Dyslexia and Inclusive Practice:

Professional Learning Resource

Improving Practice and Empowering Whole School

Approaches to Support Learners

For Scotland's learners, with Scotland's educators

 A reflective and evaluative professional learning
approach to improve practice and empower whole school
approaches to support learners .

‘The central message is simple: every learner matters and matters

equally. The complexity arises, however, when we try to put this
message into practice. Implementing this message will likely require
changes in thinking and practice at every level of an education
system, from classroom teachers and others who provide educational
experiences directly, to those responsible for national policy’.

A Guide for ensuring inclusion and equity in education , Pg 12, UNESCO.

https://unesdoc.unesco.org/ark:/48223/pf0000248254

This resource is not prescriptive and can be used by schools and

local authorities with a range of improvement methodologies.

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Content

Page

The National Model of Professional Learning 3

Introduction 4

Developing an inclusive school community 10

Empowerment 13

Professional Learning 15

 The Scottish Context 16

 Inclusive practice 17

 Dyslexia 18

Learner Engagement and Participation 21

Family engagement and participation 26

Early identification, monitoring and support 28

Curriculum accessibility 30

Attainment 32

Supporting inclusive schools through improvement methodology 35

Improvement Methodology 36

Annex A – Professional Learning 42

Annex B – Learner Participation Resources 48

Annex C – Reflective Planning Tool 49

Annex D - Improvement Exemplar 50

Annex E - Springboard for reflective conversations to support 51

improvement

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The National Model of Professional Learning

As education professionals you engage in professional learning to stimulate your thinking and
to ensure your practice is critically informed and up-to-date. The national model of professional
learning identifies the key principles and features of effective learning that will build capacity
and promote collaborative practices. The model provides a shared language and aspiration,
informing the provision, structure and nature of learning. It also outlines the kinds of learning
that will empower and enable you to best meet the needs of learners.

Further information on the national model of professional learning can be found at

https://education.gov.scot/professionallearning

A range of resources which support the sustainable development of an inclusive school

community with the Scottish context will be highlighted.

To support professional development and dialogue ‘Reflections for Improvement’ are included
at the end of key focus area and are available collated together in Annex D.

The resources in Annexes C, D and E can be downloaded separately in a word file and adapted
as required.

Within this resource the term ‘family’ includes parents and carers.

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Introduction

Making Sense: Dyslexia and Inclusive Practice Programme

This professional learning resource is one of several free resources which

have been developed in response to the 2014 Education Scotland report
Making Sense: Education for Children and Young People with Dyslexia in
Scotland. The Making Sense: Dyslexia and Inclusive Practice Programme
supported the implementation of the report’s five interlinking
recommendations to improve the outcomes of learners with dyslexia which
the Scottish Government’s response supported.

Making Sense Report Recommendations:

1. Access to up-to-date practical advice for schools, learners and parents

2. High quality Career Long Professional Learning (CLPL) (school, local and national level)
related to meeting the needs of learners with dyslexia
3. Initial Teacher Education (ITE)/Postgraduate course content to include dyslexia and
additional support needs
4. Action to improve the quality of educational outcomes for learners with dyslexia,
highlighting dyslexia friendly practice
5. Improved availability and use of reliable information on learners needs, development and
achievements.
Supporting the implementation of the five interlinking recommendations and additional
achievements within the programme was made possible through the positive collaborative
partnerships within the Making Sense Working Group and with all the contributing stakeholders.
The progress of the Making Sense: Dyslexia and Inclusive Practice Programme is detailed within
the Final Report.

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Dyslexia and Inclusive Practice: Professional Learning Resource

This professional learning resource has been developed by Education Scotland, the Making
Sense Working Group and stakeholders to support practitioners, schools and local authorities to.

 improve the quality of educational outcomes for learners with dyslexia through
collaborative enquiry and effective self-evaluation
 evidence the impact of the collaborative enquiry through evidenced based improvements
 fulfil statutory duties
 support professional learning on Inclusive practice
 further develop inclusive practice for all learners within the school community
 build on partnerships within the Regional Improvement Collaboratives (RICs), developing
opportunities to share practice and reduce duplication of resource development.

The level of awareness and readiness for change will vary across schools and local authorities
and this resource can be used to focus on specific areas for improvement to contribute to whole
school inclusive practice.

The Dyslexia and Inclusive Practice: Professional Learning Resource has been developed to
support all five recommendations from the Making Sense report. However, there is a focus on
Recommendation 4 and in particular 4.4.

Recommendation 4.
Schools, local authorities and national partners should take action to improve the
quality of educational outcomes for children and young people with dyslexia.

4.4 The Scottish Government should work with Dyslexia Scotland to consider national
accreditation schemes for Dyslexia Friendly Schools and Dyslexia Friendly Authorities.

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The Scottish Government, Education Scotland and Dyslexia Scotland supported several
consultation and conversation events which focused on exploring the proposal of developing a
Scottish accreditation award for dyslexia friendly schools. The following areas were explored.

 What are dyslexia friendly schools?

 Is an award accreditation scheme the most effective way to support and improve the
outcomes for learners with dyslexia?
 Could other models or approaches be more effective?

What are Dyslexia Friendly schools?

The Making Sense report highlighted the positive impact on the school community when they
became Dyslexia Friendly. Key aims of Dyslexia Friendly schools are to enhance the impact of
learning and teaching on the child in the classroom and to ensure that teaching was multi -
sensory and benefited all children, not just those with dyslexia. The approach has developed
over the years and is inclusive and holistic, reflecting current research on effective positive
learning for children. A number of Kite marked Dyslexia Friendly School accreditation schemes
have been developed which schools and local authorities can choose to participate in.
Key features of Dyslexia Friendly schools are:

 Effective leadership and management

 Multi-sensory teaching approaches
 Effective early identification
 Effective transition support
 Learner engagement
 Parental engagement
 Accessible Learning and teaching resources for dyslexia learners

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Consultation/conversation events outcomes
Stakeholder participation and feedback highlighted the following points:

 Improving inclusive practice should be the main focus and not the development of an
award for dyslexia friendly schools.
 The features of Dyslexia friendly schools should already be evident in all schools and
monitored through existing effective self-evaluation. For example, using ‘How Good is
Our School 4?’ (HGIOS 4) and ‘How good is OUR School’.
 Achieving recognition for inclusive practice should not incur unnecessary bureaucracy
and neither should it be a ‘tick box’ process.
 Developing and embedding inclusive practice should be a process which reflects familiar
language and current practice to achieve improvement – reflective practice, partnership,
collaboration and self-improvement.

