What Is Dyslexia?
Dyslexia means difficulty with words. People who have dyslexia often have a specific learning difficulty with reading, writing and spelling. Sometimes, they have difficulty with numbers too. There is likely to be at least one child with dyslexia in each class but the specific problems and the degree of difficulty will vary. There are different ideas about the causes of dyslexia but the reasons appear to lie in the way the brain functions which is slightly different in dyslexic people, who are often creative, artistic and good at problem-solving. Many are high achievers – from Einstein to Lewis Hamilton.
Dyslexia means difficulty with words. People who have dyslexia often have a specific learning difficulty with reading, writing and spelling. Sometimes, they have difficulty with numbers too. There is likely to be at least one child with dyslexia in each class but the specific problems and the degree of difficulty will vary. There are different ideas about the causes of dyslexia but the reasons appear to lie in the way the brain functions which is slightly different in dyslexic people, who are often creative, artistic and good at problem-solving. Many are high achievers – from Einstein to Lewis Hamilton.
Dyslexia at Kennall Vale School
Kennall Vale School has a very welcoming, positive ethos and the culture of the school promotes inclusion and celebrates diversity. Our staff are highly motivated to meet the needs of all pupils including those with dyslexia. Our classroom environments are inclusive and dyslexia friendly where we universally offer the following: working walls; displays with key vocabulary; coloured paper, overlays and screen tints; word lists; resources clearly labelled and accessible; multi-sensory teaching techniques; task management and organisational resources; visual timetables; flexible seating; flexible reacording opportunities; dyslexia friendly reading books; differentiated work; adult support;
Kennall Vale School has a very welcoming, positive ethos and the culture of the school promotes inclusion and celebrates diversity. Our staff are highly motivated to meet the needs of all pupils including those with dyslexia. Our classroom environments are inclusive and dyslexia friendly where we universally offer the following: working walls; displays with key vocabulary; coloured paper, overlays and screen tints; word lists; resources clearly labelled and accessible; multi-sensory teaching techniques; task management and organisational resources; visual timetables; flexible seating; flexible reacording opportunities; dyslexia friendly reading books; differentiated work; adult support;
What do we do in school?
- When we have concerns, the class teacher will discuss the child with the SENDCo and together we will use a cylce of 'Assess, Plan, Do, Review' where we will monitor the child over a period of 6 weeks enabling us to evaluate any barriers to learning across all areas of the cirriculum. This process will include explicitly targeting the particular areas where it has been identified that the child is struggling.
- The class teacher will discuss this with the parents of the child and arrange to review this at the end of the 6 week period with them.
- After the 6 week cycle, the class teacher will meet with the SENDCo to discuss the appropriateness of undertaking a Dyslexia Screening (Pearson Dyslexia Screening Test) using the evidence from the APDR cycle.
- Where it is evident that there continues to be barriers to learning despite the strategies that have been implemneted during the 6 week cycle, the SENDCO will arrange to undertake a screening after seeking consent from the parents.
- Where it is evident that any barriers to learning have been overcome due to strategies and provisions put in place for the child it, will be unecessary to carry out a screening.
- The screening is not a diagnositc assessment and can not determine if the child is dyslexic, but the series of tasks within the test can identify areas which present the most challenge.
- After the screening, the SENDCo will prepare the report and will communicate the results with the parent/s to further discuss the findings and next steps.
What can parents and families do?
- Where you have concerns that your child may be dyslexic, talk to your child's class teacher so we can start a cycle of 'Assess, Plan, Do, Review'.
- Be patient as dyslexic children often take longer to do things.
- Help your child to organise him or herself and establish some clear routines.
- Help your child find strategies that support themselves.
- If homework is presenting a problem, talk to your child’s teacher about expectations and ways to help. As described above, we used a vast amount of strategies in school and many of these could be mirrored at home to support your child.
5 tips to help dyslexics love literacy.pdf
5 tips to support dyslexic minds at home.pdf
5 tips to learn tricky spellings.pdf
5 tips to shine at maths.pdf
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