A WORD FROM NEIL MACKAY ( In response to some facebook posts): Having coined the phrase Dyslexia Friendly Schools in the UK, I am always pleased when schools take up the challenge of seeking to improve the classroom experiences of students. However I am becoming concerned by what I perceive as an increasingly narrow perception of what it means to be Dyslexia Friendly which, in turn, seems to be stemming from misconceptions about the nature of Dyslexia itself and a focus on “diagnosis and cure.” An example of this can be seeking to “cure” Dyslexia by addressing visual stress. In reality some 30% of a population will benefit from coloured overlays, pastel shades of paper etc., which makes these accommodations part of what we refer to in the UK as Quality First Teaching, based on the very Dyslexia Aware principles of “notice and adjust” – teachers notice that there is an issue and adjust their methods. Increasingly in the UK and especially in South Australia, we are talking about Dyslexia Aware in order to re-focus on the student in the mainstream classroom. No amount of specialist teaching can substitute for quality classroom teaching - that is the conclusion of UK experts and one which drives my new Dyslexia Aware thrust. Fundamental to this is a focus on the 15% and more of students who will never get a label but who have clear Dyslexic type learning needs. Three schools in the Gawler area of South Australia have met the stringent requirements of Australia’s first Dyslexia Aware Schools Quality Mark which requires successful schools not only to embed quality teaching in policy and practice but also to demonstrate through a process of tracking and evidence gathering, that getting it right for Dyslexia in the classroom actually benefits a majority of students. So, without wishing to deny the importance of Irlen, rapid auditory processing and other “interventions” , an emphasis on Dyslexia Aware whole class teaching is the future for our Dyslexic students, especially in the current climate in which the vast majority will never, ever qualify for a label or be able to access specific funding. What makes the Dyslexia Aware schools in SA so special is that all teachers have undergone a full day of training focusing on key elements such as assessment for learning, alternative evidence of achievement and differentiation for Dyslexia which builds capacity across a range of learning needs in the classroom.
Posted on: Tue, 15 Jul 2014 02:10:07 +0000
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