Frequently repeated stakeholder feedback from the consultation/conversation events.

Stakeholders highlighted eight key areas which would improve the outcomes for learners with
dyslexia through effective inclusive practice. The selection of these key areas to support
improvements in inclusive practice is also supported by a range of evidence from inspection,
research and project work carried out by the European Agency for special Needs and Inclusive
Education.

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The images above highlight the close correlation of key features of Dyslexia Friendly Schools
and Inclusive Practice.

A range of reflective questions have been developed to support conversations which focus on
improvement through reflection and collaborative research and it is recognised that schools and
local authorities may include appropriate additional questions and adapt this resource.

The level of awareness and readiness for change will vary across schools and local authorities.
Therefore, one or two specific focus areas may be selected to take forward improvement or all
focus areas are taken forward at the same time. What is important is that in all cases the focus
areas for improvement are incorporated within the School Improvement Plan and impact of
outcomes is evidenced within the Annual Standards Quality Reporting.

This professional learning resource explores the key features of Inclusive Practice through a
reflective and evaluative approach and includes:
 guidance and information on each key feature
 reflective questions and suggestions to support this process
 examples of evaluative enquiries using improvement methodology.

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Why focus on dyslexia to develop inclusive practice?

A frequently asked question throughout the Making Sense Programme has been
‘Why is the focus on dyslexia and not another additional support need?’
This is because the pedagogy and approaches which can effectively support dyslexic learners are
more applicable to support inclusion. Due to the broad range of characteristics experienced by
dyslexic learners which overlap with many characteristics of other neuro-developmental
differences and additional support needs this approach is beneficial and supportive to a wide
range of learners.
It is also helpful to be aware of the cooccurrence which learners experience. For example, it is
not unusual for a learner to be dyslexic and dyspraxic, or an autistic learner to be ADHD and
also dyslexic.

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Developing an inclusive school community

All the stakeholders within the school community need the opportunity to understand inclusive
education and practice and the interconnection with neurodevelopmental differences such as
dyslexia. This is critical to improving and supporting the key areas of inclusive practice and is
recommended to be the initial starting point. Fundamental to supporting a whole school
approach is knowing where to start from: to understand and establish the level of participation
and current practice with regards to inclusion and dyslexia within the Scottish Educational
context.

To improve the outcomes for all learners including those with dyslexia and help develop
sustained inclusive practice across the whole school community it is important for schools and
local authorities to develop their vision of what they wish to achieve, evaluate their current
position, and plan how they will achieve this through collaborative practice and evaluation of
the impact.

An inclusive school ethos includes the creation of supportive learning environments and
adapting learning environments to specific needs. Creating a positive learning environment
through positive relationships and behaviour is the responsibility of everyone in each
community of learning.

School leaders have an important role in creating and delivering on their vision for inclusive
education which values diversity among staff, encourages collegiality and supports innovation.
School strategic plans should make clear the value of diversity, that all learners are e ntitled to be
active participants in the life of the school community, the high expectations for attainment and
achievement of all learners and mechanisms for shared leadership, teamwork and collaboration
improvement work.

How Good Is Our School? 4 th Edition is the key document for self-evaluation framework to
support effective practice within inclusion. Inclusive practice is a core feature across the 3
themes and the 15 Quality Indicators (QIs) within HGIOS 4. The image on page 11 provides an
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example of how the themed reflective questions can support school communities evaluate their
inclusive practice and identify areas for improvement.

Collaborative partnership working

Supporting the development of an inclusive school community is a collaborative process which
involves effective collaborative partnership working. The image below highlights the range of
stakeholders who may be involved in the process over a period of time and who work together
collaboratively to support the needs of the learners.

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 A selection of resources are available on the National Improvement Hub
supporting the development of an inclusive school community through
inclusive practice.

Reflections for improvement

 Have we successfully established an inclusive school community? How do we know?

 Are all our school policies and planning methods inclusive – do they fulfil the
statutory and professional duties?
 How do we know we have effective family learning opportunities which focus on
raising awareness of inclusive practice and education?
 How do we consult with and involve all stakeholders in the self-evaluation of inclusive
practice and support for dyslexia?
 How well do we evidence that improvement has been supported and informed by
stakeholder feedback?
 How do we know that we effectively work collegiately with pupils, parents and
partners to inform appropriate resourcing decisions and allocate resources to build
capacity and sustain improvement in inclusive practice?
 What strategies do we use to guide the direction and pace of change to embed
inclusive approaches across learning and teaching and the school experiences? Is this
carefully planned to ensure sufficient time for embedding improvements?

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Empowerment

What is an empowered system?

Scotland has started a joint effort to build an empowered, connected, self-improving education
system. This is to help achieve excellence and equity for all children and young people as set out
in the National Improvement Framework. A recent agreement was made between the Scottish
Government and the local government organisation COSLA. This recognises that establishing an
empowered system, which includes schools, school staff, pupils and parents, is crucial in
improving the life chances of our children and young people. The agreement is based on the
key principle that schools are empowered to make the decisions that most affect outcomes for
their children and young people.

The jigsaw reflects eight key partners who work together collaboratively in an empowered
system to improve outcomes for children and young people. An empowered system is one that
grows stronger and more confident, working in partnership to lead learning and teaching that
achieves excellence and equity for all learners. Empowerment and collaboration for
improvement happen at all levels in an empowered system. Developing a sustainable inclusive
school community for all learners requires an empowered system.

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Further information and guidance on the Empowered System is available on the national
Improvement Hub

Reflections for improvement

 How do I/we know that our school community stakeholders are aware of, and understand
the Empowered system?
 How do I/we know that our school community empowers all stakeholders?

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Professional Learning

 The Scottish Context

 Inclusive practice
 Dyslexia

The Making Sense Report highlighted that young people with dyslexia attain significantly
less well than their peers who do not have additional support needs. However, dyslexia is
not linked to lower cognitive ability.

