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The Inclusion Development Programme

The Inclusion Development Programme. Dyslexia. The materials. Alex Murray, SENCo, Crestwood College Linda Campbell, Asst. HT/SENCo, Eggars School Jason Illingworth, SENCo, Cowplain Community School Gillian Green, Literacy Co-ordinator, Lakeside School Pauline Bentote, SEN Consultant

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The Inclusion Development Programme

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  1. TheInclusion Development Programme Dyslexia

  2. The materials Alex Murray, SENCo, Crestwood College Linda Campbell, Asst. HT/SENCo, Eggars School Jason Illingworth, SENCo, Cowplain Community School Gillian Green, Literacy Co-ordinator, Lakeside School Pauline Bentote, SEN Consultant It is anticipated that it would require a full day to deliver the entire training and that each of the 3 sections would take approximately 1-2 hours.

  3. Part 1:Introduction User guide for navigation and implementation.

  4. Programme Background The Inclusion Development Programme (IDP) is part of the Government’s strategy to enable schools to become increasingly inclusive and to help teachers deliver ‘Quality First Teaching’ to all pupils. The IDP will ‘support schools and settings in meeting the needs of individual students.’ In 2008, the IDP launched with two foci: Dyslexia and SLCN. In 2009, Autistic Spectrum was added. Schools have been sent a DVD and can also access the IDP through the website (click link).

  5. Navigating the DVD / website The IDP (dyslexia) is organised into three sections: a) Background b) Barriers c) Overcoming Barriers Each of these sections has 5 subsections: a) Prior learning b) Information c) CPD d) Activities e) Resources

  6. Navigating Use the tabs at the top of each page to get to the start of each subsection. Use the blue arrows to move forwards and backwards within each subsection. Use the hypertext links to access resources.

  7. If you get lost… … visit the home page and navigate to Page 2 using the blue arrow to bring you to this index of topics.

  8. The IDP is useful when identifying groups of students who are underperforming. The following slide may also help staff to identify gaps in their own confidence, knowledge and skills in the achievement of students with dyslexia.

  9. This form is available in the IDP for teachers to determine their current level of expertise at teaching students with dyslexia.

  10. Using the IDP as part ofthe School Improvement Cycle To maximise impact, school leaders need to use the IDP effectively by: • linking the use of this material with whole-school improvement priorities • using the CPD and other resources as part of a whole-school approach • implementing arrangements for the monitoring and evaluation of impact on learning • drawing up an IDP action plan for the first year

  11. ACTIVITYUse a planning sheet to start thinking about how your school can use the IDP to maximise impact. Suggestions…. • An Inset day to ‘launch’ aspects of the IDP • Whole staff presentation then staff using the IDP individually to develop inclusion skills • Linking completion of this to performance management (teachers/TAs/other staff) • Follow up sessions to re-visit aspects previously covered • Monitoring impact through lesson observations along with other evidence

  12. INFORMATION Section The INFORMATION section focuses on the question: ‘What are specific learning difficulties?’ The ‘crystal’ model of specific learning difficulties is explained via a link to the interactive video. click on crystal(and wait)… …or go to Background/What are SpLD/Information/page 2. crystal

  13. The three SpLDs (Dyslexia, Dyspraxia and Dyscalculia) are explained as combinations of difficulties. You can click on each difficulty for an explanation. To summarise, the crystal represents the range of strengths (the facets on the underside of the crystal) and the range of difficulties (the facets on top of the crystal) in people with SpLD.

  14. Try answering these questions to activate your prior knowledge: Which specific learning difficulty is normally associated with: 1. Perseveration, distorted perception and poor comprehension? dyslexia dyspraxia autistic spectrum ADHD Dyslexia 2. Distractibility, poor comprehension and impulsivity? dyslexia dyspraxia autistic spectrum ADHD ADHD 3. Poor sense of time, poor phonological awareness and low self-esteem? dyslexia dyspraxia autistic spectrum ADHD Dyslexia

  15. CPD, ACTIVITIES & RESOURCES CPD The online resources (particularly the interactive video) could be used as an introduction to SpLD for staff, parents and even students, or to stimulate discussion on the best ways to plan to include those with SpLD. ACTIVITIES & RESOURCES Activities/resources include ‘Activating Prior Learning’ (see earlier slide) and weblink: ‘Understanding dyslexia – specific learning difficulties.’

  16. BACKGROUND QUESTIONNAIRE Hampshire have produced a useful questionnaire to complete prior to accessing the IDP. It is suggested that you complete this now and then complete it again in about 3 months time to see if the IDP has positively impacted on your classroom practice.

  17. PLENARYWHAT NEXT for the Inclusion Development Programme ? • You could use the IDP departmental-based worksheets to reflect on how your department can improve accessibility for children with dyslexia (SpLD). • A ‘sorting’ activity looking at matching up dyslexia related factors, the effect, strategies and support would stimulate discussion about this. • Don’t forget to re-do the questionnaire in a few months time to look at the impact of using the IDP.

  18. Part 2:Barriers to Learning What is dyslexia?

  19. This presentation should help you to have more confidence in recognising dyslexia in your classroom and understand what barriers to learning a dyslexic pupil will routinely experience. .......Let’s start at the very beginning. What is dyslexia?

  20. Dyslexia. The word is Greek in origin and means difficulty with words

  21. How do we identify a dyslexic student? They may seem to be very talented orally, but cannot commit thoughts to paper. And when they do, it’s a bit like trying to read Chaucer! “Whan that the Knyght had thus his tale ytoold, In al the route ne was ther yong ne oold That he ne seyde it was a noble storie…”

  22. How do we identify dyslexic students? • May be artistic but unable to explain ideas in words • May be able to read, but understand very little of what was just read. • May find that their eyes do not stay fixed on the line so they repeat what they have just read or skip a line. • May find reading very challenging.

