Dyslexia Friendly Schools in Leicestershire
Information pack for schools
Contents
Introduction
Getting Started - Sequence of Actions
School self-audit
Dyslexia Friendly Schools Walk checklist
Dyslexia Friendly Schools classroom checklist
Dyslexia Friendly text production tips
Action Plan template
Training support - Levels of expertise diagram
Template for self-advocacy cards
Collaborative work ideas for Dyslexia Awareness Week & Ideas
for Alternative Recording Methods
Tips on using colour and colour highlighting
Checklist for parents - Early indications which may suggest
dyslexia
Contact details
Learning Support Service
Specialist Teaching Services
Leicestershire
Introduction
Current research suggests that approximately 10% of pupils in
our classrooms are dyslexic to some degree. Experience has
shown us that practice for teaching and learning of dyslexics is
good for most pupils. It is therefore worth embedding Dyslexia
Friendly practice in all school systems.
This pack provides some initial information and guidance to help
schools to be inclusive by developing Dyslexia Friendly practice
within classrooms and around the whole school environment.
Getting Started - Sequence of Actions
Self Audit




complete the school self-audit checklist
complete the Dyslexia Friendly Walk checklist
complete the Classroom checklist
complete the Top Tips for Text Production checklist
Produce an Action Plan
(see template)
Identify any training needs
(see Training support diagram)
School Self-Audit
Description of Standard
Evidence
1.
Policy
1.1
School is aware of the LA
Dyslexia guidance.
Copy of paperwork/procedures
used across the school
1.2
School policy contains a
statement relating to good
practice and procedures for
Dyslexia.
School policy
1.3
All staff are aware of, and
consult on dyslexia policy and
practice.
The relevant policy statement is
available and has been
disseminated to staff, including
supply staff.
1.4
School governors, particularly
the SEN governor, are aware
of dyslexia policy and
practice.
Meetings/reports to governors
2.
Training & Knowledge
2.1
All school staff take part in
dyslexia identification and
awareness training and use
this knowledge in classroom
practice.
Comments on Evidence
Date
Dyslexia school walk
Details of the training
Classroom obseervations
4
Description of Standard
Evidence
2.2
All staff working with
children/young people use
the IDP dyslexia materials.
Records of use
2.3
A record of Dyslexia and
other SpLd courses and
professional development
undertaken by staff, is kept.
Records of CPD
Performance Management
records
Copies of qualifications
2.4
School has a designated
person who has Advanced
skills and knowledge of
dyslexia (possibly school
SENCO).
Evidence of training at that level
3.
Identification and
Assessment
3.1
There is early identification of
pupils with learning
difficulties, and a graduated
approach to assessment of
dyslexia.
A monitoring system which
demonstrates a graduated
approach to identification and
assessment.
Examples of staff tracking and
monitoring records.
3.2
School routinely uses
Examples
Comments on Evidence
Date
data to track progress. Eg.
Afl; APP; P Levels;
Progression Guidance;
Leicestershire Small Steps
Tracker; Literacy/dyslexia
5
Description of Standard
Evidence
Comments on Evidence
Date
monitoring record.
3.3
School uses a checklist to
support identification and
profiling. Eg. checklist from
IDP.
Examples
3.4
When school considers advice
from an Outside Agency it is
reflected in programmes,
IEPs or Provision Maps.
Examples
3.5
School knows who is able to
diagnose dyslexia in
Leicestershire.
Reference to LA guidance
document
4.
Teaching and Learning
4.1
Checklists of Dyslexia
Friendly classroom strategies
are available to all staff,
including supply staff.
Example
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Description of Standard
Evidence
4.2
Adjusted or differentiated
tasks or approaches are used
across the curriculum. These
should include scaffolded and
alternative methods of
recording.
Examples
4.3
A variety of teaching and
learning styles should be
used across the curriculum.
Medium/long term plans
Lesson plans
Photographs, videos.
4.4
Suitable pupil resources,
materials and ICT software
are available to all staff and
are regularly reviewed and
updated by the SENCO.
Examples of resources
4.5
School has clear marking
guidelines or a policy which
promotes positive
approaches.
The policy or the guidelines
4.6
School facilitates ways for the
pupils to self-evaluate. Eg.
personal target sheets or
WILF (What I’m Looking For)
grids.
Examples
Comments on Evidence
Date
Example of something purchased
within the last year OR plans
which demonstrate a
commitment to this
7
Description of Standard
4.7
Pupils have self-advocacy
opportunities
Evidence
Comments on Evidence
Date
Self-advocacy cards
Representation on school council
A Pupil Reference group
4.8
Homework is adjusted or
differentiated, and is
communicated in a suitable
way for the pupils.
One example
List ways that homework is
communicated
5.
Working with
Parents/Carers
5.1
Parent/carer comments and
concerns are treated
seriously, logged, and acted
upon. Structured
Conversation approaches
may be used.
Notes of meetings/conversations
5.2
Parent/carer dyslexia
information leaflets are
readily available, and details
of local support
groups/voluntary agencies
and other services.
Examples
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Description of Standard
Evidence
5.3
Parent/carer information
events or workshops are
provided.
Details of events
5.4
Parents/carers are involved in
termly reviews and target
setting.
Example of a review meeting
5.5
Communications with
parents/carers are dyslexia
friendly. Eg. Readability
scales are used; face to face
approaches.
