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SPOTLIGHT ON SEND
A clear way forward for dyslexia and
literacy difficulties In her regular column for Education Today this month, independent Specialist Teacher and Assessor JOANNE GLADDERS casts her eye over the recent SpLD consultation paper, the results of which are due at the end of the month.
Over the last couple of months, the Specific Learning Difficulties (SpLD) Assessment Standards Committee (SASC) has been consulting on a Consultation Paper published on the identification of and effective intervention for literacy difficulties in children and adults. Consultation on this has now closed and the results from the consultation are due to be shared at the end of June at the SASC conference. The rationale for the consultation includes the need for “greater clarity and consistency in defining and identifying dyslexia supports public understanding, improves assessor confidence and enables clearer policy making. “
The key message from the paper are as follows: • All children and adults struggling with literacy acquisition require appropriate, targeted and state-funded assessment, intervention, monitoring, and resources. • Some Individuals present with a developmental trajectory of highly persistent difficulty with literacy (reading, spelling and writing). • A label such as dyslexia enables a common language for understanding, intervention and support for persistent literacy difficulties but, when used in practice, should be linked clearly to underlying assumptions and scientific evidence. It is an ongoing task to better define dyslexia and lay out criteria for its identification. • Underlying factors that can play a longer-term role in highly persistent literacy difficulties, such as weaknesses in phonological awareness, may also be implicated in more general or temporary literacy difficulties, as well as in other conditions such as developmental language disorder. Good assessment and intervention practice therefore embodies a hypothesis-testing approach: at what risk is an individual of a longer-term developmental difficulty? What factors suggest this longer-term trajectory rather than a temporary delay in literacy acquisition, or difficulties attributable to alternative explanations? • Specific interventions are required to support resilience and management of difficulties in individuals with persistent problems. The role of assessment practitioners as gatekeepers in access to resources would work better if there were nationally agreed, state-funded, coherent and transparent pathways to increasingly specialised and intensive assessments and interventions for individuals who experience persistent literacy (and other) developmental difficulties. • Ideally, teams of professionals, sharing expertise, would collaborate on assessment and interventions for individuals with dyslexia, and in instances where there seem to be a range of co-occurring difficulties (developmental, psycho-social, or medical) which are contributing to a complex picture of need. Specialist teachers, who work closely with children and adults with dyslexia, are skilled in developing pedagogical tools and strategies for supporting individuals with persistent literacy difficulties and other neurodevelopmental difficulties. They can collaborate with their psychologist colleagues and help train classroom teachers and teaching assistants. • Scientific exploration of the validity of the term dyslexia (and alternative labels) for developmental literacy and associated difficulties will continue. Further opportunities for academics, assessment practitioners, policy makers and resource managers to share knowledge, expertise and experience would be very welcome. Depending on the context and constraints in which you work will determine
how you interpret the above messages. There are many authorities who will not support specific diagnosis of Dyslexia and will not endorse the findings of specialist assessors. There are other schools who work collaboratively and look at the bigger picture when working with young people with difficulties. There is so much variation in this area around the country and let’s hope that this consultation achieves coherent practice. I really do encourage you to read the full consultation paper and to follow
what happens next.
www.sasc.org.uk/downloads
June 2022
Easy and effective ways to make reading a sensory
experience In her regular column looking at all aspects of SEND provision, this month contributor HANNAH RIX, SEND English teacher and co-founder of Readingmate Ltd, offers some great tips on making reading a sensory-rich, effective experience.
Do you remember the last time you picked up a good book and couldn't put it down? That's what reading aloud should be like for our learners! It can be an incredibly engaging experience that helps them learn about the world around them. But it can be even more sensory-rich and effective with some simple modifications. The way in which people interact with the world differs from
person to person, particularly for individuals who have additional needs. Sometimes one or more of one's senses are either over-or under-reactive to stimulation. As teachers, we all know the importance of reading and how
valuable the experience of listening to someone read is too. It can be calming, entertaining and also informative. I often found when things started to descend into chaos during a
lesson, having a 'story break' would be a brilliant way to refocus everyone's attention and get them to settle down. However, accessibility is key to making this strategy a success. You could be reading the best story in the world but if some learners aren't able to understand or engage, it's wasted time and energy!
When preparing to read aloud to your learners, here are some things to consider to make the experience fully sensory:
Texture: many children’s books might already have this, especially the 'That's not my...' books. However, the addition of texture, fabrics, materials other than paper, and even props can help your learners engage with the story. If you have picture books, you can add your own textures with materials such as pipe cleaners, leaves, flour, felt, cotton balls, fur etc.
Props and visual aids: items like stuffed animals, toys resembling characters, felt board sets, sequencing cards, miniature objects and more can help learners helping them retain information and develop a closer understanding of the story.
Sounds: imitating farm animal sounds or any other actions that are included in the story like trains and cars can be extremely helpful. For kids who are minimally verbal or non-verbal, you can consider actions, miming, or pointing to certain things as they happen in the story.
Smells and tastes: bottled scents or going outside to recreate the setting of the story can help with imagination. It supports their understanding of the characters and what they are doing. If food is mentioned, having some of the same on hand can be fun (and tasty) too.
Movement: getting out of their chairs or changing positions to mimic activities or characters in the story. You can also recreate entire scenes straight from the story. This encourages children to think about what the characters would do or what the story is about and can even support empathy.
Enjoying a good story, getting lost on a journey and meeting new
characters is a pleasure every learner deserves to experience. With a few sensory-rich modifications, reading aloud can be magical for every individual in your classroom.
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