Working together

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Inclusion Development Programme
Dyslexia

Prince Rock Primary May2009
Plymouth Advisory Learning Support
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Aims

• To demonstrate navigation of the Inclusion
  development programme
• To revise staff knowledge of specific learning
  difficulties, particularly dyslexia
• To discuss support strategies and approaches for
  pupils with dyslexia

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National Strategy messagesExpected Levels of
Progress

• Pupils with SEN / LDD should have targets that
  help them progress as far as possible and by 2
  levels if appropriate
• No children make less than 1 level of progress
• Targets should improve significantly on current
  performance

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Specific Learning Difficulties
Aspergers
dyslexia
ADHD
dyspraxia
SLI
Barriers - Dyslexia - Unit 1 What are specific
learning difficulties? Crystal model
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Dyslexic Profile
Barriers What is Dyslexia ? Prior Learning
activity
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What does dyslexia feel like?
When I read
When I spell
When I look at print
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(No Transcript)
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Profile may have difficulties with

• Words reading and /or spelling
• Phonological awareness
• Handwriting
• Directionality e.g. b/d, p/q
• Visual processing
• Processing language
• Following instructions
• Sequencing / awareness of time
• Personal organisation
• Short term memory

Barriers What is Dyslexia ? information pg
7 Barriers - Barriers to learning information
p.15
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In the Classroom
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IDP further suggested activities. . .

• Overcoming barriers
• - identification - pg 5
• - making adjustments - 4, 6, 8, 12, 14, 15
• - strategies and resources - 8,10
• - dyslexia inclusive school - 4,
• - implications for planning 5, 6, 11