SPOTLIGHT ON SEND


Specific Learning Difficulties Dyslexia – reading


and spelling Continuing to unpick the definition of Specific Learning Difficulties Dyslexia, this month in her regular column for Education Today, independent Specialist Teacher and Assessor JOANNE GLADDERS looks at how it affects the skills involved in accurate and fluent word reading and spelling.


Sir Jim Rose defined Dyslexia as follows:


Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed.


Dyslexia occurs across the range of intellectual abilities. It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points.


Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia.


A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well- founded intervention.


Attainment tests are included to evaluate the impact of cognitive processing skills on reading, writing and spelling.


‘Gathering information about areas of attainment is a core component of SpLD assessment.’(SASC2019:10)


Having assessed the underlying Cognitive Profile that looked at phonological awareness, verbal memory and verbal processing speed, the assessment then looks at how the cognitive profile impacts upon reading, writing and spelling. There are key areas that need to be looked at and reported upon to ensure that the assessment meets SASC (SpLD Standards Assessment Committee) guidance. However, the assessment snapshot does not always paint the full picture and


the information from home and school is of paramount importance in piecing together the big picture. For example, a young person I have recently assessed scored in the Average range for word reading, comprehension and spelling. On unpicking his skills further however, it was very apparent that spelling was


a key difficulty for him. This was shown by analysing his spelling assessment, his free writing and the information from school. This showed that knowledge of spelling rules and the application of accurate spelling when writing was a big difficulty for him. This was also supported by his phonological awareness scores, which showed that he had difficulty manipulating sounds in words. His individual word reading and comprehension also scored within the


Average range but, through analysis, it was evident that inferring the writer’s key intent was not secure. In addition, when asked to read within a time limit, it was apparent that he did not recognise words automatically and, in many instances, was reliant on applying decoding strategies. This area scored within the Low Average range showing that it was out of line with his word reading when no time limit was given.


This assessment is also a good example of the following part of the definition:


Dyslexia occurs across the range of intellectual abilities. It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points. On the surface it would have been easy not to give a diagnosis of a Specific


Learning Difficulty (Dyslexia) but by viewing an assessment as a jigsaw puzzle and piecing all the components together, the full picture will be revealed, leading to a different and more accurate diagnosis.


May 2021


We need more disabled role models for our children


In her regular column for Education Today this month, KATE SARGINSON, Deputy Headteacher and SENCO, calls for greater visibility of role models for students with disabilities.


There is a focus on increasing diversity and being more reflective of the richness within our society with regards to race, gender and sexuality. Disability is an important example of an area where greater representation in the media is necessary. There are an increasing number of films and books with characters with disability, but overall it is represented sparsely on the big and small screen, and it is not always positive. Stereotypes can be reinforced by what we see. The representation of people with disabilities needs to be improved, and commitments are being increasingly made to achieve this. Research shows that children are more likely to look up to role models with whom they can recognise shared characteristics. It is more impactful to look up to others who we can relate to. There are opportunities to focus on successful disabled people


by identifying programmes that are not specifically about disability, as well as where people’s achievements are specifically linked to it, such as the Paralympics. There are an increased number of disabled people who visible on TV and in the media who are presenters, commentators, comedians and performers. Disabilities can often be more easily identified by physical difference and children also need to see and be made aware of a range of disabilities, and experience this in ways which educate the children about the inclusion of difference. This can be done explicitly, but also through more subtle messages through the natural inclusion of children with special educational needs in shows such as CBeebies where Makaton is used by Mr Tumble, played by actor Justin Fletcher. The inclusion of characters with disabilities is not without


challenges. Hit police drama ‘Line of Duty’ was watched by over 11 million people and this series had a character called Terry Boyle played by actor Tommy Jessop, who has Down’s Syndrome. One scene described Terry as ‘the local oddball’ and generated a hundreds of complaints to the BBC. It was interesting that a number of viewers felt strongly about the phrasing and is an encouraging sign of people’s growing sensitivity to the use of inclusive language that might transfer to real life situations where discrimination is encountered. Scenes such as this could be used as a teaching point about respect. The Down's Syndrome Association’s reaction focused more on the importance of seeing actors with Down’s on TV. People with Down’s Syndrome can be successful film and TV actors and careful consideration might be needed to clarify the difference between the role portrayed in a work of fiction and the actor playing them. There are numerous benefits of teaching children without


special educational needs about the achievements of people with disabilities. There are even greater gains to be had by providing a rich variety of positive examples for children with physical disabilities and learning difficulties for them to be encouraged by. Teachers may need to make a concerted effort to seek out, celebrate and promote the achievements of people with disabilities to occupy the influential and inspiration position of role models.


www.education-today.co.uk 19


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