Task 3.3 - Facilitating access
Teachers interviewed in Task 3.1 are accessing and making use of transfer information. In order to support all pupils appropriately and make the most effective use of Pupil Support staff and support assistants within subject classes, it may be helpful to consider focussing on additional information, which could inform planning and practice.
Information on levels of achievement is important to secondary teachers. Pupils with dyslexia, however, experience difficulties in the very aspects of learning which contribute to academic achievement, for example literacy skills which depend on the pupil's strengths in or difficulties with:
- processing information
- planning and organisational skills
- short term and working memory
- visual difficulties
- fine motor control leading to poor secretarial skills
- concept of time
Reading may not always be an issue.
Pupils' progress in the secondary school is likely to depend on each subject teacher's understanding of their difficulties and willingness to offer accommodations or bypass strategies. This will ensure that pupils are being assessed on their knowledge and understanding of the subject in question rather than their ability to provide evidence of this on paper.
Take a moment to reflect and then discuss the type of information which would help you to understand your pupils' difficulties, adapt your teaching approach and ensure that your pupils with dyslexia are able to demonstrate their knowledge and understanding appropriately.
Consider and note down:
- any further information you would like to receive
- opportunities you have to access this information if/when is it passed?
- how access could be made easier/quicker
Task sheet TI3.3 - Facilitating access
Extra information which would be useful
Opportunities to access information
How access could be made easier