Explore this resource
The free online modules have been developed to complement the 2015 Education Scotland Route Map for Dyslexia and Inclusive Practice and are available on the re-launched
Addressing Dyslexia Toolkit.
They have been developed by the
Making Sense Working Group and supported by the
Open University – Open Learn Project.
Modules 2 and 3 will be published in June 2017. Module 3 will link to Professional Recognition in Dyslexia and Inclusive Practice.
How to use this learning and assessment resource to improve practice
The modules have been developed using the General Teaching Council for Scotland’s Career Long Professional Learning (CLPL) focus areas to support professional learning for dyslexia and inclusive practice highlighted below:
- Pedagogy, learning and subject knowledge;
- Curriculum and assessment;
- Enquiry and research;
- Educational contexts and current debates in policy, education and practice;
- Sustaining and developing professional learning;
- Learning for sustainability.
The online modules also support Education Scotland’s four areas of CLPL:
- Reflection on practice;
- Experiential learning;
- Collaborative learning;
- Cognitive development.
The online modules aim to:
- Provide high quality professional development and opportunities for reflective practice on dyslexia and inclusive practice;
- Support teachers to evidence their professional learning required for General Teaching Council Scotland’s Professional Standards and Professional Update;
- The outcomes for dyslexia learners;
- Early identification and support of dyslexia;
- Support effective and equitable post school transition.
- How do I know the support I provide for my pupils who have dyslexia or literacy difficulties is appropriate and effective?
- How do I know my practice is inclusive and our school is an inclusive community which meets the required legislative and professional standards within the Scottish educational context?
- How appropriate and effective is my communication between the learner, family and colleagues with regards to supporting learners with dyslexia and with literacy difficulties?
- How well do I support learners, family and colleagues through the identification pathway for dyslexia and literacy difficulties?
- How do I support and secure improved achievement and attainment for children and young people with dyslexia and with literacy difficulties?