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Making Sense: Education for Children and Young People with Dyslexia in Scotland, 2014

Last updated:
24 April 2017

What is this?

​This Education Scotland report is the outcome of an independent review of education for children and young people who have dyslexia which has been carried out on behalf of the Scottish Government.

The review covered the experiences of learners in primary, secondary and special schools. It also looked into the provision made by local authorities and at the programmes of initial teacher education currently offered by universities in Scotland.

The report includes findings and five inter-linking recommendations which aim to support schools and local authorities improve the outcomes of children and young people who have dyslexia. The Executive Summary provides a four page summary of the full report.

Who is this for?

​Explore this approach

How to use this self-evaluation approach to improve practice

Making Sense: Education for Children and Young People with Dyslexia in Scotland (2014) identified five recommendations for local authorities and schools, all of which combine to improve the outcomes for learners with dyslexia:

  1. Access to up-to-date practical advice and guidance on dyslexia;
  2. Access to wide range of high quality career-long professional opportunities at school, local and national level;
  3. Initial Teacher Education (ITE) and postgraduate awards should give high priority to developing knowledge and skills in relation to dyslexia;
  4. Action to improve the quality of educational outcomes for children and young people with dyslexia;
  5. Availability and use of reliable information on children and young people’s needs, development and achievement should be improved.

Schools and local authorities will be able to consider the report’s findings and recommendations to reflect and engage in a cycle of self-evaluation and improvement around dyslexia and inclusive practice.

The findings and recommendations enable practitioners to evaluate the impact of their support, knowledge and understanding of dyslexia and inclusive practice.

A number of schools and local authorities have established working groups to focus on the recommendations. These groups are:

  • Evaluating  their policies  and practice to support the development of improved guidance professional learning opportunities for staff;
  • Strengthening engagement with parents, carers and learners.

Self-evaluation approach

Key evaluative questions for schools and practitioners include:

  • To what extent do we support and secure improved achievement and attainment for children and young people with dyslexia and with literacy difficulties?
  • How do we know that our staff are provided with relevant professional  learning opportunities and if this learning is embedded into practice?
  • Do we offer our learners the opportunity to be actively involved in the development of their inclusive school community?
  • How do we know  there is respectful and positive communication and engagement between children and young people,  parents/carers, staff and partners for dyslexia and inclusion?


Dyslexia; Inclusion and Equality; Educator Professionalism; Literacy; Self-evaluation and improvement