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Supporting Literacy with the Addressing Dyslexia Toolkit CLPL Presentation

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Supporting Literacy with the Addressing Dyslexia Toolkit

www.addressingdyslexia.orgCLPL Presentation

Addressing Dyslexia Toolkit - Background

May 2014 October 2008

National Overview in Scotland 2014

FRThe Making Sense review included consultation with these groups4Recommendation Increased use of the Addressing Dyslexia Toolkit

The process begins in the classroom. HMIe Inspection model support this. Who is this toolkit for?

This is the Introductory page.This page explains how the Toolkit has been designed around the levels of the Curriculum for Excellence. This makes it easier for teachers to identify dyslexia as the curriculum is delivered rather than having to think about dyslexia over and above delivering the curriculum. Looking out for literacy difficulties is everyones responsibility as is dealing with those appropriately.9


Having read these background pages we are now ready to look at the ways we might identify dyslexia in our learners. In the Levels of Curriculum section see the turquoise box - teachers select the stage of learning where theyre working. Lets take First as an example - ie up to the end of Primary 411General working in partnership CPD/ Professional learning Toolkit

This is a screenshot of further down the same page. The webinar and Toolkit familiarisation CPD activities can be accessed here.

SchoolsLocal authoritiesOther agenciesCLPLCase studiesQ and AsWorking in partnership

This section reminds us of the importance of working in partnership with the school, the authority and other professionals to ensure a shared understanding of the learner with dyslexia.13Literacy and the Toolkit.The Reading Circle AimTo develop a discussion tool which will help support the identification of key areas within the continuum of reading that learners may experience difficulty in when they are developing their reading skills.

Areas of development within the Reading Circle

Description of the key areas involved in the acquisition of reading skills

Identifying areas of difficulty

Approaches and Strategies for each key area

Practical resource sheet to record discussion and highlight strengths and difficulties.

Once the Level of Curriculum has been selected we now need to look at the 6 boxes that will lead us through the process of identification ad support for the learner in question. We begin the Starting the process.Here we find some general areas where learners who may be dyslexic are likely to experience difficulty.17The Reading Circle

Free Down loadSome resources can be downloaded, and we welcome additional quality resources that can be made available and are copyright free.19CLPL Pathways through the toolkitCALL Scotland's webinar: Margaret Crombie and Craig Mill going through the main points

CLPL training: activities including video links and case studies

Task for today CPD activities to use the toolkit. Ill show you how to access them through the toolkit.Supporting the new GTCS Standards and Professional Update with the Addressing Dyslexia Toolkit

Key AreasPedagogy, learning and subject knowledge; Curriculum and assessment; Enquiry and research; Educational contexts and current debates in policy, education and practice; Sustaining and developing professional learning; Learning for sustainability

CurriculumEducation Systems and ProfessionalPrinciples and PerspectivesTeaching and LearningClassroom OrganisationAssessment of PupilsProfessional Reflection and CommunicationProfessional Values and Personal CommitmentThe GTCS Standards for Registration

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