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DYSLEXIA Raising Awareness

This session aims to increase knowledge and understanding of dyslexia, the varying definitions, and common characteristics associated with it. It also explores how Birmingham Local Authority supports dyslexia identification and provides appropriate support to pupils and schools.

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DYSLEXIA Raising Awareness

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  1. DYSLEXIARaising Awareness 27th March 2014 Pupil and School Support

  2. AIMS By the end of the session you will:- • Have an increased knowledge and understanding of dyslexia • Have an understanding of the varying definitions of dyslexia • Be aware of some of the common characteristics associated with dyslexia • Have an increased knowledge on how Birmingham Local Authority support and identify Dyslexia Pupil & School Support

  3. What is it? Pupil & School Support

  4. Dyslexia is one of several specific learning difficulties (SpLD) • It is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling • It is derived from two Greek words : dys = difficulty lexia = words Pupil & School Support

  5. What do you know about dyslexia? • Look at the True / False sheet. • It contains statements that you may have heard in the media or read. • Which are true and which are false? • Discuss with the people on your table or the person next to you. Pupil & School Support

  6. Occurs across the ability range 4% of the population are severely dyslexic and 10% mildly so Every classroom and most staff-rooms may contain a person with dyslexia 4:1 boys to girls Dyslexia runs in families Physiological basis Affects short term memory, sequencing and processing speed Can affect reading, spelling, writing letters and/or numbers Learners with dyslexia will progress when given appropriate support Occurs in all ethnic groups and languages. WHAT DOES DYSLEXIA LOOK LIKE? Pupil & School Support

  7. Current Research Sir Jim Rose (2009) concluded in his report that: • Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling • Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed • Dyslexia occurs across the range of intellectual abilities • It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points • Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia • A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention Pupil & School Support

  8. ROSE REPORT • “It is now widely accepted that dyslexia exists” • “The long running debate about its existence should give way to building professional expertise in identifying dyslexia and developing effective ways to help learners overcome its effects” Rose Report p9 Pupil & School Support

  9. A WORKING DEFINITION British Psychological Society 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. Pupil & School Support

  10. Identification • There is no single test for dyslexia • Dyslexia is evident over time following detailed and ongoing high Quality First Teaching • It is a graduated process of observation, assessment, specific tailored support and high quality interventions which are monitored and evaluated for impact on pupil progress • It involves a collaborative approach – class teachers, Inclusion Managers , literacy co-ordinators, outside agencies • Includes working in partnership with parents/carers and pupils Pupil & School Support

  11. Identification The Rose Report (2009) and the Inclusion Development Programme (2011) both recommend the identification of dyslexia or dyslexic type difficulties occurs at three different levels and acknowledges the expertise that is already evident in schools: • Early intervention/monitoring of progress (class teachers) • Skills assessment (Inclusion Managers and/or specialist literacy teachers in schools) • Comprehensive assessment (involvement of outside agencies) The Rose Report states that ultimately it will be the specialist teacher and/or Educational Psychologists with support from other professionals such as Pupil and School Support who will identify dyslexia formally. Pupil & School Support

  12. Birmingham Route Map • Quality First Teaching • Initial concern and differentiated response • Involvement of outside agencies and evidenced based intervention • Monitoring of the provision and progress made. • Assessment through teaching and appropriate monitored by outside agencies • Parents, School, Agencies and Pupil form an opinion on identification of Dyslexia. Pupil & School Support

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