Stakeholders agreed that all staff in the school community need to have access to high quality
professional learning on dyslexia and inclusion to support the sustainable development of an
inclusive school community. The depth of this learning will vary from awareness raising to
specialist knowledge and understanding. The Dyslexia Making Sense programme has developed
a number of free resources which can support professional learning on dyslexia and inclusive
practice alongside the range of additional resources which are also available on the Education
Scotland National Improvement Hub. Examples can be found in Annex A.

Reflections for improvement

 How do I/we know our school communities’ understanding of inclusion and dyslexia is
current and is reflected in practice?
 How do I/we know that practitioners, learners and families are aware of the Scottish
inclusive context?

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The Scottish Context

Scotland’s ‘needs led’ and rights based educational system is designed to be an inclusive one for
all children and young people in Scottish schools, with or without additional support needs. It is
not dependent upon a formal label such as dyslexia, autism, physical disability or mental health.
This inclusive approach not only allows children and young people to thrive in their community
but also contributes to all children and young people’s understanding and appreciation of
diversity and helps to build a more just society.

Children’s rights and entitlements are fundamental to Scotland’s approach to inclusive

education supported by the legislative framework and key policy drivers. These include
Curriculum for Excellence, the Getting it right for every child approach and the Framework for
Professional Standards for teachers. These are underpinned by a set of values aligned to social
justice and commitment to inclusive education. The image above provides an overview of this
Scottish context. Annex A provides further details.

Our legislation ensures rights and entitlements for children and young people to education,
support and wellbeing. There is a range of legislation and educational policies that places duties
and expectations on schools and local authorities to ensure that they:
 deliver an inclusive education
 support learners to achieve to the best of their ability
 do not discriminate against those with protected characteristics
 provide assessments when requested.
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Inclusive practice

Reflection
How do I/we know if our school community understands what inclusion is?

What does inclusion mean?

What is meant by the term ‘inclusion’? A range of definitions have been developed and these
contribute to an understanding of inclusive education. Consider how they reflect the education
establishment you support or work in.

The Scottish Government vision for inclusive education states that:

'Inclusive education in Scotland starts from the belief that education is a human right and the
foundation for a more just society. An inclusive approach which recognises diversity and holds
the ambition that all children and young people are enabled to achieve to their fullest potential
is the cornerstone to achieve equity and excellence in education for all of our children and
young people’.
The Scottish Government, Excellence and Equity for All: Presumption to provide education in a

mainstream setting: Guidance (2019), p. 4

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Dyslexia

The human population is highly diverse. Neurodiversity is a term that describes this normal
variation across all people. Dyslexia is a lifelong neuro-developmental difference. At all stages,
dyslexia is on a continuum varying from mild to severe, with a range of strengths and difficulties
and, 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. There is however a
common set of signs that can be observed, and these are referred to as characteristics and are in
the Scottish working definition.

Scotland’s ‘needs led’ approach does not require a ‘label’ of dyslexia to be in place before
support is provided but it is important to recognise that for individuals and their families the
term ‘dyslexia’ can support their understanding of what dyslexia means for them. Identifying
dyslexia as early as possible will support future learning, teaching and wellbeing.

A Scottish working definition of dyslexia was developed in 2009 by the Scottish Government,
Dyslexia Scotland, the Cross-Party Group on Dyslexia in the Scottish Parliament and a wide
range of stakeholders. It is one of many definitions available and is recommended as helpful
guidance by Education Scotland for local authorities, educational practitioners, children,
parents/carers and others to provide a description of the range of indicators and characteristics
of dyslexia.

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  Dyslexia exists in all cultures and across the range of abilities and socio-economic
backgrounds.
 Dyslexia is a hereditary, life-long, neurodevelopmental condition.
 Unidentified, dyslexia is likely to result in low self-esteem, high stress, atypical behaviour,
and low achievement.

Scottish Working Definition of Dyslexia

Dyslexia can be described as a continuum of difficulties in learning to read, write and/or spell,
which persist despite the provision of appropriate learning opportunities. These difficulties
often do not reflect an individual's cognitive abilities and may not be typical of performance
in other areas.
The impact of dyslexia as a barrier to learning varies in degree according to the learning and
teaching environment, as there are often associated difficulties such as:
 auditory and/or visual processing of language-based information
 phonological awareness
 oral language skills and reading fluency
 short-term and working memory
 sequencing and directionality
 number skills
 organisational ability

Motor skills and co-ordination may also be affected.

This short video on the Scottish Working Definition of Dyslexia gives some real-life examples
from children and young people about what it means for them:
https://unwrapped.dyslexiascotland.org.uk/create-and-share/videos/what-is-dyslexia

Here is a young person talking about their dyslexia identification on video:

http://unwrapped.dyslexiascotland.org.uk/create-and-share/videos/beth-youth-day-2018

Further information on understanding dyslexia, learning and teaching approaches and the
holistic identification pathway can be accessed and the Addressing Dyslexia Toolkit. Annex A
provides a range of professional learning resources, for example the free online modules and
resources within the Addressing Dyslexia Toolkit. These resources can support a range of
sessions, for example, individual learning, staff development sessions – twilights, ½ day /full
day/ individual.
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 Reflections for improvement

 How do we ensure that all staff and partners have up-to-date knowledge and
understanding of additional support and inclusive practice?
 How do we know staff are accessing effective levels of support and training to build their
capacity to meet the needs of diverse learners?
 How do I/we know that the Addressing Dyslexia Toolkit and accompanying resources
have been accessed and are being used within the school community?
 How can these resources be shared at the appropriate levels?

 How do we ensure that all staff and partners have up-to-date knowledge and
understanding of language development and literacy?
 What is the impact of the professional learning?

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Learner Engagement and Participation

Reflection

How do I/we know that our learners are provided the opportunity for
meaningful and inclusive engagement and participation?

Participation can be defined as

‘an ongoing process of children’s expression and active involvement in decision -making at
different levels in matters that concern them. It requires information-sharing and dialogue
between children and adults based on mutual respect and requires that full consideration of
their views be given, taking into account the child’s age and maturity’.
Right to be Heard: Save the Children and UNICEF. 2011

Participation is transparent and involves power sharing. Learner participation amounts to more
than adults merely listening to young people – some form of intergenerational dialogue is
required. Intergenerational dialogue requires adults, children, and young people to engage in
communications which are two-way, voluntary, sustained, deal with real concerns, and be based
on mutual respect and children’s rights. Through participation, staff, learners, and other
community members will plan and act together. Participatory dialogues can involve individuals
or groups. To develop a sustainable inclusive school community meaningful and non-tokenistic
learner engagement and participation is required.

