I attended the launch of this new HMIE document today and, apart from saying how good it was to catch up with old friends and meet new people, I’ll say no more until I’ve had time to digest it.

Here is the official blurb about ‘Education for learners with dyslexia’:

http://www.hmie.gov.uk/documents/publication/eflwd.html

HMIE has published a report that takes a pragmatic look at the services provided by education authorities and schools for learners with literacy and language skills difficulties.

The report has surveyed the views of children, parents, schools and authorities.

Over the period 2007-2008, HMIE undertook a broad evaluation of provision for children, young people and adults with dyslexia in Scotland. The investigation identified the range and quality of provision in Scotland across all sectors. Inspectors visited a number of pre-school centres, primary, secondary, independent and special schools, Scotland’s colleges and faculties of education in Scottish universities. In addition, the work of HMIE was informed by a literature review of current approaches to the provision of education for children with dyslexia and other recent research carried out by Scottish Government, universities, education authorities and voluntary agencies.

The key issues raised in the survey of education authorities included:

·       the views held and description of dyslexia used by authorities;

·       the range of provision including early intervention schemes, specialist units and resources and specialist teachers;

·       teaching approaches, programmes and technological support used across the authority;

·       opportunities for staff to undertake training and professional development related to dyslexia and the number of teaching staff with specialist qualifications;

·       research into the effectiveness of the authority’s approaches to meet the needs of learners with dyslexia; and

·       effective practice in meeting the needs of children and young people with dyslexia.

Provision across authorities varied. Some had developed whole-authority and whole-school approaches to addressing dyslexia, including accredited approaches. Nevertheless, good practice existed in many schools which had adopted alternative or non-accredited approaches

The aim of this report is to help schools, colleges and universities to take forward improvements by describing good and improving practice in addressing the needs of learners with dyslexia. Research suggests that when learners are given appropriate support, this can make a positive difference to their emotional and learning development as well as their overall achievement. This report highlights the most effective forms of support for learners in Scottish schools and colleges and provides signposts for improvement. It also describes the key strengths and areas for development.


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