Consider procedures for making judgements on and monitor the implementation of reasonable adjustments required for learners with dyslexia/SpLD under the Disability Discrimination Act or other legislative requirements.
Be able to critically evaluate the relative strengths and weaknesses of different multi-sensory teaching programmes. Viewed
Be able to critically evaluate the relative strengths and weaknesses of different multi-sensory teaching programmes and a range of ICT resources.
Consider how to stay current with knowledge and how to disseminate this across settings on the contribution of evidence based practice, research and theories and how it can improve outcomes for learners with dyslexia/SpLD.
Take part in an institutional improvement initiative in your setting that improves outcomes for learners with dyslexia/SpLD.
Speak to relevant colleagues and associated professional about the nature of your role and how best to collaborate with others.
Ask a more experienced member of staff in the field of dyslexia/SpLD for opportunities to work more collaboratively and share examples of practice.
Ask a relevant colleague to provide feedback on your strengths and areas for development as a member of a team that supports learners with dyslexia/SpLD. Viewed
Arrange for a relevant colleague to observe a lesson you teach /assist in , in which some of your learners have dyslexia/SpLd
Investigate the methods for working effectively with the parents, carers, families, peers and friends of learners Viewed
Investigate the methods used in your setting for working effectively with the parents, carers, families, peers and friends of learners with dyslexia/SpLD.
Initiate an institutional improvement project in your setting that would improve outcomes for learners with dyslexia/SpLD.