HMIE state (p4) that the best practices developed for pupils with dyslexia were adopted in some authorities for all learners. It may be a truism (but nonetheless true) that what works for a dyslexic pupil is highly likely to work for all pupils at some point in their learning.

I’d like to think that the range and quality of learning and teaching approaches identified in the document are familiar in our region, and deployed to the benefit of all not just those identified with specific difficulties. These comprise:

  • Metacognitive approaches
  • Small group and one-to-one teaching
  • Reciprocal teaching
  • Scaffolding
  • Reading recovery
  • Synthetic phonics
  • Structured phonics programmes
  • Paired reading with peers
  • Paired reading with adults
  • Differentiation
  • Multi-sensory teaching
  • Preferred learning styles
  • Support for learning as an option choice at secondary schools
  • Intensive support for early literacy.

In neither primary nor secondary schools nationally was ICT well integrated into programmes of support and generally featured as a ‘add on’ to the curriculum. As East Lothian has just come joint second for a Becta Award for Curriculum ICT Excellence, I am sure that the use of ICT is more readily accessible within the classroom than it is nationally.