gareth. 11. Emotion and motivation. 12. A lesson with dyslexic pupils. 13. What can you do? 14. ICT. 15. Whole school. 16. Summary. Library Lists resources/videos clips associated with modules. Glossary A list explaining terms used within the programme. The programme can be accessed in two parallel formats the interactive format which then provides tasks, activities and video clips, or the text only format. In addition the programmes have a quick find tool which lists the contents of all modules and therefore allows direct access to sections of interest How to undertake the IDP a suggestion Schools in Staffordshire may be undertaking the dyslexia strand of the IDP in conjunction with attainment of the Dyslexia Friendly Status. SENSS will provide support to achieve this but in brief the process is: Read through the overview of the IDP website. Identify a time for all the staff to complete the self evaluation. Some schools have undertaken this as a whole school, as departments or as individuals. Identify the time needed to complete the e-learning taking into account practicalities such as other competing CPD requirements. Complete the CPD and re-evaluate to evidence impact. 9

10 Tips for producing accessible worksheets for pupils with dyslexia Print: Pupils can read typed print with greater ease than hand written information so every effort should be made to word process worksheets particularly as this then allows modification for future groups. Text: Research on the readability of text suggests that the sans serif fonts such as Arial and Comic Sans are preferred. A font of 14 points is good to aim at. Paper: Often an off-white or cream matt paper is preferred for a background with a dark print used to make a clear contrast. Pale print on dark paper and gloss or semigloss should always be avoided. Layout: Beginning with a succinct learning objective and make this explicit by placing it in a box. Underlining or shading information can be helpful but use these sparingly. Other points Highlight the key vocabulary so that understanding can be quickly checked and students can use these to answer questions. Use wide margins and make sure there is plenty of white space. Try to use one side of A4 by limiting information or if there is too much for this, separate it into chunks to promote focus on one page at a time. Key phrases should be repeated and put in bold for emphasis. All text should be supported by visual illustrations of meaning to cue in visual learners. Ensure however that diagrams are clear and uncluttered and there is no ambiguity regarding the piece of text they are intended to support. Restrict line length to between characters and ensure the left side only is justified. It is more difficult to read centred text. Leave 1.5 line spacing which reduces dense chunks of text. Keep words, sentences and paragraphs short to increase understanding. Pay attention to the level of language used and for younger pupils begin each sentence on a new line. Always leave a blank line between paragraphs. Develop an agreed and consistent way of distinguishing between information and instructions. Leave plenty of space for answers and include lines or boxes to support pupils with spatial difficulties. Ensure that pupil responses contain variety e.g. production of a list of key words, an illustration, completion of a task such as a word search, a written response that requires active research, a paired/shared activity. Ensure that worksheet completion is timed and never allowed to be the only teaching activity in a session. It could be used as a starter to stimulate discussion, the main part of the lesson, to consolidate learning or the plenary to rehearse learning, but should never be the sole focus of the lesson. 10

11 Parental confidence tool to measure the impact of the action taken to improve outcomes for pupils with special educational needs This questionnaire is provided for schools to integrate with their own processes for gaining the views of parents of pupils with SEN in order to identify future action. It has a Flesh Kincaid reading ease of 89.1 (Easy) Reading Grade 3.5 (approx readability level 8.5yr) to increase accessibility. Information taken from documents that include those from Government agencies; Partnership with Parents, Parental rights and responsibility, Parents Satisfaction with Schools, Involving Parents: Raising Achievement, Taking action to involve parents, Lamb enquiry, plus discussions with Parent Advocacy Groups and Parent Partnership. Main points taken from parent views included that parents want: To be listened to To be involved To be kept informed, particularly of the positives Their children to be treated as individuals Their children to be happy. Their children to be safe. Their children to receive sufficient support to make progress. The staff to have knowledge and skills in supporting children with SEN Schools to ensure lessons are accessible and differentiated. Schools to care about all children and be less concerned with league tables and academic success. School polices and practices being instigated flexibly so they don t place barriers in the way of success. Accessibility of questionnaire Please tick the box you feel matches with how the school responds to you and your child? I think that the school/staff: 1) Listen to my views on how to help my child? 2) Involve me in decisions made about my child? 3) Tell me about how my child is doing at school? 11

