Last Updated: Wednesday, January 29, 2020

Dyslexia and Inclusive Practice: Professional Learning modules

What is this?

Introduction to dyslexia and inclusive practice is the first of three free online modules developed in response to recommendations 1 and 2 of the 2014 Education Scotland review Making Sense: Education for Children and Young People with Dyslexia in Scotland.

Who is this for?

​The free online modules are designed for:

  • Early years practitioners;
  • All teachers – primary and secondary;
  • School management;
  • Support staff;
  • Local authority education officers.​

Explore this resource

The 2014 Education Scotland Review Making Sense of Dyslexia: Education for Children and Young People with Dyslexia in Scotland highlighted 5 recommendations which support the report's interlinking aims to improve the outcomes for children and young people who have dyslexia.

Illustration for Dyslexia and Inclusive PracticeIn response to Recommendations 1 and 2 Education Scotland, Dyslexia Scotland and the Scottish Government collaborated with partners to develop three free incremental online modules with the support of The Open University – OpenLearn Create team. The modules aim to provide education practitioners and local authority staff with an awareness of dyslexia and inclusive practice.

  • Module 1: Introduction to Dyslexia and Inclusive Practice
  • Module 2: Supporting Dyslexia, Inclusive Practice and Literacy
  • Module 3: Dyslexia: Identification and Support

The modules have been developed to support General Teaching Council for Scotland (GTCS) Professional Standards, Professional Update and individual applications for the GTCS Professional Recognition Award.

Find the Addressing Dyslexia Toolkit on the addressing dyslexia website.

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:

  1. Pedagogy, learning and subject knowledge;
  2. Curriculum and assessment;
  3. Enquiry and research;
  4. Educational contexts and current debates in policy, education and practice;
  5. Sustaining and developing professional learning;
  6. 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;
  • Improve:
  • The outcomes for dyslexia learners;
  • Early identification and support of dyslexia;
  • Support effective and equitable post school transition.

Reflective questions

  • 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?

Feedback

Module 1

"Module 1 should be mandatory for all teachers"

"At long last. Thank you. I will be encouraging as many staff as possible to complete this module."

"It is a great idea to provide this sort of resource - in general I find class teachers to be a bit wary of dyslexia as they feel that they are unqualified to comment or act. This free, online course provides me with somewhere I can direct colleagues who wish to develop their understanding of dyslexia and how learning can be affected."

Module 2

"The information on legislation and procedures with the Scottish context was very useful."

"I feel it offers a clarity and a resource to refer back to as I don't like to rely on my memory alone."

Module 3

"I think this is an excellent course. Each module developed further depth of understanding of the topic."

"I have newly joined the Scottish system and the guidance on extra reading was particularly helpful . . . I am hoping to take the lead in how we assess and support students with dyslexia next term."