  23. How do we identify dyslexic students? • May spell inconsistently and poorly. • When spoken to quickly, may lose track of the meaning of what they are hearing. • May reverse letters – b’s for d’s - and they may do the same with numbers. • May have illegible handwriting.

  24. Knowledge Check True or False..? 1. “Dyslexia is hereditary” True. Dyslexia is often found in siblings. 2. “Dyslexia is linked to general ability ” False Dyslexic students can be found across the ability range. 3. “Dyslexia can be cured” False Dyslexia cannot be cured but students can learn strategies to lessen its effects.

  25. Knowing what dyslexia is, is one thing, knowing how it feels is another

  26. Let’s begin with the three main processes involved with learning

  27. Taking in and storing information For everyone, a lot of the information taken in fades, unless of course, we make a conscious effort to remember it. Some information – such as our mother’s birthday, the route to work, the time our daily train leaves, we transfer to our long term memory. Most of us have strategies to enable us to do this.

  28. Taking in and storing information All in all, we make an effort to put it into our long term memory. Repeat the information over and over. Write it down (and hopefully remember where we put it!) Divide it into chunks. Relate the new piece of information to something we already know.

  29. Auditory perception and discrimination If we are listening to music and the phone rings, we know it’s the phone and not the front door bell. We canperceivethe sound and differentiateit from the front door. However, a dyslexic pupil may find it difficult to differentiate between similar sounds.

  30. Limited short term memory Imagine your short term memory as a shelf. Most adults can hold seven pieces of information on their short term memory shelf. A dyslexic pupil can hold about three or four pieces of information. The shelf is smaller. The information may be each digit of a phone number, dates for a History test or an item on a shopping list.

  31. Speed of information processing We may need to retrieve information from our long term memory to enable us to understand and make sense of new information. If this cannot be done fast enough, some or all the new information will fall off the shelf. Many pupils will need time to retrieve and process information.

  32. Sequencing If there is a weakness in the working memory, then sequencing will be difficult – days of the week, times tables or following flat pack furniture instructions.

  33. Reading Reading, spelling and writing are all sequencing tasks. decoding a sequence of letters to read encoding sounds in the right order to spell putting words in the right order to paragraph. Of the three skills, reading is slightly easier as the words remain on the page while the reader tries to sort them out.

  34. Spelling and writing Spelling and writing are harder because everything has to come from long term memory. Having decided on a sentence to write, the words need to stay on the short term shelf while the letter shapes which make the sounds are retrieved from the long term memory. Tricky.

  35. Organisational skills Poor short term memory can result in poor organisational skills. Knowing where youneed to be, when, with what equipment, to see …. who?requires information to be manipulated and can be a real barrier to dyslexic learners feeling comfortable in school. All this .. before they’re even asked to open a book or put pen to paper.

  36. General points to consider • Dyslexia can affect anyone. • Other learning difficulties may be masked by the dyslexia. • A dyslexic learner may appear confident in some situations but quite fragile in others. • No two people are exactly the same and the impact of dyslexia on each individual is different.

  37. Common behaviours of a dyslexic learner

  38. 1. May appear to be not even trying But remember… They may only be able to give a complex answer orally. The less they write, the less trouble they get into for writing ‘a load of rubbish’.

  39. 2. May appear to be not concentrating But remember… They will have enormous difficulty in copying from a board as they cannot remember chunks of information and will need to look closely, letter by letter, copy, write, look up, find place, copy... No wonder they may find any distraction a welcome relief.

  40. 3. Work may appear careless But remember… Scruffy handwriting can be an issue with a dyslexic pupil. But not always. If asked to copy and the copy book is very close, the handwriting, although usually very slow, may be beautiful.

  41. 4. Work not checked or proof read But remember The pupil may spell the same word several different ways because they don’t have the visual memory to know what it should looklike or the kinesthetic memory to know if it feelsright when they write it.

  42. 5. “But you could do this yesterday!” But remember… They may appear as just plain awkward or impossible. On purpose. But dyslexics will have “off days” with erratic performance because they have to concentrate so hard to keep up and on these days they will require more patience, more encouragement and more kindness.

  43. Pupils learn best when… • They are given the “big picture” • The learning is personal and meaningful • They are asked to remember patterns as well as sequences • They are asked to remember landmarks rather than directions • They are able to learn by experience rather than being told. Listen to this pupil’s ideas

  44. But .. “always look on the bright side of life ..” Dyslexia is a difference in cognition and learning and most dyslexic pupils possess many other positive talents: • Creativity. • Thinking laterally and making connections. • Problem-solving skills. • Seeing the 'big picture’. • Good visual skills, thinking easily in 3-D. • Good verbal skills. • Good social skills.

  45. Part 3:Overcoming Barriers Strategies for dyslexia-friendly learning.

  46. We will look at… Multisensory learning Assessment for Learning Chunking Overlearning Sequencing Adapting materials Adapting the environment

  47. BUT FIRST… How to identity learners with dyslexia or dyslexic tendencies

  48. Identification of Dyslexia • Identification comes through: • Analysing regular assessment data • Anecdotal concerns from staff • Using Dyslexia Identification pro forma • Emotional/behavioural changes (e.g. an increase in disruptive acts or declining participation in lessons) • An increase in school absence • Difficulties with homework • Slower pace in tackling class tasks • Cross-curricula staff discussions • Talking to and listening to the student. SEN departments rely upon classroom teachers to recognise the indicators of dyslexia. This helps ensure that no student goes undiagnosed and unsupported.

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