Learning and teaching for dyslexic pupils

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Learning and teaching for dyslexic pupils
Areas of need set out in the SEN code of practice
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Learning outcomes

• You will
• understand current definitions of dyslexia
• know some of the barriers to learning for
  dyslexic pupils
• be able to recognise when to modify learning
  objectives for dyslexic pupils
• know some access strategies, teaching styles and
  approaches for dyslexic pupils, and
• become familiar with some of the ICT that can
  support dyslexic pupils.

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Learning outcomes
Activity 1

• You will
• understand current definitions of dyslexia, and
• be aware of some of the barriers to learning
  experienced by dyslexic learners.

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Talents and abilities that often accompany
dyslexia

• Lateral thinking and imaginative problem-solving
• Good spatial awareness and visualising skills.

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When things go wrong
I hide my work. Sometimes I wish I could hide
myself away forever Pupil with dyslexia
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Building self-confidence

• Use specific praise
• Praise ideas, content and effort
• Value pupils work and make sure that the pupil
  and their peers do too
• Notice and use pupils strengths
• Avoid exposing pupils weaknesses in front of
  their peers
• Make sure the whole class understands what is
  dyslexia and is aware of famous dyslexic role
  models.

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Learning outcome
Activity 2

• You will consider ways in which you can recognise
  pupils likely to be on the dyslexic continuum.

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Identifying dyslexia and assessing learning needs

• National curriculum assessment profiles
• Achievement of curricular targets, particular
  difficulties with class or group curricular
  targets involving spelling, sequencing skills or
  rote recall
• Day-to-day assessment in class
• Written work
• Screening for difficulties in phonological
  awareness
• Checklists.

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Learning outcomes
Activity 3

• You will
• consider when to modify learning objectives for
  dyslexic learners, and
• become familiar with some of the teaching
  approaches and access strategies that are
  appropriate for dyslexic learners.

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Waves of intervention
Wave 3 Additional highly personalised
interventions
Wave 2 Additional interventions to enable pupils
to work at age-related expectations or above
Wave 1 Inclusive, quality first teaching for all
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A dyslexia-friendly classroom
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Visual timetable
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Display of pupils work
Slide 1.19
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Science words
Slide 1.20
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ICT prompts
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English work
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Using mind maps
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Assessing learning traffic lights
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Desktop prompts
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Pupils workplace, with table wedge
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Rainbow alphabet
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Using the alphabet
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Work display and bookshelves
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Learning outcome
Activity 4

• You will consider some teaching styles and
  approaches appropriate for dyslexic learners.

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Learning outcome
Activity 5

• You will become familiar with some of the ICT
  that supports dyslexic pupils.

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Presenting written information

• Printed information might look like this to
  dyslexic learners

Click on the text box on the left to activate the
animation see the animation.
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Learning outcomes
Activity 6

• You will
• consolidate your learning about dyslexia by
  looking at examples of appropriately
  differentiated lessons, and
• identify key points of action for yourself.