Glebelands is a Dyslexia Friendly School.
Our SENCo, Miss Jeanette Eddy has been trained to identify and support children with Dyslexia.
All staff receive training in working with children who have dyslexia.
What is Dyslexia?
Dyslexia is a specific learning difficulty that mainly affects a child's development in literacy and language.
It is characterised by:
- significant difficulties with reading and/or spelling
- difficulties processesing phonics
- difficulties in the speedy naming of letters, figures, objects, colours
- short term memory problems - recall (the part of your memory you use to work things out)
- poor self-organisation
- poor sequencing skills
- persistent reversals of letters and/or numbers
- significant differences between oral/verbal ability and the ability to 'write things down'
It appears across the ability range and is not caused by low intelligence.
It is often hereditary.
It is likely to be present at birth and can have lifelong effects.
It is more of a spectrum with different children displaying a range of issues.
It can be resistant to conventional teaching methods.
Helping dyslexic children at Glebelands
We have recently adopted four key strategies to support dyslexic children that we will apply across the school.
||Follow the text guidelines - using coloured backgrounds, setting easy to read fonts and line spacing, using coloured overlays to help with reading, accompanying notices around school with pictures.
||When digraphs are introduced in phonics (ai, oa etc.) they will be written joined together.
||Spellings will be taught in a multi-sensory way using magnetic letters, tracing letters and spelling patterns in sand or flour trays, using plasticine to make words, learning oral rhymes.
||In topic work, give children the option to record their work in a variety of ways such as drama, posters, artwork, video recordings and notes as well as writing.
Making our classrooms dyslexia friendly
Many of the ways that are successful in removing barriers for dyslexic children work effectively with all children. These include:
- using suitably coloured backgrounds on the IAW
- using the short form of the date more often to label work
- multi-sensory learning across the curriculum
- joining the letters in high frequency words that have irregular spellings
- Using different ways of recording, e.g. video, drawing, tape recording
For children who are or who we suspect are dyslexic we are also:
- removing stress from situations such as spelling tests
- providing them with coloured paper to work on
- giving them extra multi-sensory sessions for phonics, high frequency words and reading
- giving them longer to process information