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:
- Access to up-to-date practical advice and guidance on dyslexia;
- Access to wide range of high quality career-long professional opportunities at school, local and national level;
- Initial Teacher Education (ITE) and postgraduate awards should give high priority to developing knowledge and skills in relation to dyslexia;
- Action to improve the quality of educational outcomes for children and young people with dyslexia;
- 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.
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?