Areas of need set out in the SEN code of practice
Learning and teaching
for dyslexic pupils
1
Learning outcomes
You will:
 understand current definitions of dyslexia
 know some of the barriers to learning for dyslexic pupils
 be able to recognise when to modify learning objectives
for dyslexic pupils
 know some access strategies, teaching styles and
approaches for dyslexic pupils, and
 become familiar with some of the ICT that can support
dyslexic pupils.
2
Activity 1
Learning outcomes
You will:
 understand current definitions of dyslexia, and
 be aware of some of the barriers to learning
experienced by dyslexic learners.
3
Talents and abilities that often
accompany dyslexia
 Lateral thinking and imaginative problem-solving
 Good spatial awareness and visualising skills.
4
When things go wrong
“I hide my work. Sometimes I wish I could hide myself
away forever”
Pupil with dyslexia
5
Building self-confidence
 Use specific praise
 Praise ideas, content and effort
 Value pupil’s work and make sure that the pupil
and their peers do too
 Notice and use pupil’s strengths
 Avoid exposing pupil’s weaknesses in front of
their peers
 Make sure the whole class understands what is
dyslexia and is aware of famous dyslexic role models.
6
Activity 2
Learning outcome
You will consider ways in which you can recognise
pupils likely to be on the dyslexic continuum.
7
Identifying dyslexia and assessing
learning needs
 National curriculum assessment profiles
 Achievement of curricular targets, particular difficulties
with class or group curricular targets involving spelling,
sequencing skills or rote recall
 Day-to-day assessment in class
 Written work
 Screening for difficulties in phonological awareness
 Checklists.
8
Activity 3
Learning outcomes
You will:
 consider when to modify learning objectives
for dyslexic learners, and
 become familiar with some of the teaching
approaches and access strategies that are
appropriate for dyslexic learners.
9
Waves of intervention
Wave 3
Additional highly
personalised
interventions
Wave 2
Additional interventions
to enable pupils to work at
age-related expectations or above
Wave 1
Inclusive, quality first teaching for all
10
A dyslexia-friendly classroom
11
Visual timetable
12
Display of pupils’ work
Slide 1.19
13
Science words
Slide 1.20
14
ICT prompts
15
English work
16
Using mind maps
17
Assessing learning: traffic lights
18
Desktop prompts
19
Pupil’s workplace, with table wedge
20
Rainbow alphabet
21
Using the alphabet
22
Work display and bookshelves
23
Activity 4
Learning outcome
You will consider some teaching styles and approaches
appropriate for dyslexic learners.
24
Activity 5
Learning outcome
You will become familiar with some of the ICT that
supports dyslexic pupils.
25
Presenting written information
Printed information might look like this to dyslexic learners
Click on the text
box on the left to
activate the
animation see the
animation.
26
Activity 6
Learning outcomes
You will:
 consolidate your learning about dyslexia by
looking at examples of appropriately differentiated
lessons, and
 identify key points of action for yourself.
27