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How to use this self-evaluation approach to improve practice
Schools and local authorities can access this free resource and reflect and engage in a cycle of self-evaluation and improvement around dyslexia and inclusive practice.
The information and guidance on the toolkit, combined with practitioners’ reflective practice, will enable them to evaluate the impact of their support, knowledge and understanding of dyslexia and inclusive practice.
The 2014 review Making Sense: Education for Children and Young People with Dyslexia in Scotland highlighted that: “Greater use of the [Addressing Dyslexia] Toolkit would help staff to meet more effectively the needs of children and young people with dyslexia”.
The various sections can support staff to:
- Reflect and evaluate their own knowledge and understanding of dyslexia;
- Use the information to improve their practice and develop appropriate identification pathways and support approaches.
The toolkit can be used by individual staff or by group of practitioners during training sessions, network meetings or collegiate groups. Within the toolkit there are a range of professional learning resources which will:
- Support practitioners to develop a deeper learning and understanding of dyslexia and inclusive practice;
- Inform practitioners about ways in which they might engage in meaningful CLPL for improving practice in supporting and improving outcomes for children and young people;
- Encourage practitioners to be familiar with, and make appropriate use of, the Addressing Dyslexia Toolkit;
- Support teachers in achieving Professional Recognition for areas of enhanced accomplishment in their professional practice.
Key evaluative questions for schools and practitioners include:
- To what extent does our practice and support for dyslexia and additional support needs reflect the Scottish educational context?
- How do we know that all staff have an awareness of the identification pathway/process of dyslexia?
- 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 appropriately directed to the toolkit; are provided with relevant professional learning opportunities and have taken steps to embed this 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?