Dyslexia- at school & at home

What do you do at BCS to address dyslexic pupils' needs?

We utilise quality-first teaching strategies (this is standard practice in all BCS classrooms) to address and remove any barriers. This involves adjustments to activities such as:

• Teaching includes demonstration, prompts, visual support and opportunities for practice
• Teaching uses multisensory methods broken down into manageable steps
• Concrete, practical-based learning activities
• Differentiation in presentation, pace and outcome
• Staff are aware of the implications of mild sensory impairment, fine motor skill development and medical issues
• Pupils work collaboratively in mixed-ability groups
• Specialist resources available in class e.g. coloured overlays, word mats, table squares
• Social and emotional factors are taken into account
• Pupils' learning preferences are identified and addressed in teaching
• Pupils receive prompt, constructive feedback
• Alternatives to copying from board are in place
• Pupils use alternative methods of recording learning
• Cursive handwriting should be introduced as part of a multi-sensory approach
• Material to support reading, writing, organisation or attention are provided e.g. visual timetables, task plans, vocabulary cards, visual aids, adapted writing frames with word and sentence support. 
• Opportunities for pre-teaching of vocabulary where necessary
• Some small group or 1:1 intervention may be required e.g. reading, maths, motor skills / catch-up programmes such as individual IDL accounts
• Computing resources such as Clicker, IDL (a dyslexia reading and spelling programme), Helper Bird, screen overlays, voice recorders, typing programmes, text-to-speech programmes. 
• CPD and resources for teaching staff using NASEN Mini Guides / Inclusion Development Programme (IDP) / Dyslexia Trust resources / LA or other staff training
• Additional adults routinely used to support flexible groupings, differentiation and where appropriate provide 1:1 intervention

A Dyslexia Friendly Classroom involves: 

• A well organised environment with clear routines to minimise movement and noise
• A good mix of Visual, Auditory, Tactile and Kinaesthetic activities within each lesson
• Dyslexic pupils ideally sit within easy eye contact of the teacher
• Resource boxes / Goody boxes – lots of visual and hands-on support
• A variety of writing implements (option of pencils or pens)
• Revisiting reading and spelling strategies at the start of each year and having these displayed for constant reference
• A selection of high interest/ low reading age texts available
• Whiteboards with coloured markers to practise spellings and sentences
• Keyword cards; eg. Days of the week/Months of the year cards
• Writing planning boards or writing frames
• Using a variety of recording methods – mind maps, storyboards, flowcharts, videos, diagrams, oral presentation
• Using ICT as a multi-sensory method of working
• Giving children thinking and talking time
• Having drinking water available
• Using ‘buddies’ or ‘peer mentors’ to help with homework / organising
• Colour photocopies / coloured wallets / coloured reading rulers for use with white paper or reading books to help reduce any visual stress
• Off-white / coloured backgrounds on screens

Different interventions (for dyslexia) that we use at BCS:

• Spelling Bee
• Toe by Toe
• IDL literacy
• Precision Teach

Is there anything I can do to support my child further at home?

There are lots of things you can do at home to support your child's learning needs if they have dyslexia/ tendencies. 

• Encourage them to read (if they are reluctant, read to them and get them to follow the text with their finger/eyes). Getting them to read OUT LOUD is often best. 
• Help them with their homework and incorporate multi-sensory strategies when spelling. This refers to getting them to trace words with their finger/ writing spelling words on palm with finger/ skipping whilst calling out letters for spelling words.
• If they have an IDL account, encourage them to access it from home. Little and often is key for dyslexic pupils! 
• When watching TV, have subtitles on so that they can see spelling patterns etc.

For further advice and suggestions, please see the attachment below.

There are various Chrome Extensions/ applications that can be installed on your devices at home to support pupils with literacy difficulties. Please see below for further information.