Curriculum for Excellence supports children and young people so that they can gain the
knowledge, skills, attributes and capabilities which underpin the four capacities required for life
in the 21st century. Children’s rights, embedded in the United Nations Convention on the Rights
of the Child (UNCRC), are at the heart of Curriculum for Excellence. The principles (UNCRC) will
be implemented into Scots law in 2020. These rights include, amongst others, the right to
participate through dialogues with adults based on mutual respect, and the right to an
education. In education settings, children and young people need to be recognised more clearly

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as participants with rights alongside professionals and community members. Better
Relationships, Better Learning, Better Behaviour 2013 highlights that
‘Developing good relationships and positive behaviour in the classroom, playground and wider
community is essential for creating the right environment for effective learning and teaching.
Where children and young people feel included, respected, safe and secure and when their
achievements and contributions are valued and celebrated, they are more likely to develop self -
confidence, resilience and positive views about themselves. This applies equally to all staff in the
learning community.’

Learner participation in schools and early years and childcare settings includes all of the ways in
which children and young people engage in practices and dialogue with educational staff,
parents, carers, and community members to create positive outcomes and changes. When
developing a sustainable inclusive school community all learners should be supported and
provided opportunities which enable them to be actively engaged in the journey.

Young Ambassadors for Inclusion

Young people who require additional support have a wealth of information, ideas and priorities
to share. It is therefore vital that we work in partnership. A national example of learner
engagement and participation is The Young Ambassadors for Inclusion a group of young people
who require additional support in secondary schools who have been nominated by their local
authority to join a network which provides an opportunity for them to share their views and
experiences of Scottish education. Twenty-six local authorities have been represented since the
network began in 2015.
Through discussion and activities, the Young Ambassadors have identified the ways they feel
schools are doing well in their provision of inclusive education and also where improvements
could be made. Despite the membership of the group changing over the years five themes were
consistently highlighted by the young people. They have shared their ideas with the Deputy First
Minister during a visit to Parliament.

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.
As well as consulting with groups of young people, it is also vital to work in partnership with
them to identify their individual needs, the support they require and to review whether these
needs have been met.

The professional learning materials and a film on the Young Ambassador can be found on the
National Improvement Hub page. This page provides ideas on ways that you might consult with
groups of young people in your own setting to support the development of an inclusive school
community. Watch ‘Ask us, hear us, include us’ (Education Scotland, 2018) to hear the views of
the Young Ambassadors for Inclusion in a short film which they created for teachers.
https://www.youtube.com/watch?v=dkGecrJC2ME

They have also developed a pledge for schools and local authorities to use when working
towards developing inclusive school communities.

There is now considerable evidence from research that supports the view that addressing learner
participation makes for effective policy making, enhances school life, and improves a range of

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outcomes for learners. A recent Scottish study has shown that schools achieving better than
expected exam results, given their catchments in areas of deprivation, were all making
comprehensive efforts to address learner participation across school life.

Creating learner-centred classrooms and school communities which value and respect diversity,
involves promoting participation and gaining learners’ input about their school life in general
and the learning process in particular. Effective self-evaluation and school improvement
planning is fundamental to ensuring children’s rights within the school context.

How Good is OUR school? Part 1 How Good is OUR school? Part 2

Reflections for improvement

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 How are our learners actively encouraged to participate in the improvement of our
inclusive learning environment?
 How does our school currently seek the views of children and young people with
additional support needs?
 How do I/ we know how included our learners currently feel?
 Based on the Young Ambassadors for Inclusion ideas, how could our school become
more inclusive?
 Is our school community ready to sign the inclusion pledge?
 How well do our approaches on identifying, moderating and supporting learners enable
them to develop an awareness of themselves as learners and support them to recognise
their own skills for learning, life and work which they are developing?
 How effectively do I/we involve learners in planning, participating, choosing and
evaluating their learning?
 What opportunities do learners currently have to share their views, not including Pupil
councils?
 How do I/we ensure that our transition processes are effective, accessible and
appropriate for our learners with additional support needs/disabilities?
 How do I/we know our processes and support are helping leaners access sustained
positive destinations?

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Family engagement and participation

Reflection

How do I/we know that our families are provided the opportunity for meaningful
and inclusive engagement and participation with our school community?

Each learner and their family are unique and supporting the development of positive
relationships between school staff and the family is critically important to supporting and
encouraging family engagement and participation and to provide effective support.

Effective family engagement and participation can:

 Support whole school awareness projects – Inclusive school communities
 Enhance learning and emotional well-being
 Help to progress individual targets
 Transfer learning when families are partners in learning and the learning is shared with
them
 Help prepare for changes and transitions
 Provide alternative ideas, strategies and information
 Plan for homework (adapted where appropriate)
 Support pupil involvement in school events or outings (arrangements for what is possible
or alternatives)
 Support independence and preparation for adult life.

The Scottish Schools (Parental Involvement) Act 2006 places a responsibility on local authorities

to improve parental involvement in three ways –

 learning at home,
 home/school partnerships and
 parental representation.

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 Reflections for improvement

 How do I/we know families have been provided with appropriate opportunities to access
information on dyslexia and other neurodevelopmental differences?
 How do I/we know families have been provided with appropriate opportunities to access
information on Inclusive school communities?
 How are parents/carers actively encouraged to participate in the improvement of the
inclusive learning environment?
 How do I/we know I/we work collegiately with parents?
 How do I/we know I/we effectively support parents and carers to participate in,
contribute to and understand their child’s learning?
 How do I/we know I/we effectively share information on the development of language
and numeracy skills is shared with partners and parents?
 How do I/we know we have effective family learning opportunities which focus on raising
awareness of how to support their children?

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Early identification, monitoring and support

Reflection

How do I/we know our assessment, moderation and support processes are
effectively meeting the needs of all our learners?

The Making Sense report highlighted the importance of early identification to ensure learners
progress and achieve to their maximum potential. Effective assessment monitoring and support
mechanisms are essential to identify the support needs of learners at an early stage.

