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Supporting dyslexia and
inclusive practice
Supporting dyslexia and inclusive practice - 3 Enquiry and research
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Supporting Dyslexia Inclusive Practice
3 Enquiry and research
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Written by the Addressing Dyslexia Toolkit and Dyslexia Scotland with the support of the Opening Educational Practices in Scotland Project
Supporting dyslexia and inclusive practice - 3 Enquiry and research
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Contents
Introduction
3.1 Dyslexia
3.2 The co–occurrence of dyslexia with other areas of
additional support
3.3 Good practice for identification
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Introduction
There is a wealth of Scottish literature which provides information
about definitions, associated difficulties, underlying causes and
advice on assessment and intervention. These include
Dyslexia Review (2008) Literature Review
http://www.educationscotland.gov.uk/Images/lrcapecd
_tcm4-712884.pdf
Dyslexia Review (2014) - Education Scotland Review
Making Sense Dyslexia: Education for Children and
Young People with Dyslexia in Scotland.
Education Scotland − Route Map for Dyslexia and
Inclusive Practice 2015 Literature Review
Addressing Dyslexia Toolkit (2012): This was
originally launched as the Assessing Dyslexia Toolkit
for Teachers in June 2010, and outlines the definition
of dyslexia that has been developed by the Scottish
Government, Dyslexia Scotland and the Cross Party
Group on Dyslexia.
Supporting Pupils with Dyslexia at Primary School
(2011):A series of 8 booklets that were provided to
every primary school in Scotland and contains
information and advice about dyslexia from the early
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stages to transition to secondary school, and also
contains information on support for learning
departments, school management teams, as well as,
about good practice when working with parents.
These booklets can be downloaded from the Dyslexia
Scotland website.
Supporting Pupils with Dyslexia in the Secondary
Curriculum (2013):A series of 20 booklets that were
provided to every secondary school in Scotland and
aim to provide subject teachers and support staff with
advice and strategies to support learners with
dyslexia. The booklets can be downloaded from the
Dyslexia Scotland website.
Dyslexia at Transition (2007) – The Dyslexia at
Transition Project Team consisted of staff from
Edinburgh, Strathclyde and Aberdeen Universities and
education authorities. The team worked with school
staff, parents and pupils to produce a DVD and
support pack ‘Dyslexia at Transition’. The DVD,
commissioned by the (then) Scottish Executive. The
resource was launched in 2007 and provides
examples of best practice to help schools to support
the move of pupils with dyslexia from primary to
secondary school.
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3.1 Dyslexia
View description - Uncaptioned figure
Advances in medical science have enabled the identification of
dyslexia to be understood in greater detail. Neuroscience research
through brain imaging has identified diversity in the brain for
adolescents and for those with dyslexia. Due to the body of
research undertaken over the past few decades by a range of
academic and medical researchers, there is an acceptance that
when identified appropriately, dyslexia is a recognised learning
difference and is the result of a neurological difference and is not a
reflection of a learner’s level of intelligence or cognitive ability. The
impact of dyslexia as a barrier to learning varies in degree
according to the learning and teaching environment.
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Frith, in Reid and Weamouth (2002) say dyslexia can be defined
as neuro-developmental in nature, with a biological origin and
behavioural signs which extend far beyond problems with written
language.
In 1999, the American Journal of Neuroradiology, provided
evidence that dyslexia is neurological in nature. The
interdisciplinary team of University of Washington researchers also
showed that dyslexic children use nearly five times the brain area
as children who are not dyslexic while performing a simple
language task.
Figure 17 Brain Scan
View description - Figure 17 Brain Scan
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Although the images above were taken in 1999 they highlight very
clearly the differences between areas of the brain which are
activated while performing simple language tasks in yellow. Red
indicates areas activated in two or more children. Pic: Todd
Richards, University of Washington.
"The dyslexics were using 4.6 times as much area of the
brain to do the same language task as the controls," said
Todd Richards, co-leader of the study. "This means their
brains were working a lot harder and using more energy
than the normal children". "People often don't see how
hard it is for dyslexic children to do a task that others do so
effortlessly," added Virginia Berninger, a professor of
educational psychology.
http://www.abc.net.au/science/articles/1999/10
/05/57074.htm
Morton & Frith (1993; 1995) developed a neutral framework for the
causal modelling of developmental disorders and applied this
modelling to dyslexia. The research highlights that dyslexia can be
split into 3 main research areas, all of which inter- link and
influence one another.
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Figure 18 Barriers to learning
View description - Figure 18 Barriers to learning
Neurological - Brain structure and genetic factors
Cognitive - How people learn
Behavioural - How people behave and their reactions to this
learning difference
These are influenced by environmental interactions at all levels
which include home, nursery, schools and activities. This means
that the behaviour of a child with dyslexia would change with time
and in different contexts.
