Presentation on theme: "The Dyslexia-SpLD Trust Professional Development Framework"— Presentation transcript:
1The Dyslexia-SpLD Trust Professional Development Framework Unlocking the secrets of Dyslexia: using the Literacy and Dyslexia-SpLD Professional Development Framework as a key to personalised CPD University of Derby June Dr. Amelia RobertsCase Studies In Progress 8 February 201211
2A Classic Dyslexia Profile Turner and Ridsdale Digit Memory: 5Gathercole and Baddeley Non-word Memory: 97WRIT Analogies: 83WRIT Vocab: 37WRAT 4 Spelling: 19WRAT 4 Reading: 39WRAT 4 Comprehension: 75An often seen ‘spiky’ profile, with clear areas of deficit, coupled with areas of strengths and compensatory strategies which can produce higher levels of functioning and attainment.Deficits cannot be ignored, but there is a role for ‘playing to strengths’ and activating Higher Order Thinking to enable more significant learning
3Classroom Manifestations Reading, writing, spellingDifficulties ‘getting ideas down on paper’MathsDisorganisationDifficulties in sitting and listeningDifficulties in following instructionsDistracting behaviourAttention/focus problemsLow confidenceLoss of motivationPoor attainment
4Well known ways of supporting weaknesses Writing FramesWritten Instructions on W/BoardDifferentiated workDyslexia-friendly textsCareful formatting on worksheets, eg spacing, font size, illustrations, ArialExtra Reading and Spelling supportSpecific focus on phonetic processing and other targeted programmes to support the Dyslexic learner
5The Dyslexia/SpLD Professional Development Framework Free online toolFunded by DfE, in conjunction with The Dyslexia/SpLD Trust and created in partnership with PATOSS and Dyslexia ActionProvides a portal to access resourcesPersonalised needs analysis with tailor-made report including a wide range of resources.Covers six keys strands of essential expertiseIncludes five stages corresponding to a variety of roles within the educational workforce.
7Structure and content of Framework - Strands Development of language and literacyTheories of dyslexia/SpLDIdentifying and assessing dyslexia/SpLDSupporting and teaching learners with dyslexia/SpLDCommunicating and working with othersProfessional development and dyslexia/SpLDIf we have time good to have a graphic representation of this12 October 20097
8Structure and content of Framework: Stages The Dyslexia-SpLD Trust Professional Development FrameworkStructure and content of Framework: StagesCase Studies In Progress 8 February 201212 October 2009888
9Statements and Confidence-ratings ‘Understand the differences between the Biological Theories, Cognitive Theories and Social-interaction Theory’.Confidence rating:‘Explain the ‘Simple View of Reading’
10Structure and content of Framework Professional development guidance The Dyslexia-SpLD Trust Professional Development FrameworkStructure and content of Framework Professional development guidanceEach user receives an in-depth report (pdf)which includes CPD and development advice:Feedback on level within each strand for the stage selectedSuggestions for work place activities to develop learningProfessional development resourcesWebsite resourcesKey Reference documentsAdvice on how to select a relevant training courseSee added underlined textWorkplace activities; Professional Development Resources; Website Resources; Key Reference DocumentsCurrently information on how to select a relevant training course, Courses AIMS to reference specific CPD opportunitiesCase Studies In Progress 8 February 201212 October 2009101010
11Examples of resources recommended The Dyslexia-SpLD Trust Professional Development FrameworkExamples of resources recommendedTexts:Read Chapter 1 of the Rose Review on Dyslexia:2009DOM-EN.pdfWebsites:A Framework for Understanding Dyslexia - Theories of dyslexiaThe Daily Mathematics Lesson: Guidance to Support Pupils with Dyslexia & Dyscalculia.DfES 0512/2001High profile for SENChanging PoliciesFinancial constraintsGreen PaperStrong focus on CPDLooking to the Community and Voluntary Sector to support and provide servicesAddressing the support for ‘less severe – high impact’Linking to Achievement for AllImportant part of Trust wider agendaIntegral to Trust aimsFramework is key to the work of DSTWider stakeholder involvementCDC – DfE Strategic Partner for SEN and DisabilityCDC Strategic Partner All 3 Trusts sit on the Partnership BoardSupport the development of capacity building across the Voluntary and Community Sector.Contribute to the development and implementation of key policy initiativesIdentify and support research to gather evidence on what works to inform policy and practice development and planningCurrently over 60 organisations are represented on the CDC Council. They range from large-scale organisations such as Barnardo’s, to smaller charities such as the The Springboard Project.Case Studies In Progress 8 February 201211
12Extracts from The Rose Review Chapter 1(2009 p.30) The Dyslexia-SpLD Trust Professional Development FrameworkExtracts from The Rose Review Chapter 1(2009 p.30)Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling.Characteristic features of dyslexia are difficulties inphonological awareness, verbal memory and verbalprocessing speed.Co-occurring difficulties may be seen in aspects oflanguage, motor co-ordination, mental calculation,concentration and personal organisation, but these are not, by themselves, markers of dyslexia.The Dyslexia-SpLD Trust and Strategic PartnersSteering Group Terms of Reference12 October 2009Case Studies In Progress 8 February 20121212
13Theories of Dyslexia covered in Chapter 1 Evidence for a genetic link (p36):Twin and familial studies (Snowling 2007, 2008; Pennington and Olson 2005) show that there is a higher incidence of Dyslexia in families with other Dyslexic members, but find it difficult to distinguish between genetic inheritance and shared environmental influences.Chromosomal evidence… ‘strongest evidence for linkage with dyslexia is a site on the short arm of chromosome 6, with others replicated on chromosomes 1, 2, 3, 11, 15 and …but it is important to emphasise that genetic influences are probabilistic.’
