IDP for Dyslexia and the creative curriculum at Fellside Community Primary School
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Authors
Adamson, Cherry
Balkwill, Sarah
Issue Date
2010
Educational Level
ISCED Level 0 Early childhood education
ISCED Level 1 Primary education
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to improve awareness of dyslexia and develop more inclusive provision for high incidence needs in order to improve pupil learning, confidence, and ability to work independently.
Aims: The main aim of this development work was to improve awareness of dyslexia and create an inclusive environment for pupils with specific learning difficulties, through training, resources, and support.
Methods: The participants in this project included school staff, parents, local authority staff, and a leading teacher. They worked together to improve awareness of dyslexia and develop more inclusive provision for high incidence needs. The methods used included training programs, grant funding, structured teaching routines, adapted worksheets, use of interactive whiteboards and software, and use of multi-sensory strategies. Parents were also included in the heightened awareness of dyslexia.
Findings: The main findings of this case study are that enthusiastic and committed staff, joined-up thinking, and the use of multi-sensory strategies have had a positive impact on pupil learning, teaching, and school organisation and leadership.
Implications: The findings of this case study suggest that a commitment to developing an inclusive school environment, combined with a comprehensive training plan and positive encouragement, can lead to improved learning outcomes for pupils with specific learning difficulties.
Aims: The main aim of this development work was to improve awareness of dyslexia and create an inclusive environment for pupils with specific learning difficulties, through training, resources, and support.
Methods: The participants in this project included school staff, parents, local authority staff, and a leading teacher. They worked together to improve awareness of dyslexia and develop more inclusive provision for high incidence needs. The methods used included training programs, grant funding, structured teaching routines, adapted worksheets, use of interactive whiteboards and software, and use of multi-sensory strategies. Parents were also included in the heightened awareness of dyslexia.
Findings: The main findings of this case study are that enthusiastic and committed staff, joined-up thinking, and the use of multi-sensory strategies have had a positive impact on pupil learning, teaching, and school organisation and leadership.
Implications: The findings of this case study suggest that a commitment to developing an inclusive school environment, combined with a comprehensive training plan and positive encouragement, can lead to improved learning outcomes for pupils with specific learning difficulties.
Description
Keywords (free text)
Nursery education , Primary education , Assessment and target setting , Creativity , Cross-agency working , Inclusion , Self evaluation and review , Social and Emotional Aspects of Learning (SEAL)