Assessment, moderation and the provision of appropriate support are symbiotic processes. For
example, the assessment of dyslexia in children and young people in schools in Scotland:
 Is a process rather than an end-product. The information provided in the assessment
should support the learner’s next steps for learning.
 Should be a holistic and collaborative process which takes place over a period of time,
drawing on a range of observational and assessment methods. This approach reflects the
development of the Dyslexia Identification Pathway within the Addressing Dyslexia
Toolkit.

It is important to recognise the progress and achievements of all young people, including t hose
with additional support needs, by planning for and recognising ‘short steps’ in learning. More
in-depth assessment will be required to help determine success in these short steps.

Staff can ensure that assessment meets all learners’ needs by providing each child and young
person with the most appropriate support. In doing so, they will ensure that every learner has
the best chance of success. Curriculum for Excellence provides a framework for assessment
which is designed to support learners and their learning journey from the age of 3. Through a
range of approaches, and a quality body of evidence, practitioners are encouraged to work
together with wider partners to make professional judgements around progress, and next steps
and to identify any support requirements
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 Reflections for improvement

 How well do I/we use evidence from tracking meetings, professional dialogue and
assessments to measure progress over time and in particular at points of transition?
 How well do I/we ensure our transition processes are collaborative and involve
partnership, learner and family engagement and participation?
 How well do staff understand their role within the staged level of intervention and
supporting all learning?
 How effectively do all staff access the free online Addressing Dyslexia Toolkit – how do
we know this and what is the impact?
 How effectively do all staff access the national or local authority pathway for the
identification of dyslexia and literacy difficulties?
 How do we know if personalised support is having the desired impact of improving
outcomes for learners?

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Curriculum accessibility

Reflection.
How do I/we know our curriculum is accessible and has been developed to
ensure all our learners can effectively and meaningfully participate?

The curriculum includes all of the experiences which are planned for children and young people
through their education. It is not specific to subject areas but applies to activities that take place
across the school. An accessible curriculum is an inclusive curriculum.
Curriculum for Excellence (CfE) provides an inclusive, flexible framework that can be used to
provide a range of progression pathways which are personalised and appropriate to learners’
needs and local circumstances. An inclusive and differentiated curriculum involves adopting
teaching methodologies and activities to facilitate learner engagement and to move the learner
towards higher levels of achievement. An inclusive and flexible curriculum provides more
equitable opportunities for children and young people to develop and use the skills and abilities
necessary to become an active part in the workforce.

A curriculum which is inclusive and accessible to all learners enables schools and education
authorities to:
 fulfil statutory and professional duties
 ensure effective differentiation
 meet the SQA requirements for assessment arrangements

Use of Information and Communications Technology to support an inclusive curriculum

Technology can help schools and learners in a number of ways. For example, learners can:
 read more effectively by increasing font size, changing colours or by using text-to-speech
or audio books
 write and spell more successfully using a keyboard or tablet with spellchecker or speech
recognition
30
  organise school and home life and work using digital calendars, to-do lists and notes
develop their literacy, numeracy and cognitive skills with apps and programs.

Technology can support schools to:

 meet all learners’ needs through appropriately planned and developed resources. For
example, it is cost-effective
o to effectively develop accessible digital resources which enable swift adaptation for
different learners.
o to support learners to make use of IT in place of human reader scribes when
appropriate.
 Support learners who experience interrupted learning with access to online learning and
teaching resources.

The continuing development in the availability of technology in schools and society as a whole
also has the potential to facilitate and promote inclusive practice (European Agency, 2013b).
UNESCO (2011) notes that the use of technology in education facilitates personalised learning,
as it enables flexible curriculum development and assists learners with different needs to
participate as equals in the learning experience.

Furthermore, UNESCO IITE (2012) suggests ways through which digital technology can be used
in schools to promote personalised learning. These include using IT:
 for assessment of learning;
 for personalised instruction, by selectively delivering digital content;
 to personalise the curriculum, by designing and presenting learning material that
each learner needs in the classroom;
 to change classroom organisation, which reflects the shift of attention from the
teacher to learners;
 to access digital learning content and to interact with other learners, parents and
experts beyond the classroom.

31
 Reflections for improvement.

 How well does our school ensure that the curriculum is designed to develop and
promote equality and diversity, eliminate discrimination, how do we know this?
 How do we know our curriculum is accessible and promotes equity and personalisation
and raises attainment for all children and young people?
 How do I/we understand what differentiation is?
 How to do I/we know we understand what differentiation is?
 How do I/we know if staff and partners effectively evaluate their learning, teaching and
assessment approaches meet the needs of diverse learners?
 How do I/we know if staff and partners use a range of appropriate approaches that meet
the needs of all learners?
 How do we know our inclusive approaches are improving learning and curriculum
accessibility?

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Attainment
Attainment is the measurable progress which children and young people make as they advance
through and beyond school, and the development of the range of skills, knowledge and
attributes needed to succeed in learning, life and work.

Reflection.

How do I/we know the schools focus on raising attainment includes all our
learners?

The aims of the Making Sense report’s five recommendations are consistent with the aims of key
national policies: The National Improvement Framework, Scotland’s Delivery Plan and the
Attainment Challenge Programme.
http://www.gov.scot/Topics/Education/Schools/Raisingeducationalattainment

To achieve the core aims of the National Improvement Framework and Scotland’s Delivery plan
an understanding of and a focus on additional support needs must be incorporated within
schools and local authority planning and practice at the earliest stage and not perceived to be
an area which can be included if needed. This approach will support timely and cost-effective
planning which focus on the national agenda and aims. The Scottish Government’s ambition is
for Scotland to be the best place to grow up. To achieve that we need to raise attainment and
reduce educational inequity for all of Scotland’s children and young people.
Inclusive practice will support learner’s attainment because it focuses on all learners within the
school and this could include 25% of the school population who may have additional support
needs. It is important to recognise that many neurodevelopmental differences, including
dyslexia and other reasons for a learner to have additional support needs are not linked to their
cognitive ability.

