Last Updated: Wednesday, January 29, 2020

Dyslexia and inclusive practice: An overview

What is this?

​This page provides:

  • An overview and guidance for staff to develop their understanding of dyslexia and inclusive practice;
  • Professional learning opportunities.

Who is this for?

​This is essential reading for all practitioners working with children and young people.

Explore this resource

Overview: Dyslexia and the Scottish context

Scotland’s education system is an inclusive one and is designed to make sure that every child and young person is entitled to support to enable them to gain as much as possible from the opportunities which Curriculum for Excellence provides.

As we consider the educational provision for learners with dyslexia in Scotland, it is important to acknowledge and consider the national agenda, legislative and guidance context within which local authorities, teachers and other educators work.

The Scottish Government and Education Scotland are working with partners to support schools and local authorities to improve the educational experiences, achievements, attainments and outcomes for learners who are dyslexic.

The resources and approaches that support dyslexia, which have been and continue to be developed, also improve inclusive practice, supporting a wider range of learners needs within school communities in Scotland.

How to use this learning and assessment resource to improve practice

Detailed below are a range of free resources which have been developed to support teachers, school communities and local authorities to improve the educational experiences, achievements, attainments and outcomes for learners who may have literacy difficulties or who are dyslexic.

The professional development resources have been created in response to Recommendations 1 and 2 of the 2014 Education Scotland review Making Sense Dyslexia: Education for Children and Young People with Dyslexia in Scotland. These resources will support the improvement and development of inclusive practice for all learners and are not only relevant to dyslexia.

It is important that staff are aware of the positive impact on learners with a wide range with additional support needs when practitioners learn how to support dyslexic children and young people.

The resources can be used by individual teachers and also by collegiate or network groups to support professional learning. Engagement with these resources contributes towards the requirement from the General Teaching Council for Scotland for all GTCS registered teachers to engage in and demonstrate professional learning.

Self-evaluation approach

  • How do we know that our school and local authority meets the requirements defined by education and equality legislation?
  • To what extent do we support and secure improved achievement and attainment for children and young people with dyslexia and with literacy difficulties?
  • Do we offer our learners the opportunity to be actively involved in the development of their inclusive school community?
  • How successfully are children and young people, teachers and parents/carers provided with appropriate information to support their understanding of effective strategies and support?

Resources to support improvement and professional learning

The following resources are available online: