The Curriculum

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Issue 3: Whole school considerations

Theme: Whole school considerations
Aim: To consider whole school approaches which could facilitate aceess to the curriculum for pupils with dyslexia
Target group: Senior Management teams

The Scottish Executive Guidance on Preparing Accessibility Strategies 2002 describes the planning duties that need to be carried out by local authorities, independent and grant-aided schools in Scotland to meet legal requirements introduced by the Special Educational Needs and Disability Act 2001 (SENDA) and Disability Discrimination Act (DDA). The Guidance notes that:

"Consideration should be given to whether class work or homework could be given in alternative forms and, also, consider how any homework, or other work pupils do in alternative forms, can best be marked/commented on by school staff."

(paragraph 62)

"Responsible bodies should ensure that any information that is important to enable pupils to learn or to be able to participate in school activities can be provided in an alternative form if the pupil may have difficulty reading information provided in standard written form."

(paragraph 64)

Synergy: a mutually advantageous conjunction where the whole is greater than the sum of the parts.


A whole-school approach, where all teachers work together on an agreed coordinated plan to achieve the aim of "successful learners, confident individuals, responsible citizens and effective contributors to society and at work" is more likely to achieve a Curriculum for Excellence.