Supporting leaners’ to become independent, reflective and involved in their own learning is an
important strategy in raising attainment (Hattie, 2009)

33
 Reflections for improvement
 How do I/we know that our attainment levels are a true reflection of all our learners?
 How do I/we know that the attainment of our learners with additional support needs and
disability is effectively tracked to support early intervention?
 How well do our staff understand the link between inclusion and raising attainment?
 How do I/we know our improvement plans reflect the link between inclusion and raising
attainment?
 How do I/we demonstrate that our self-evaluation processes within the school focuses on
inclusion and raising attainment?
 How do I/we demonstrate effective use and monitoring of ASN data and attainment
data?
 How do I/we know the attainment levels in literacy and numeracy for learners with ASN
including dyslexia have improved?
 How do we ensure that all staff and partners have up-to-date knowledge and
understanding of language development and literacy?
 Does our literacy strategy include relevant and appropriate cognisance to
neurodevelopmental differences e.g. Dyslexia?

34
Supporting inclusive schools through improvement methodology

Effective self-evaluation is the first important stage in a process of achieving self-improvement.

All information provided in response to the reflective questions should be supported by a clear
rationale and evidence of inclusive practice. Whichever improvement methodology is chosen
and used by schools and local authorities; the 3 main reflective questions are applicable for all
are highlight in the table below.

The process of fully, honestly and transparently engaging in reflective questions will suppor t
stakeholders to evaluate where they are currently with regards to inclusive practice and
challenge any existing perceptions. If this can be achieved, the school community is on its way
to becoming inclusive, supporting their learners’ entitlements and improving outcomes. `

Focus Improvement Questions/Reflections

Reflective What do we do well?

Challenge How do we know this?

What is the impact?

Reflective What do we need to do better?

Challenge How will we measure and evaluate this?

Reflective Next Steps?

Challenge How will we plan this?

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Improvement Methodology

This section provides an overview of improvement methods and some examples which can
support the development of inclusive school communities. Achieving the vision of ensuring a
school community is inclusive and that this practice is embedded requires a sustained focus.

When using any form of improvement methodology, it is important to understand the factors
highlighted below and consider them all in the process.

 Understand what high quality, excellent practice looks like.

 The process can only hope to improve what it measures. There must be robust,
relevant and timely information transparently available on the quality of practice
 Good practice should be acknowledged and celebrated.
 Ensure the process is transparent
 Ensuring stakeholders are involved in the process is essential. For example, the
involvement of learners in quality improvement can take many forms:
o Learner representation on the scoping and development of whole school
inclusive approaches and policies
o Shadowing the learner journey to identify quality shortfalls
o Completion of parental and learner satisfaction surveys
o Review of information materials on inclusive practice and additional support
o Analysis of complaints and concerns
o Parental and learner involvement in quality improvement focus groups.

36
Examples of quality improvement methods follow, each distinct in their own specific purpose
and the directory at the top of page 38 sets out when each method might be used. Those
highlighted are useful for schools and local authorities to consider and which will complement
their self-evaluation process which they use with HGIOS? 4. This list is not exhaustive.

Defining Good Outcomes

This pack of resources are available on the National Improvement Hub and provides guidance
and a methodology for helping establish the rationale behind improvement actions, the
expected impact of those actions and the measurable indicators that will inform whether they
are having a positive impact.

Self-evaluation approach

To improve what you do, you need the right information - information which tells you to what
extent an activity is having a positive impact. Well-defined outcomes are the foundation for that
information. It's their job to tell us: who will change, what will change, and how it will change.
They also need to be achievable, measurable and specific. If they have these features, they'll
help you get the right information in place which can help steer continuous improve ment.
The template provided is aimed at reducing the bureaucracy often associated with improvement
planning and evaluating and captures the process outlined above.

The two accompanying PowerPoint presentations explain firstly the methodology in building
Outcome statements and the importance of key ingredients that must be present in these
statements.
Whilst Defining Good Outcomes is aimed towards the Pupil Equity Fund it can be tailored to fit
any other improvement process and will support the planning focused on the 8 key areas
highlighted throughout this professional learning resource to develop an inclusive school
community.

37
Action research and process of collaborative inquiry directory

Name Process
Collaborative Action Research (CAR) Action research and solution-focused
This is used in the School Improvement Partnership approach to Scotland’s attainment
Programme SIPP issues with a focus on innovating to
https://education.gov.scot/improvement/research/the- tackle educational inequality.
school-improvement-partnership-programme/

Plan Do Study Act Introduce and test potential quality

improvements on a small scale
Model for improvement Decide upon, test and refine quality
improvements using

Process mapping Map the learner journey for quality

improvement opportunities

Collaborative Action Research (CAR) and School Improvement Partnership Programme

SIPP
Use to: To encourage staff to learn from each other, experiment with their practice
and monitor and evaluate change to bring about systemic improvement of
education provision
Most Partnership working across schools and local authorities with a focus on
effective: exploring specific issues relating to educational inequity.

Prerequisites: A procedure, process or system which needs changing, or a new procedure,

process or system to be introduced and a small cohort of associated
stakeholders.
Overview: This programme draws on the wealth of international educational research
and practice demonstrating that the most effective school improvements are
locally owned and led by teachers and school leaders working in partnership
and collaboration with like-minded professionals. The best examples tend to
align this so called “bottom up” approach with national co-ordination. Where
there is a shared commitment to improving outcomes for all children and
young people, well supported partnerships can lead to significant and
sustained improvement and raised attainment.

38
Plan Do Study Act

Use to: Introduce and test potential quality improvements and refine them on a
small scale, prior to wholesale implementation.
Most When a procedure, process or system needs changing, or a new procedure,
effective: process or system is to be introduced.

Prerequisites: A procedure, process or system which needs changing, or a new procedure,

process or system to be introduced and a small cohort of associated
stakeholders.
Overview: Plan, do, study, act (PDSA) cycles test changes to assess their impact,
ensuring new ideas improve quality before implementation on a wider scale.
Making changes to processes can give unexpected results, so it is safer and
more efficient to test quality improvements on a small scale before wholesale
implementation, allowing a sample of stakeholders involved to assess the
proposed changes in action. Such small-scale change introduction also
enables interactions with other systems to be tested without causing large
scale disruption to the quality of school procedures and systems.

