1. Inclusion Development Programme:
An Overview
Dyslexia, Speech, Language and Communication Needs

2. The Bercow Report A Review of Services for Children with SLCN
Key themes:
Communication is crucial
Early Identification and intervention are essential
A continuum of services designed around the family is needed
Joint working is critical
The current system is characterised by high variability and a lack of equity.

3. Prevalence of speech, language and communication needs
In some parts of the country as many as 40–50% of children have problems with speech, language and communication that could be addressed through a universal offer and through language rich environments.
There is a separate group of children, around 5–7% of the total population, who have SLCN arising from having a specific language impairment. Other children will have SLCN arising from other impairments, e.g. children with autism, many with cerebral palsy and many with learning disabilities.

4. The Cost to the Nation Educational attainment
Social Relationships and Personal Development
Behavioural and Emotional Development
Criminal Activity
Employment

5. Dyslexia –BDA Research
Approx 10% of the population is dyslexic
Around 4% are seriously affected, further 6% have moderate to mild problems
Ratio of identified dyslexics 4:1 boys to girls
Affects all levels of ability, all backgrounds

6. The Cost to the Nation
‘Delay in supporting dyslexic pupils costs £1.8 billion a year ‘The Independent
Educational underachievement- £1.2 billion
Pupil referral units- £64 million
Criminal Activity-£280 million on prisons
Pupils expelled from school- £16 million
NHS drug treatments- £266 million

7. What is the IDP?
A four year programme of continuing professional development designed to increase the confidence and expertise of mainstream practitioners in meeting high incidence SEN in mainstream settings.

8. What is the purpose of the IDP?
Through engagement with the IDP, staff will be supported in developing both the skills and knowledge to identify those pupils who may be struggling as a result of a hidden disability and to use effective teaching strategies to meet their needs.

9. Further aims of the IDP
To improve outcomes for pupils and narrow attainment gaps
To promote early recognition and intervention for pupils experiencing difficulties
To increase the confidence of all practitioners
To support schools and settings to become more effective at strategic approaches to support and intervention

10. Who does the IDP involve?
The DCSF expect all schools in mainstream settings to set aside school development time for all teaching staff to work through the IDP e-learning materials
Teaching staff are expected to work collaboratively to share knowledge and observations with each other

11. What is the focus of the IDP?
Year 1 : Dyslexia, speech, language and communication
Year 2 : Autistic spectrum disorders
Year 3 : Behaviour, emotional and social difficulties
Year 4 : Moderate learning difficulties

12. IDP content: Dyslexia and SLCN
Barriers
What is dyslexia?
The barriers to learning for people with
dyslexia
What is SLCN?
SLCN

13. IDP content: Dyslexia and SLCN
Overcoming Barriers: Dyslexia
Identification of pupils on the dyslexia continuum
Making adjustments to include learners with dyslexia
Strategies and resources for recording understanding and knowledge
The dyslexia inclusive school
Implications for planning: dyslexia

14. IDP content: Dyslexia and SLCN
Overcoming Barriers: SLCN
Identification of pupils with SLCN
Making adjustments to include pupils with SLCN
Strategies and resources to enhance pupils expression, demonstration and recording of understanding and knowledge
The communication inclusive school
Implications for planning: SLCN

15. The IDP Process
Log on to
Use the self-evaluation for dyslexia and SCLN to ascertain current levels of skill and understanding in these areas
Develop an IDP action plan based on initial evaluations
Set aside appropriate time to address staff training needs (between one and two terms)
Evaluation of process
Give participants appropriate hard copies of IDP library resources (including self-evaluation frameworks)

16. Remember the IDP is not intended to be worked through in a linear fashion – staff should use the programme to meet their identified needs

17. Initial self-evaluation
Two self-evaluations need to be completed: dyslexia and SLCN
9 categories of skills and knowledge
Developmental model
Individual and whole school
Evidence
Performance management
Show participants 9 areas of skills and knowledge for dyslexia & SLCN

18. Longer term evaluation
Are all staff able to identify pupils with
dyslexia and SLCN needs?
Are all staff using effective teaching strategies at ‘Wave One’ to address the needs of dyslexic and SLCN learners?
What impact has the IDP had on pupil achievement?

19. SIS Inclusion Team: What support can we offer?
Inclusion/Teaching Children Talking:
Communication Difficulties, the Classroom and the Curriculum KS1,2 and 3 – train lead person.
Learning Together, Working Together (Foundation Stage)
Listening and Attention/Phonological Awareness – staff meetings (KS1 and KS2)
Language for Thinking/Speaking and Listening through Narrative – pm training for teaching assistants and lead teacher(KS1 and 2).
Training for TAs in Y7 pilot project.

20. SENSS: What support can we offer?
One free session to all schools to support them with the IDP (information gathering, planning, identifying and meeting needs)
SLA can be used to provide further support
Three half day central training sessions on the 9 categories of IDP skills and knowledge for dyslexia
Dyslexia friendly schools accreditation

21. Any questions?