Dyslexia Friendly Schools

Poster produced by Anna Waterston (2e)

In session 2011-2012, all South Ayrshire Primary schools were working towards Dyslexia Friendly status. This project is linked to national developments, such as the 2008 HMIE report Education for Learners with Dyslexia, and the 2010 launch of the Scottish Dyslexia Assessment Toolkit, as well as Curriculum for Excellence.

In January 2012 a Secondary School pilot involving three SAC Secondary Schools was launched.

Prestwick Academy is one of these schools.

Research suggest that 30 % of pupils at risk of literacy failure
can be reduced to 3% with effective dyslexia friendly classroom
teaching and “compensatory interaction”

What does being a Dyslexia Friendly School involve?

In South Ayrshire, each Dyslexia Friendly School completes a process of self-evaluation which involves:

A designated member of staff who links with key staff in other pilot schools
DFS as part of the school’s improvement plan
Training and awareness raising for all staff
An audit of current practice
Setting up a school steering group
Preparing a DFS action plan
Including views of parents and young people
Implementing an action plan over 24 -36 months

“being an effective school and
becoming dyslexia friendly seem
to be two sides of the same coin”
Neil Mackay, 2001

School Steering Group

Mr Noble (PT Pupil Support)
Mrs Steele (Pupil Support teacher)
Mrs Clark (Pupil Support teacher)
Mrs Malkin (English teacher)
Mr Rivans (History teacher)
Mr Docherty (Pupil Support Coordinator)
Ms Whitehead (Educational Psychologist)

"It has to be remembered at all stages that dyslexia is on a continuum, varying from mild to severe with a range of difficulties and strengths according to the nature of the activity undertaken, the learning environment and any coping strategies and support in place.

As a result, every individual with dyslexia will differ in the range of factors that are affected and in the level of severity experienced."
Scottish Dyslexia Assessment Toolkit, 2010

South Ayrshire Dyslexia Strategy assumes:

that dyslexia can be identified as a specific delay in literacy skills which persists despite appropriate support
that early identification and intervention are critical
that assessment and intervention begin with the class teacher
that learners’ understanding of their dyslexia, and their views on how they are supported, are crucial
that parents’ and carers’ views are important
that the focus should be on addressing individual needs which may vary widely

Schools will also be expected to have:

A written dyslexia policy
Clear guidelines on marking
Clear guidelines on homework
Tracking of literacy skills

Dyslexia Friendly Schools should ensure that:

Parents are given clear early notice of any school concerns
Parents’ concerns are respected and
acknowledged
Information from parents contributes to the young person’s literacy profile
Workshops are available for parents to help them support their young person’s learning

In dyslexia friendly schools the focus has changed from establishing what is wrong with the child in order to make them “better”, to what is right in the classroom in order to enhance the effectiveness of learning.

For further information:

www.dyslexiatransition.org
www.hmie.gov.uk/documents/publication/eflwd.pdf
www.dyslexiascotland.org.uk
www.countmein.org.uk
www.journeytoexcellence.org.uk
www.frameworkforinclusion.org/dyslexiaassessment
www.actiondyslexia.co.uk

Books for children and young people:

My Name Is Brian Brain (Apple Paperbacks)
Brian Has Dyslexia (A Dr. Spot Casebook)
It's Called Dyslexia (Live & Learn) ( Jennifer Moore-Mallinos and Nuria Roca)
It's Just Dyslexia ( Marlene D. Hauck)
So You Think You've Got Problems? (Rosalind Birkett)
Dyslexia: A Teenager's Guide (Sylvia Moody)

Prestwick Academy, Newdykes Road, Prestwick, KA9 2LB
Tel: 01292 477121 Fax:01292 671850