39
The Model for Improvement
Use to: Decide upon measurable quality improvements required and test and refine
them on a small scale, prior to wholesale implementation
Most When a procedure, process or system needs changing, or a new procedure,
effective: process or system is to be introduced, for measurable quality improvement
Prerequisites: A procedure, process or system which needs changing, or a new procedure,
process or system to be introduced for measurable quality improvement and
a small cohort of associated stakeholders.
Overview: The model for improvement accelerates improvements in the quality of
processes and outcomes, via two phases:
1. Three fundamental questions, asked and addressed in any order, to
define required changes and measures of improvement

2. The Plan, Do, Study, Act (PDSA) cycle (see previous table) to test
changes in live settings and determine improvements

This is a tool which supports practitioners attempting to drive improvements

by encouraging the testing of new and creative approaches when
attempting to deliver “what” we need to deliver in practice. The Model for
Improvement:

 Provides a framework for developing, testing and implementing

changes leading to improvements, which, when used consistently by
those delivering public services, has been proven to achieve long
term positive change that significantly impacts on outcomes.

 Supports practitioners by encouraging the testing of new and

creative approaches to implementing ‘what’ needs to be delivered in
practice. It creates the conditions to discover ‘how’ to implement
change in the local context that meets the needs of the environment
and the people involved.

40
Process Mapping
Use to: Map the learner journey to identify quality improvement opportunities.
Most When the learner journey is complex with associated inefficiencies.
effective:
Prerequisites: A learner journey and stakeholders.
Overview: Reviewing and mapping the whole learner journey with all parties involved
enables the identification of inefficiencies and opportunities for
improvement. It illustrates the extent of learner and family opportunities
for involvement, discrepancies, unnecessary steps, duplication, and
variation. This process stimulates ideas for quality improvement to help
create effective inclusive school communities.

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Annex A - Professional Learning Resources
 The Scottish Context
 Inclusive practice
 Dyslexia

Professional learning

Scotland’s inclusive education system and flexible curriculum framework highly values teacher
professionalism. We have been investing in building teachers’ skills and capabilities and since
2012, have a suite of Professional Standards accredited by the General Teaching Council for
Scotland.

The standards for initial teacher education and registration, career-long professional learning
and leadership are all underpinned by a set of values aligned to social justice and commitm ent
to inclusive education. For example, expectations related to the inclusive values and attitudes
include that teachers can:
 demonstrate an understanding of principles of equality of opportunity and social justice
and of the need for anti-discriminatory practices.
 demonstrate respect for the rights of all children and young people without
discrimination as defined in the United Nations Convention on the Rights of the Child
1991, the Children (Scotland) Act 1995, the Standards in Scotland’s Schools Act 200 0 and
the Additional Support for Learning Act 2004 as amended.
 demonstrate that they value and promote fairness and justice and adopt anti-
discriminatory practices in respect of gender, sexual orientation, race, disability, age,
religion, culture and socio-economic background. (TE4I pp4-5)

The GTCS standards for registration of states that all teachers have to:

Commit to the principles of democracy and social justice through fair, transparent, inclusive and
sustainable policies and practices in relation to: age, disability, gender and gender identity, race,
ethnicity, religion and belief and sexual orientation. These standards are clear and set in the
context of equity and social justice.

42
It is important that on-going professional learning supports staff to meet the diverse needs of
learners. This will include developing staff competence and expertise to develop individual
plans, implement learner centred approaches and support learners in personalising learning.

The Scottish Context and Inclusive Practice

Free online professional learning modules

Introduction to Inclusive Education

To provide practitioners with:

 an understanding of the education context in Scotland of inclusion and equality

 awareness of additional support needs and inclusion
 awareness of how to deliver child centred approaches within the Scottish legislative
framework
 awareness of universal and targeted support
 awareness of information and approaches which support inclusive education

Inclusion in Practice: The CIRCLE Framework - Secondary

To provide practitioners with:

 an awareness/understanding of how to promote effective inclusive practice using the

‘CIRCLE framework of inclusion’
 awareness of how to promote a learner centred approach where learners are listened to
and involved in the management of their own learning
 awareness of tools to support the documentation of evidence of assessment and input.

43
44
Dyslexia and Inclusive Practice
The Dyslexia Identification Pathway is available on the Addressing Dyslexia Toolkit.

www.addressingdyslexia.org www.dyslexiascotland.org.uk

A film which can be used with learners

and adults.
This is available on the highlighted
websites.
www.unwrapped.dyslexiascotland.org.uk

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Free online Professional learning modules
Dyslexia and Inclusive Practice

Three free online learning modules, which support GTC Scotland Professional Standards,
Professional Update and Professional Recognition, have been developed in response to
Recommendations 1 and 2 of the 2014 Making Sense Review. The modules have been
collaboratively developed with Education Scotland, Dyslexia Scotland and stakeholders and are
primarily for teachers, school management and GTCS registered local authority education
officers. However, anyone can register and participate in them.

The modules must be completed in order:

 Module 1: ‘Introduction to Dyslexia and Inclusive Practice’
 Module 2: 'Supporting Dyslexia, Inclusive Practice and Literacy'
 Module 3: 'Dyslexia: Identification and Support'

The modules will support the evidence required for an individual application for GTCS
Professional Recognition Award.

46
The Reading and Writing Circles – (literacy circles) were developed to help teachers gain an
understanding of how the literacy skills have developed for the child or young person with
whom they are working. The circles can be used in primary and secondary sectors and may also
be beneficial for children and young people for whom English is not their first language, as well
as for adults. The circles provide:
 Descriptions of the key areas involved in the acquisition of reading skills
 A tool to identify areas of difficulty
 Approaches and strategies for each key area

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Annex B - Learner participation

Resources/considerations

Learner Participation Education Settings (3-18)

Guidance and support materials to help schools and early
years settings develop an understanding of learner
participation and plan for implementation within their
setting.

Children in Scotland have created a useful set of principles and guidelines

for practitioners undertaking participation work with children and young
people.
‘The participation and engagement of children and young people: Our
principles and guidelines’

The 7 Golden Rules for Participation are a set of principles that anyone
working with children and young people can use. They help children and
young people tell adults about things that are important to them.

https://www.cypcs.org.uk/education/golden-rules

Further information about planning and participation can be accessed on the National
Improvement Hub - https://education.gov.scot/improvement/

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Annex C – Reflective Planning Tool
Dyslexia and Inclusive Practice Professional Reflection and Planning Tool:
Inclusive Practice - The Scottish Context and Inclusion within the School Community
This professional reflection and planning tool support opportunities to reflect on your knowledge and
understanding of dyslexia and Inclusive practice and help you plan the next steps in your professional
learning.
Name Establishment Date

Inclusive School Focus Areas Developing an Inclusive School Community

Reflective questions Response Evidence
Have we successfully established
an inclusive school community?
How do we know

Are all our school policies and )

planning methods inclusive – do
they fulfil the statutory and
professional duties?