14The Simple View of Reading The Dyslexia-SpLD Trust Professional Development FrameworkThe Simple View of ReadingcyThis visual framework was designed to help practitioners gauge the relationship between decoding skills and comprehension skills in the individual learner.1 - Whilst we support the view that slow progress and/or low achievement is not prima facie evidence of special educational needs, it must also be emphasised that slow progress and/or low achievement is not evidence of an absence of special educational needs2 -needs met by resources that should be available in mainstream schoolsmean that those who need additional more specialist support will be denied that by a presumption that schools can meet the whole range of needs associated with dyslexia and specific learning difficultiesCase Studies In Progress 8 February 2012
15- - + + Good language comprehension, poor word recognition Good word recognition, good language comprehensionWord recognition-+Poor word recognition, poor language comprehensionGood word recognition, poor language comprehensionTwo dimensions of reading: word recognition and language comprehensionFour possible outcomes:Good word recognition and good language comprehensionGood word recognition but poor language comprehensionPoor word recognition but good language comprehensionPoor word recognition and poor language comprehensionAllow time for staff to consider the four quadrants alongside their class list. They may be able to start thinking about whereabouts the children would be plotted on the graph.-Language comprehension
16The Dyslexia-SpLD Trust Professional Development Framework Brain-based models‘Functional brain imaging studies during reading indicate thatchildren and adults with dyslexia typically show less activity thancontrols in left hemisphere temporo-parietal regions. Preliminaryevidence suggests that intervention may reduce this underactivation.However, the causal status of brain differences indyslexia is debatable because brain development showsconsiderable plasticity: both its structure and function are shapedby use.’ (p37)Price and McCrory (2005)Simos et al (2002), Shaywitz et al (2004)Have split slide to minimise text and add in Ofsted logoCase Studies In Progress 8 February 201216
17A Framework for Understanding Dyslexia Biological theories of dyslexia.Cognitive theories of dyslexia.Social interactive theory of dyslexia.What do theories agree on? There are some general agreements on some of the causes of dyslexia.Where are there areas of disagreement? Disagreements on the definition and causes of dyslexia.?o=124856
18Supporting the Dyslexic learner Dyslexia and Maths' by Kay, J and Yeo, D , Fulton, contains lots of practical advice on using concrete materials and basic number workHow Dyslexics Learn: Grasping the NettleRecognising learning strengths is a key element to successful teaching. This book concentrates on the successful strategies dyslexics have used and the positive traits associated with dyslexic learners. The theme of the book likens the support dyslexic learners need to the careful husbandry used by a skilled and creative gardener.
19Dyslexia and Dyscalculia et_maths.pdfThe National Numeracy Strategy: The daily mathematics lessonGuidance to support pupils with dyslexia and dyscalculia
20Broader based approaches Every Class Teachers Guide to Removing Barriers & Raising Attainment. RoutledgeHow dyslexia affects dyslexic learners’ access to and progress in the subject curriculumThe development and provision of appropriate support strategies for meeting the needs of dyslexic studentsThe use of case studies helpfully highlights the impact of dyslexia on students as they transfer to secondary school. They illustrate how and why this condition may be mistaken for behavioural - or other - difficulties, consider whole-school issues and relate throughout the book to a practical framework of proven support strategies.
21Academic approachesThe EPPI Centre at the Institute of Education provides an accessible resource for evidence based practice:Use questions and statements that involve higher order thinking, reasoning, and personal perspective. The teachers who … spend most of the available time in these high-quality on-task interactions facilitate greater attainment.High quality interactions are those in which teachers offer learners the opportunity to problem-solve, to discuss and describe their ideas, and to make connections with their own experiences and prior understandings, while those teacher interactions that are less successful focus on procedural matters, behaviours and general classroom management.
22Accessible Case Studies from an NUT project, following teachers trialling Thinking Skills in the classroom. These can be used to develop multisensory strategies for action research in individual classrooms e.g. Cognitive Acceleration through Science Educationpdf
23Helpful Techniques and Resources Odd-one-outMaps from MemoryGroup work eg Numbered HeadsThink-Pair-ShareOpinion lines/list rankingFortune-Line GraphsSequencing cut-up text/matching words to definitionsPiecing together diagramsJigsaw readingDuck – Bat – Dolphin, RNA-DNA-Protein… illicit response, build on the differences highlightedA ranked line based on opinions on a controversial statement
24Who is the Framework for? Individual working with the Dyslexic learnerInclusion Manager with responsibility for teams within organisationTeam leaders involved with strategic planning towards improvement in dyslexia-friendly provision.CPD leaders and training providers as a reference for designing learning outcomes
25Different ways of using the Framework to support CPD Planning future INSETs and training eventsTailor CPD to meet individual staff needsStructuring an event with a small group to stimulate discussion about Dyslexia/SpLDDevelop a recruitment planInform coaching and mentoring and non- course based CPDStructuring strategic planning for enhanced Dyslexia/SpLD provision
26Accessing the Framework The framework can be accessed via The Dyslexia-SpLD Trust website, via ‘Resources’:developmentframework/The ‘Framework User’s Guide’ contains additional information to support the practitioner and is available to download from this portal.I can be contacted on: