UPSKILL EDUCATION
dyslexia-friendly schools
The concept of the ‘Dyslexia-friendly school’ was introduced by Neil Mackay during a presentation to the British Dyslexia Association [BDA] Governor Training (Mackay, 2001). Mackay had this vision of schools being a haven of learning for students of all abilities and differences where students’ strengths and learning styles are harnessed to achieve their potential (2008, p.224). These schools maintain very high expectations of their students. Teachers are empowered to deal with students’ learning needs and they do so with genuine compassion.
Mackay’s vision has struck a chord with many educators and administrators and has since been adopted by many schools all over the UK and the world. The dyslexia-friendly approach promotes best practices in teaching that allow children with reading disabilities to thrive and excel. Working towards the same vision is The British Dyslexia Association [BDA], which launched their dyslexia-friendly initiative in 1999. This initiative was received with such positive response that they followed it up with the Dyslexia Friendly Quality mark in 2004 (Pavey, B., Meehan, M., & Waugh, A.,2009). This quality mark is an external recognition awarded to schools that have met its high standards in providing an exemplary learning environment for dyslexic students. Many schools in and outside of the UK have already earned this esteemed recognition which needs to be re-verified after three years.
Dyslexia comes from the Greek roots -dys, meaning difficulty and lexis, meaning language. The first account of dyslexia was reported by Dr. Pringle Morgan in the British Medical Journal (1896). He was the first person to use dyslexia in place of ‘word blindness’ to describe the case of Percy - a 14 year old boy who, despite being a bright boy, struggled to read. There is no universal definition of dyslexia. According to the British Dyslexia Association [BDA], dyslexia is a learning disability that primarily affects the skills involved in accurate word reading and spelling. The BDA has further defined dyslexia as being neurobiological in nature (1995). Furthermore, dyslexia has been defined as being a ‘continuum, rather than a distinct category, with no clear cut-off points’ (J. Rose, 2009). According to Rose , other difficulties of dyslexia may manifest in ‘aspects of language, motor coordination, mental calculation, concentration and personal organisation (2009, p.10). Mackay chooses to describe it as a ‘specific learning difference that may cause unexpected difficulties in the acquisition of certain skills’ (Mackay, 2008, p.223). As such, children with dyslexia learn differently from that of their peers. They are very creative and visual learners. They have their own way of approaching problems. The advantage of viewing dyslexia in this way is it demystifies the condition and thus relegates it as just another learning needs that can be addressed through differentiation in the classroom (Mackay, 2008). A common misconception of dyslexia is that difficulties are limited to reading and writing when actually, it is much more than confusing letters and in fact can manifest in different ways such as in one’s behaviour (K. Ruttle, 2013). Dyslexia is a spectrum disorder: the severity can differ from child to child. Some children may exhibit more profound deficits compared to others. Simply put, a good way to determine the severity and persistence of dyslexia is observe how well a child responds to consistent, systematic intervention (J. Rose, 2009). There doesn’t seem to be a conclusive data on the prevalence of dyslexia although it is estimated that 1 in 10 people has the disability (International Dyslexia Association [IDA], n.d.). This is an astounding figure. Is your school dyslexia-friendly?
What exactly is a dyslexia friendly school? MacKay describes this school as an environment where all personnel, directed by its leadership team, are committed to achieving a common goal that is, to consistently offer best practices in teaching (2004). This consistency in offering high quality teaching is closely monitored following a clear set of standards that is understood and accepted by all staff and is explicitly outlined within the school inclusion policy. A dyslexia friendly school recognises the challenges faced by learners and thereupon provide timely action without having to wait for assessment results or diagnosis (McKay, 2011). Mackay’s mantra is ‘notice and adjust’. MacKay further explains that in a DFS, teachers are ‘empowered through training, policy and ethos’ (2011, slide 24). A dyslexia -friendly school should speak the same language. This is a culture that should permeate top down from the policy makers all the way down to the smallest unit of the school. If we aimed to be more dyslexia- friendly and adopted changes to be so, it could actually enable us to .more effective.
Mackay’s vision has struck a chord with many educators and administrators and has since been adopted by many schools all over the UK and the world. The dyslexia-friendly approach promotes best practices in teaching that allow children with reading disabilities to thrive and excel. Working towards the same vision is The British Dyslexia Association [BDA], which launched their dyslexia-friendly initiative in 1999. This initiative was received with such positive response that they followed it up with the Dyslexia Friendly Quality mark in 2004 (Pavey, B., Meehan, M., & Waugh, A.,2009). This quality mark is an external recognition awarded to schools that have met its high standards in providing an exemplary learning environment for dyslexic students. Many schools in and outside of the UK have already earned this esteemed recognition which needs to be re-verified after three years.
Dyslexia comes from the Greek roots -dys, meaning difficulty and lexis, meaning language. The first account of dyslexia was reported by Dr. Pringle Morgan in the British Medical Journal (1896). He was the first person to use dyslexia in place of ‘word blindness’ to describe the case of Percy - a 14 year old boy who, despite being a bright boy, struggled to read. There is no universal definition of dyslexia. According to the British Dyslexia Association [BDA], dyslexia is a learning disability that primarily affects the skills involved in accurate word reading and spelling. The BDA has further defined dyslexia as being neurobiological in nature (1995). Furthermore, dyslexia has been defined as being a ‘continuum, rather than a distinct category, with no clear cut-off points’ (J. Rose, 2009). According to Rose , other difficulties of dyslexia may manifest in ‘aspects of language, motor coordination, mental calculation, concentration and personal organisation (2009, p.10). Mackay chooses to describe it as a ‘specific learning difference that may cause unexpected difficulties in the acquisition of certain skills’ (Mackay, 2008, p.223). As such, children with dyslexia learn differently from that of their peers. They are very creative and visual learners. They have their own way of approaching problems. The advantage of viewing dyslexia in this way is it demystifies the condition and thus relegates it as just another learning needs that can be addressed through differentiation in the classroom (Mackay, 2008). A common misconception of dyslexia is that difficulties are limited to reading and writing when actually, it is much more than confusing letters and in fact can manifest in different ways such as in one’s behaviour (K. Ruttle, 2013). Dyslexia is a spectrum disorder: the severity can differ from child to child. Some children may exhibit more profound deficits compared to others. Simply put, a good way to determine the severity and persistence of dyslexia is observe how well a child responds to consistent, systematic intervention (J. Rose, 2009). There doesn’t seem to be a conclusive data on the prevalence of dyslexia although it is estimated that 1 in 10 people has the disability (International Dyslexia Association [IDA], n.d.). This is an astounding figure. Is your school dyslexia-friendly?
What exactly is a dyslexia friendly school? MacKay describes this school as an environment where all personnel, directed by its leadership team, are committed to achieving a common goal that is, to consistently offer best practices in teaching (2004). This consistency in offering high quality teaching is closely monitored following a clear set of standards that is understood and accepted by all staff and is explicitly outlined within the school inclusion policy. A dyslexia friendly school recognises the challenges faced by learners and thereupon provide timely action without having to wait for assessment results or diagnosis (McKay, 2011). Mackay’s mantra is ‘notice and adjust’. MacKay further explains that in a DFS, teachers are ‘empowered through training, policy and ethos’ (2011, slide 24). A dyslexia -friendly school should speak the same language. This is a culture that should permeate top down from the policy makers all the way down to the smallest unit of the school. If we aimed to be more dyslexia- friendly and adopted changes to be so, it could actually enable us to .more effective.
The knowledge gained from this informal research highlighted some key issues calling for further action. This is the perfect springboard to look into changes that may lead to improved practices to benefit not only students with learning disabilities but the whole community. The framework put forth by the BDA to achieve a Dyslexia Friendly Quality Mark lists standards to guide in areas that need improvement (British Dyslexia Association [BDA], n.d.):
Standard one: Leadership and Management
This standard is concerned with school protocols and practices embedded within the school policies for dyslexic learners. These policies should be explicit, practical, transparent and accessible by everyone. Adherence to the policies should be mandatory and therefore closely monitored and evaluated regularly. Is there a systematic identification of dyslexia? Are there procedures in place?
Standard two: What is the quality of learning?
This standard refers to the level of knowledge and expertise of staff in matters concerning dyslexic learners. This also involves awareness of strategies that may be put in place to address the learning needs of students. How high/low is the confidence level of teachers in this area?
Standard three: Creating a climate for learning.
This standard is refers to practices concerning assessment and reporting. Assessments should reflect the learning of the child based on the criteria stipulated in the curriculum planners. Do students have a voice and choice in their learning? Are they encouraged to present their learning in ways that they are comfortable in?
Standard four: Partnership and Liaison with Parents, Carers, Governors and other Concerned Parties
The dyslexia-friendly school takes a whole school approach (Mackay, 2001). All stakeholders should have a voice and given appropriate channels to express their views. This is through regular interactions with parents and carers, school events, parent evenings and conferences. Are parents kept abreast about their child’s learning? Do they know what their chid is learning? Do they have access to their child's work? Are they encouraged to work on tasks together with their child?
Image: Freepick
REFERENCES:
Fish in the tree report and drive for literacy. Retrieved from: https://www.driveryouthtrust.com/wp-content/uploads/2016/08/DYT-FishintheTree-LR.pdf 82-85. school , 166 - 173
MacKay, N. (2004). The case for dyslexia-friendly schools. Dyslexia in Context: Research, Policy and Practice, 223-236.
MacKay, N. (2011). ‘Dyslexia Scotland Education Conference’ [Powerpoint presentation]. Developing Dyslexia Friendly Primary Schools in South Ayrshire. Available at link:
Morgan, W. P. (1896). A case of congenital word blindness. British medical journal, 2(1871), 1378.
National Educational Psychological Service [powerpoint slides]. (2007). Special Education Needs: A Continuum of Support. Retrieved from: https://www.education.ie/en/Schools-Colleges/Services/National-Educational-Psychological-Service-NEPS-/neps_special_needs_guidelines.pdf
Pavey, B., Meehan, M., & Waugh, A. (2009). Dyslexia-friendly further and higher education. Sage.
Rose, J. (2009). Identifying and teaching children and young people with dyslexia and literacy difficulties: An independent report.
Ruttle, K. (2013). Target Ladders: Dyslexia. Cheshire, UK. LDA
Wadlington, E. M., & Wadlington, P. L. (2005). What educators really believe about dyslexia. Reading Improvement, 42(1), 16-33.
Standard one: Leadership and Management
This standard is concerned with school protocols and practices embedded within the school policies for dyslexic learners. These policies should be explicit, practical, transparent and accessible by everyone. Adherence to the policies should be mandatory and therefore closely monitored and evaluated regularly. Is there a systematic identification of dyslexia? Are there procedures in place?
Standard two: What is the quality of learning?
This standard refers to the level of knowledge and expertise of staff in matters concerning dyslexic learners. This also involves awareness of strategies that may be put in place to address the learning needs of students. How high/low is the confidence level of teachers in this area?
Standard three: Creating a climate for learning.
This standard is refers to practices concerning assessment and reporting. Assessments should reflect the learning of the child based on the criteria stipulated in the curriculum planners. Do students have a voice and choice in their learning? Are they encouraged to present their learning in ways that they are comfortable in?
Standard four: Partnership and Liaison with Parents, Carers, Governors and other Concerned Parties
The dyslexia-friendly school takes a whole school approach (Mackay, 2001). All stakeholders should have a voice and given appropriate channels to express their views. This is through regular interactions with parents and carers, school events, parent evenings and conferences. Are parents kept abreast about their child’s learning? Do they know what their chid is learning? Do they have access to their child's work? Are they encouraged to work on tasks together with their child?
Image: Freepick
REFERENCES:
Fish in the tree report and drive for literacy. Retrieved from: https://www.driveryouthtrust.com/wp-content/uploads/2016/08/DYT-FishintheTree-LR.pdf 82-85. school , 166 - 173
MacKay, N. (2004). The case for dyslexia-friendly schools. Dyslexia in Context: Research, Policy and Practice, 223-236.
MacKay, N. (2011). ‘Dyslexia Scotland Education Conference’ [Powerpoint presentation]. Developing Dyslexia Friendly Primary Schools in South Ayrshire. Available at link:
Morgan, W. P. (1896). A case of congenital word blindness. British medical journal, 2(1871), 1378.
National Educational Psychological Service [powerpoint slides]. (2007). Special Education Needs: A Continuum of Support. Retrieved from: https://www.education.ie/en/Schools-Colleges/Services/National-Educational-Psychological-Service-NEPS-/neps_special_needs_guidelines.pdf
Pavey, B., Meehan, M., & Waugh, A. (2009). Dyslexia-friendly further and higher education. Sage.
Rose, J. (2009). Identifying and teaching children and young people with dyslexia and literacy difficulties: An independent report.
Ruttle, K. (2013). Target Ladders: Dyslexia. Cheshire, UK. LDA
Wadlington, E. M., & Wadlington, P. L. (2005). What educators really believe about dyslexia. Reading Improvement, 42(1), 16-33.