12 4) Are willing to make changes to make sure my child is successful? 5) Take action to ensure my child is safe and settled? 6) Respond to events that make my child anxious? 7) Have the skills to support my child? 8) Take action to ensure my child is supported when required? 9) Give my child work that is at the right level? 10) Believe that my child can achieve suitable goals? 11) Have helped me to support my child to make progress? 12) Have helped me to understand the way my child learns? 12

13 Pupil voice All pupils have a right for their views to be taken into account in all action that impacts upon them. In order to ensure this take place requires schools to: Make sure that all participation processes are built on foundations of shared, or at least mutually acceptable and agreed, goals and values. Decide at the outset how effective communication between all the participatory groups is facilitated. Consider and provide strategies that promote active stakeholder commitment to participation. Evaluate the impact these have on stakeholder engagement. Ensure these strategies clearly identify the individual roles of each of the participatory groups and in addition, highlight the benefits and incentives being involved in the process will bring. Consider how obstacles to active participation can be reduced. Identify processes to identify the stages along the participatory process so that successes are recognised and celebrated and also that solutions are located to lessen the impact of obstacles. Discuss and record how equality of opportunity will be ensured e.g. what reasonable adjustments will be needed to be made to include all stakeholders and how the materials used to promote collaboration will be made accessible. Be prepared to encourage and develop a risk-taking ethos as this is where innovation will thrive. Identify and share criteria that would equate with success in the planning stage. Participation needs to be fostered it does not just happen through setting up meetings. It needs to be pursued with commitment and under the guidance of clear leadership. Pupils participation depends upon their ability to understand formal classroom language, cope with the communication demands of teaching situations and use a variety of methods to understand and express their own needs and the needs of others. Effective participation requires a secure environment where risk taking is encouraged and action to address barriers to engage actively instigated. Schools need to identify ways: To devise strategies to enable and support, active participation in social situations. To teach core vocabulary within a carefully structured programme. To enable pupils to create their own communication system. This means using the most effective means of communication for each given situation. Schools need to reflect on the following questions: How can we be sure that we have really understood the pupils perspective? How can we check this out? How can we make use of what we hear and understand? This is likely to require the recognition that: Pupils must be allowed to effect change or the participation is worthless. Expectations need to be realistic, so ground rules and boundaries need to be in place and their rationale understood. 13

14 Feedback on decisions and actions needs to be speedy and effective. Barriers need to be addressed. Planning and maintaining pupil participation requires both time and effort. Participation needs to be representative of all pupils Participation must not be tokenistic Sources of information include: Participation Workers Network for Wales A useful website that include a whole range of downloadable resources to support the development of meaningful participation with children and young people in school. Research and resources about participation An Australian document that includes, among other succinct information, an outline of the various models of participation. Warwickshire Participation Guidance Included within this pack is an outline of the legal imperatives for developing increased participation with all stakeholders. Consulting pupils about teaching and learning 14

15 Achieving Level One Dyslexia-Friendly Status Primary/Secondary School A Dyslexia Friendly School Team (DFST) is formed Whole school dyslexia/idp awareness-raising meeting supported by SENSS Learning Support All staff complete the dyslexia IDP self-evaluation form and look at the IDP material in more detail. School complete a DF audit and plan. This is included in whole School Improvement Plan. DF Action Plan is submitted to the District Senior Advisory Teacher (SENSS). Level One Achieved 15

16 Achieving Dyslexia-Friendly Full Status Primary School School continue to work on 7 criteria as listed in Level One Action plan supported by Dyslexia Friendly School Team and SENSS Learning Support. This will include revisiting IDP material, refreshed training and school learning walks School feel all criteria on the Action Plan have been met Head Teacher requests visit from SENSS verification team One day verification planned with SENSS team to look at all DF school evidence Verifiers agree that all the criteria have been met Dyslexia Friendly Full Status achieved 16

17 Achieving Dyslexia-Friendly Full Status Secondary School School continue to work on 7 criteria as listed in Level One Action plan, supported by Dyslexia School Team and SENSS Learning Support. This will include revisiting IDP material, refreshed training and school learning walks. School feel all criteria on the Action Plan have been met. All staff complete a final self-evaluation sheet. Faculty heads summarise onto a collation sheet. Headteacher requests visit from SENSS verification Heads of Faculties send completed summary collation sheet to verifiers. SENSS and school agree which departments will be visited. Two verification days planned with SENSS team to look at all DF school evidence. Verifiers agree that all the criteria have been met. 17 Dyslexia Friendly Full Status achieved