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Observing formal and informal identification methods Viewed
Use the information and associated quizzes at the following web-sites to reflect upon any literacy difficulties a learner you work with might have.
Becoming familiar with basic skills assessment tools Viewed
Become familiar with the use of basic skills assessment tools that can be used without psychometric testing training.
Developing basic understanding of psychometric testing Viewed
Arrange some departmental/whole setting INSET. Ask your link Educational Psychologist to give an overview of the tests which might be used in your type of setting, with particular reference to dyslexia/SpLD.
Investigate how special arrangements are managed and used to monitor progress Viewed
Use the information from the following website (and links) to inform yourself about Access Arrangements in Assessment and Examinations.
Investigate identifying learners with EAL experiencing literacy difficulties. Viewed
Investigate how to identify leaners in your setting that might experience dyslexia/SpLD in one language but not another.
Writing teaching and support programme Viewed
Identify a learner who you know has been informally and formally assessed. Ask your SENCO to show you the report from these assessments and the teaching and support plan, which was consequently written for the learner
Investigate monitoring progress Viewed
Investigate the different ways of monitoring the progress of learners with dyslexia/SpLD against targets and teaching plan.
Identify other sources of help - professionals within setting and externally Viewed
Identify professionals and further sources of help external to your setting that might act as a sources of second opinions for individual learners
Provide CPD training to others Viewed
Prepare a CPD session to colleagues outlining the differences between formal and informal assessments.
Visit a dyslexia-friendly setting Viewed
Visit a setting that has been awarded dyslexia friendly status to observe how the learning environment is adapted to the needs of learners with dyslexia/SpLD.