Next steps for improvement

Personal Reflective Prompts Next Steps and Priorities for my Professional Learning.
How inclusive do I feel my practice is and how do I know?

49
 Annex D – Improvement Exemplar
Developing Inclusive school Community
1. What are we trying to accomplish? (Aim)
2. How will we know that a change is an improvement? (outcome)
3. What change can we make that will result in an improvement?
What is the area we want to explore?

Are our school policies and plans equitable and inclusive?

Aim Ensure that our school policies and plans are inclusive and reflect the needs of our learners with neurodevelopmental
differences, ASN and protected characteristics.
Projected Outcome Inclusive school policies and planning developed through empowerment, engagement and participation
Who is leading this activity? Impact /improvement measures Time Scale
For
example
 School management Team
 Staff group
 Learners’ Dyslexia group
 Dyslexia working group
 Equalities working group
Chosen reflective questions Evidence of change Outcome
Are all our school policies and planning methods inclusive –
do they fulfil the statutory and professional duties?

Next Steps

50
 Annex E - Springboard for reflective conversations to support improvement
Focus areas Reflective Questions
Developing an  Have we successfully established an inclusive school community? How do we know?
inclusive school  Are all our school policies and planning methods inclusive – do they fulfil the statutory and professional duties?
community  How do we know we have effective family learning opportunities which focus on raising awareness of inclusive
practice and education?
 How do we consult with and involve all stakeholders in the self-evaluation of inclusive practice and support for
dyslexia?
 How well do we evidence that improvement has been supported and informed by stakeholder feedback?
 How do we know that we effectively work collegiately with pupils, parents and partners to inform appropriate
resourcing decisions and allocate resources to build capacity and sustain improvement in inclusive practice?
 What strategies do we use to guide the direction and pace of change to embed inclusive approaches across learning
and teaching and the school experiences? Is this carefully planned to ensure sufficient time for embedding
improvements?

Empowerment  How do I/we know that our school community stakeholders are aware of, and understand the Empowered system?
 How do I/we know that our school community empowers all stakeholders?

Professional  How do we ensure that all staff and partners have up-to-date knowledge and understanding of additional support
Learning and inclusive practice?
 How do we know staff are accessing effective levels of support and training to build their capacity to meet the needs
of diverse learners?
 How do I/we know that the Addressing Dyslexia Toolkit and accompanying resources have been accessed and are
being used within the school community?
 How can these resources be shared at the appropriate levels?
 How do we ensure that all staff and partners have up-to-date knowledge and understanding of language
development and literacy?
 What is the impact of the professional learning?
51
Learner  How are our learners actively encouraged to participate in the improvement of our inclusive learning environment?
Engagement  How does our school currently seek the views of children and young people with additional support needs?
 How do I/ we know how included our learners currently feel?
 Based on the Young Ambassadors for Inclusion ideas, how could our school become more inclusive?
 Is our school community ready to sign the inclusion pledge?
 How well do our approaches on identifying, moderating and supporting learners enable them to develop an
awareness of themselves as learners and support them to recognise their own skills for learning, life and work which
they are developing?
 How effectively do I/we involve learners in planning, participating, choosing and evaluating their learning?
 What opportunities do learners currently have to share their views, not including Pupil councils?
 How do I/we ensure that our transition processes are effective, accessible and appropriate for our learners with
additional support needs/disabilities?
 How do I/we know our processes and support are helping leaners access sustained positive destinations?

Family  How do I/we know families have been provided with appropriate opportunities to access information on dyslexia
Engagement and other neurodevelopmental differences?
 How do I/we know families have been provided with appropriate opportunities to access information on Inclusive
school communities?
 How are parents/carers actively encouraged to participate in the improvement of the inclusive learning
environment?
 How do I/we know I/we work collegiately with parents?
 How do I/we know I/we effectively support parents and carers to participate in, contribute to and understand their
child’s learning?
 How do I/we know I/we effectively share information on the development of language and numeracy skills is shared
with partners and parents?
 How do I/we know we have effective family learning opportunities which focus on raising awareness of how to
support their children?

52
Early  How well do I/we use evidence from tracking meetings, professional dialogue and assessments to measure progress
Identification, over time and in particular at points of transition?
monitoring and  How well do I/we ensure our transition processes are collaborative and involve partnership, learner and family
support engagement and participation?
 How well do staff understand their role within the staged level of intervention and supporting all learning?
 How effectively do all staff access the free online Addressing Dyslexia Toolkit – how do we know this and what is the
impact?
 How effectively do all staff access the national or local authority pathway for the identification of dyslexia and
literacy difficulties?
 How do we know if personalised support is having the desired impact of improving outcomes for learners?

Curriculum  How well does our school ensure that the curriculum is designed to develop and promote equality and diversity,
Accessibility eliminate discrimination, how do we know this?
 How do we know our curriculum is accessible and promotes equity and personalisation and raises attainment for all
children and young people?
 How do I/we understand what differentiation is and how to do it?
 How do I/we know if staff and partners effectively evaluate their learning, teaching and assessment approaches
meet the needs of diverse learners?
 How do I/we know if staff and partners use a range of appropriate approaches that meet the needs of all learners?
 How do we know our inclusive approaches are improving learning and curriculum accessibility?

Attainment  How do I/we know that our attainment levels area true reflection of all our learners?
 How do I/we know that the attainment of our learners with additional support needs and disability is effectively
tracked to support early intervention?
 How well do our staff understand the link between inclusion and raising attainment?
 How do I/we know our improvement plans reflect the link between inclusion and raising attainment?
 How do I/we demonstrate that our self-evaluation processes within the school focuses on inclusion and raising
attainment?

53
 How do I/we demonstrate effective use and monitoring of ASN data and attainment data?
 How do I/we know the attainment levels in literacy and numeracy for learners with ASN, dyslexia have improved?
 How do we ensure that all staff and partners have up-to-date knowledge and understanding of language
development and literacy?
 Does our literacy strategy include relevant and appropriate cognisance to neurodevelopmental differences e.g.
Dyslexia?

54