Making Sense - Dyslexia Review
Making Sense Report
The 2014 Education Scotland report “Making Sense: Education for Children and Young People with Dyslexia in Scotland” was the outcome of an independent review of education for children and young people who have dyslexia, carried out on behalf of the Scottish Government.
The report identified 5 interconnecting recommendations for local authorities and schools including better sharing of information on young people with dyslexia among relevant professionals, and the need to take action to improve education outcomes for young people with dyslexia. A Ministerial response was published in June 2014 setting out Ministers’ intentions regarding each of the recommendations and the Making Sense Working Group was established to support the implementation of the recommendations through partnership working.
- Teachers, support staff, learners and parents should have access to up-to-date practical advice and guidance on dyslexia.
- Teachers, support staff and local authority staff should have access to a wide range of high quality career-long professional learning opportunities at school, at local and at national level related to meeting the needs of children and young people with dyslexia.
- Initial teacher education and postgraduate awards and courses should give a high priority to developing knowledge and skills in relation to dyslexia and additional support needs.
- Schools, local authorities and national partners should take action to improve the quality of educational outcomes for children and young people with dyslexia.
- The availability and use of reliable information on children and young people’s needs, development and achievement should be improved.
The Making Sense report recommendations combine and support the:
- Increased use of the Addressing Dyslexia Toolkit
- Revised GTC Scotland Standards
- Amended Additional Support for Learning Act.
Dyslexia and Inclusive Practice
The Making Sense report highlighted that we have increasingly inclusive schools in Scotland and the positive outcomes which can be achieved through a whole school approach which focuses on dyslexia friendly and inclusive practices. There is a need to ensure that we are making sense of education for every child and young person with additional support needs, including dyslexia, wherever they are educated in Scotland.
Dyslexia Friendly Practice is an important element of Inclusive practice which represents approaches to learning and teaching which are Child Centred and which also support Inclusive Practice for all learners.
Dyslexia Friendly Approaches to Learning and Teaching Support Child Centred Inclusive Practice
Improving and supporting inclusive practice enables school communities to better meet the needs of all learners. Putting the learner at the centre of the curriculum and ensuring that barriers are removed enables dyslexic learners to:
- Participate fully within the school curriculum and learn to the best of their ability
- Gain as much as possible from the opportunities which Curriculum for Excellence can provide
- Move into a positive and sustained destination.
The Making Sense working group is working with a number of local authorities to support the development of a resource to support inclusive practice through collaborative and reflective improvement.
Inclusive Practice Resource
Recommendation 4 highlights the need for schools and local authorities to develop “Dyslexia friendly practice”.
To support this aim, Education Scotland and the Scottish Government are working with a number of local authorities and partners to develop a resource for school communities and local authorities to:
- improve the educational experience achievements and outcomes for dyslexic learners
- further develop inclusive practice within the school community.
The resource will support practitioners to focus on reflective practice and self-evaluation to support improvement.