Isleworth School Support for Children with Dyslexia
Isleworth School has adopted procedures to support children with dyslexia. We recognize that more children are successful when taught using dyslexia friendly teaching strategies.
What is Dyslexia?
"A specific learning difference at any given level of ability, which may cause unexpected difficulties in the acquisition of certain skills." Neil MacKay
Dyslexic learners are often imaginative and lateral thinkers who develop original solutions to problems. They may be skillful in design and construction, ICT etc, often seeming to "know" how things work without reading instruction manuals etc. One specific learning difference may be the ability to "think in pictures" Many dyslexic learners are sociable and verbally able and may enjoy drama and sport. Typically they will demonstrate ability appropriate interest in science, technology or current affairs often with a general knowledge to match. Often they are curious, and creative, identifying links and patterns unclear to others.
As a Dyslexic Friendly School we undertake to:
- Understand dyslexic difficulties
- Provide specialist expertise
- Use a whole school, cross curricular approach
- Support all children with difficulties
- Support inclusive practice
- Promote student self esteem
- Recognise that many children learn non-traditionally and we need to provide a multi-sensory approach to learning encouraging students to explore ideas, concepts and strategies within their preferred learning styles
In a nutshell, being dyslexia-aware involves:
- Finding out what children are good at
- Giving them a chance to do more of it and
- Celebrating them doing it right
Neil Mackay
Identifcation
A range of checklists are available to identify children who may be dyslexic, the indicators when observed after the first year of school will alert the classroom teacher who will refer the student to the SENCO for further assessment.
Assessment
Alternative evidence of achievement involving the acceptance of non-written work is seen as equally valid when assessing student work where ever appropriate.
Dyslexic Friendly Strategies In Place at Isleworth School
As a school we have adopted consistent teaching strategies for all learners as outlined in the Isleworth School Curriculum Plan, they are repeated here along with other aspects of our teaching philosophy which we believe apply to all learners and are particularly suited to our dyslexic learners.
- A large illustrated timetable is available in classroom
- Verbal instructions are clear and concise
- It is regular practice for children to explain or paraphrase to their "buddy"
- Pupils are thanked every time they ask for help/clarification even when they have not been listening
- Use positive language which is specific eg: "Make sure you use Y to get the e sound at the end of these words" rather than "Don't forget to put y…
- Use the language of success and possibility
- Worksheets used maximise higher order thinking and minimise writing
- A written and numerical example of the date is provided every day. Children write the date on at least one piece of work a day from Year 1
- Key topic words are displayed and children have access to word banks etc.
- Children are regularly asked to repeat and/or explain in their own words what they have to do
- Resources are available of numbers 1-100, place value charts, days of the week, months of the year for children to access independently
- Where appropriate children use Mnemonics to learn tricky words
- Spelling programmes include making and breaking words into syllables and individual letters through rhythm, use of magnetic letters, letter tiles etc
- Marking for success through the use of highlighter marking ratio- 3 success criteria met to 1 next step learning prompt
- Open ended and extended questions are used to extend children's learning
- Time is allowed for learners to ask questions
- Learning intentions are repeated throughout the lessons
- Support is given through scaffolding - sentence starters, key words, skeleton plans, paired writing with a buddy etc.
- Alternative methods for recording work are used - mind maps, story boards, flow charts, bullet points, power points, oral presentations etc
- Pupils are aware there are different learning styles
- Access to equipment is well organised and child friendly
- Multi-sensory techniques are widely used with emphasis on kinaesthetic methods
- Differentiated writing tasks to take into account a child who may be verbally able but has difficulty in recording
- The Must Could Should approach to task differentiation is used regularly to address the needs of all students
- Comic sans or Arial font, size 12 minimum, bold rather than underlining or italics for key words, ideas and titles is used for teacher prepared materials
- Pastel colours for photocopying where appropriate
- ICT is used where appropriate - there is a wide range of suitable CD's on the CD Rom, the school also has appropriate programmes such as Inspiration, Kid Pix and Clicker 5