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Figure 19 Dyslexia research areas
View description - Figure 19 Dyslexia research areas
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3.2 The co–occurrence of dyslexia with other areas of additional support
Module 1, Section 3.2 recap
The Scottish working definition of dyslexia is broad. As highlighted
in section 1.1 of this module, dyslexia does not only impact on the
acquisition of literacy skills. The different characteristics involved
with dyslexia are also found in a wide range of learner profiles and
areas of additional support.
What is the impact?
It is undoubtedly challenging to meet all the needs of learners
within a teacher’s class. However, using a range of multi-sensory
learning and teaching approaches within a curriculum which is
planned to be inclusive and accessible does bring benefits which
support and can reduce the challenge.
Figure 20 and the table below highlights some examples of co-
occurrence and some support strategies
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Figure 20 dyslexia and co-occurrence
View description - Figure 20 dyslexia and co-occurrence
Activity 27
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The table below highlights some examples of support strategies.
Could each strategy be appropriate for a range of additional
support needs? Consider each strategy and write down the area of
ASN whcih would be supported by them. Click ‘reveal’ to see some
suggestions.
Examples of support strategies
Personalised learning
Effective communication
Multi-sensory learning and teaching approaches
Visual time tables
Visual supports
Use of accessibility software e.g. text and speech recognition
Approaches to support language acquisition
Audio books
Accessible digital learning and teaching resources
Books for All
Digital exams
View answer - Activity 27
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3.3 Good practice for identification
A number of local authorities are using the identification pathway
within their guidance and procedures to support dyslexia and
inclusive practice. Listed below are examples of good practice
which are supporting the improvements.
Clear guidelines which have been developed with the
engagement and support of:
Teachers
Local authority staff
Parents
Learners
Guidelines are available and accessible to the local
authority and school websites
Evidence that parents feel engaged and understand
the identification process
Evidence that staff understand the identification
process. This includes school management,
probationers, supply and permanent teachers, a
consistent approach for identification between primary
and secondary sectors
Whole authority dissemination of the Toolkit and
Module 1 – ‘Introduction to dyslexia and inclusive
practice’
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Activity 28
Which of the following statements do you think are true?
Support teachers should be aware of the identification process
and develop skills to support and identify dyslexia
If a local authority does not have a policy on Dyslexia then they
are not supporting dyslexia.
The Addressing Dyslexia Toolkit has been designed specifically
to support specialist support staff.
All staff should be able to access up to date information and
guidance on dyslexia and inclusive practice.
Everyone has the skills and abilities to recognise early signs of
dyslexia in children at all stages, and take appropriate action in
response to support children and young people.
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Activity 29 Reflective practice task
In your reflective log consider
What are the most appropriate teaching methods to
support our dyslexic learners in reading and do they
need alternative resources?
Should teachers in Scotland be required to participate
in training to carry out the identification of dyslexia?
What are the approaches used in your school to
support learners with literacy difficulties develop their
skills and how does the school/ you know they have a
positive impact?
Now go to Educational contexts and current debates in policy,
education and practice.
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Activity 27
Answer
Examples of support strategies Some examples of ASN which can be supported
Personalised learning Dyslexia
Autism spectrum
Visually impaired
English as an additional
language
Visual impairment
Effective communication Dyslexia
Autism spectrum
Visually impaired
English as an additional
language
Visual impairment
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Multi-sensory learning and teaching approaches
Dyslexia
Autism spectrum – if
appropriate
Visually impaired
English as an additional
language- (Initially)
Visual time tables Dyslexia
Autism spectrum
English as an additional
language- (Initially)
Visual supports Dyslexia
Autism spectrum
Visually impaired
English as an additional
language
Visual impairment
Use of accessibility software e.g. text and speech recognition
Dyslexia
Autism spectrum
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Visually impaired
Approaches to support language acquisition
Dyslexia
Autism spectrum
English as an additional
language- (Initially)
Audio books Dyslexia
Autism spectrum
English as an additional
language- (Initially)
Visually impaired
Accessible digital learning and teaching resources
Dyslexia
Autism spectrum
Visually impaired
Books for All Dyslexia
Autism spectrum – if
applicable
Visually impaired
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Digital exams Dyslexia
Autism spectrum
Visually impaired
Back to Session 3 Activity 1
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Uncaptioned figure
Description
Generic image fro dyslexia within the modules and the Addressing Dyslexia Toolkit
Back to Session 2 Figure 1
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Figure 17 Brain Scan
Description
The image highlights differences in brain activity between dyslxic learners and learners who are not dyslexic.
Back to Session 2 Figure 2
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Figure 18 Barriers to learning
Description
This is diagram highlights the four factors which give rise to additional support needs
Back to Session 2 Figure 3
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Figure 19 Dyslexia research areas
Description
This diagram highlights the main areas of dyslexia research which are all influenced by the enviroment.
Back to Session 2 Figure 4
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Figure 20 dyslexia and co-occurrence
Description
This diagram highlights the range of support needs which co occur with dyslexia.
Back to Session 3 Figure 1