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Addressing Dyslexia

Addressing Dyslexia. The role of the Educational Psychologist Dyslexia Cross Party Working Group 24 April 2013. ASPEP SDEP. Overview. What outcomes do we want for pupils with Dyslexia ? How do we take account of current research, guidance and legislation ?

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Addressing Dyslexia

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  1. Addressing Dyslexia The role of the Educational Psychologist Dyslexia Cross Party Working Group 24 April 2013 ASPEP SDEP

  2. Overview • What outcomes do we want for pupils with Dyslexia ? • How do we take account of current research, guidance and legislation ? • National developments involving Educational Psychologists (EPs) • In which ways can EPs contribute to best outcomes for pupils with Dyslexia ?

  3. Best outcomes ? • Pupils who achieve and attain skills and qualifications • By developing functional literacy skills to enable independent access to ‘text’ • And are resilient and confident in their strengths and how to deal with set-backs and challenges

  4. Key theories of learning Vygotsky, Bruner, Bronfenbrenner Bandura, Dweck Interactive assessment & learning Contextual & Formative assessment Dylan Wiliam Reason, Snowling, Hall etc Fife Council Psychological Service

  5. Relevant guidance & legislation • GIRFEC and ASL Act 2009 • CfEx - Building the Curriculum 5 • HMIe’s Aspect report which recommends a greater role for EPSs in supporting the curriculum • The National Literacy Strategy • Addressing Dyslexia Toolkit • The Donaldson report

  6. Shift of emphasis in EP role handicap / need measure deficit medical room independent direct working special need staff entitlement develop learning everyday context agreed guidelines alongside others whole school/LA

  7. Adjusting intervention to meet learning needs Role of EPs Staged intervention Specialist: direct assessment for more complex ASN Enhanced or targeted: consultation with school staff and partners – ASN including Dyslexia Universal: strategy & staff development – Assessment, Literacy, Dyslexia

  8. Evidence base for improving literacy/dyslexia

  9. Early Literacy Assessment Framework • Joint development between EPs, Scottish Govt, Dundee Uni, Education Scotland – National Literacy Strategy • Ongoing formative assessment for all pupils, measuring progress in a continuous way • Focused on the description/evaluation of specific, evidence-based skills and next steps, compatible with the formation of learning targets • Developmentally sensitive, based on rigorous up to date evidence/models - why are we doing this? • Supports early identification of literacy needs • Comprehensive – Avoid a narrow focus on phonics and exclusive focus on ‘within-child’ factors - address higher order skills; motivation; the learning environment

  10. Key predictors of early literacy development Early language skills: vocabulary; narrative skills Availability & response to books Awareness of sounds/phonology Letter and word recognition Writing Early metacognitive skills: making sense; asking Qs links to prior knowledge; ‘Agency’ or intent/purpose – the motivation to read

  11. New sections Technology • Making the most of the computer’s built in features • ICT to support dyslexia: planning, reading, writing • Mobile devices to support dyslexia • Free and open source (portable) solutions to support dyslexia • Online (Cloud) services to support dyslexia • Producing ICT dyslexia friendly resources • eBooks, eBook Readers and audio books

  12. Future directions ? • Digital literacies • SQA guidance on reasonable adjustments • Building resilience and independence for those with barriers to learning including Dyslexia

  13. How EPs can help you

  14. ASPEP Contact: jennifer.king@ASPEP.org.ukJennifer.king@fife.gov.uk

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