Examples
6.
Working with Pupils
6.1
School recognises that pupils
with dyslexia may require
additional support to
maintain a healthy self –
esteem.
Examples of approaches to
promote self-esteem
Pupils are involved when
setting and reviewing their
targets.
Notes of pupil
comments/contributions
6.2
Comments on Evidence
Date
References to use of SEAL
curriculum materials
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Description of Standard
6.3
Pupils are encouraged to
understand their learning
differences and to recognise
and use their strengths.
Resources and support
materials should be readily
available to all pupils.
Evidence
Comments on Evidence
Date
Examples of available materials.
Eg. prompt cards, visual
timetables, spelling aids,
recording devices.
Mentors/buddies available.
Special awareness events, eg.
during Dyslexia Awareness Week.
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Learning Support Service
Room 600 County Hall
Glenfield
LE3 8RA
0116 305 9400
Leicestershire's Dyslexia Friendly Walk
(around a school/academy)
Seen/Comments
Not seen/Comments
Main entrance to school clearly marked
Clear labelling in Reception area and around
school – use of colour/graphics
Photographs of all staff in Reception area
Information leaflets (for parents/carers/pupils)
are evident in Reception area
Printed information is in a dyslexia friendly font
style and on a cream/buff background
Displays of pupil’s work in Reception area and
corridors
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Classroom doors labelled in some way colour/number/photograph
Cloakrooms uncluttered – posters showing what
is kept there
Toilets – posters to remind about hand washing
Corridors – uncluttered
Dining hall – colour coded timeline for
timings/order
Dining hall – pictorial posters to prompt actions
(eg. clearing up)
Playground – “buddies”
Playground – zones, markings for games,
equipment
Library has books suitable for dyslexics
Library has audio books
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Library has information on famous dyslexics
Reading scheme books/colour banded books are
easily accessible for KS2
Computers have text to speech software
available
Staffroom notice board mentions dyslexia
friendly strategy of the week/month/half term
Staffroom poster or handbook includes top tips
for dyslexia friendly practice
Drinking water accessible around the school
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Dyslexia Friendly Classrooms in Leicestershire
The Practice
In
To
Place √
Consider ?
Planning and Preparation
The teacher knows which pupils are affected by
dyslexia
The teacher mark book indicates these pupils
Differentiation is evident in plans and lesson
delivery
The Environment
The room is suitably lit and ventilated
Water is available
Interactive Whiteboard background is set to buff
or pale blue
Resources, trays, drawers, are labelled with writing
and graphics
Dyslexic pupils face the board and have a "classroom
buddy"
Displays are uncluttered and at a height that can be
accessed by pupils
Information displays use colour coding and are
supported by graphics whenever possible
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Resources
Coloured overlays are available
Worksheets are printed on coloured paper
Worksheets are clear and uncluttered and
information chunked, eg. using text boxes
Desk top prompts are available (eg. spelling prompts;
key words lists; sound mats; number bond strips)
Practical equipment is available (eg. tactile letters;
beadstrings)
Reminder lists are supplied where a number of tasks
or activities are involved
Visual or colour coded time-tables are supplied
ICT is available for some recording and
reinforcement activities
Individual whiteboards or note pads available for
jottings
Planning frames and scaffolded approaches are
available for extended writing tasks
Suitable level reading books are readily available
Small personal self advocacy cards available (eg.
small credit card sized)
Dictaphones and/or digital voice recorders are
available
There is a choice of handwriting tools (eg. pens with
grips)
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Lesson delivery
Lessons begin and end with the "big picture",
supported visually whenever possible (what we are
doing, why and where it fits)
Copying from the IWB is kept to a minimum
Different coloured pens are used to separate
information
Printed information uses dyslexia friendly font, eg.
Comic Sans or Arial, size 12/14
Staff handwriting is clear and/or IWB handwriting
recognition tool is used
Some information is presented using mind maps or
flowcharts
Spoken instructions are kept as short as possible
and are supported by visual aids or pictures
Support staff are aware of pupils who may need
reminders of instructions
Time reminders are used and supported by visuals
(eg. sand-timers; time-line on the board)
Alternative Recording methods are encouraged
across the curriculum and for homework tasks
Teaching and learning styles are varied (eg. auditory,
visual, kinaesthetic) and include multi-sensory
approaches when appropriate
Organisation of learning is varied, eg. pairs, groups,
individual
Adequate time and support is given to record
homework tasks
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Ethos
Positive marking is used
Specific praise is used
Rewards are given for effort and attitude, as well as
attainment
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Top tips for text production (dyslexia friendly)
Dyslexia friendly text: aims to reduce visual stress to improve ease of reading. This is an advantage for everyone, not just dyslexics.
Tip
In place
Needs Action
Backgrounds
Paper is thick enough so that the other side does not show through
Buff coloured paper is used
Cream or pastel colour backgrounds are adopted for computer and visual aids
Font
Plain Sans Serif fonts used e.g. Arial, Comic Sans, Verdana, Tahoma, Century Gothic, Trebuchet
Font size 12-14 used
Light text on dark background is avoided
Emphasis
TEXT IN BLOCK CAPITALS IS HARDER TO READ SO WE AVOID IT!
Bold is used instead of underlining or italics
Headings are:



larger font size
in bold
lower case
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Boxes are used to create emphasis
Layout
Text is left justified with ragged right edge
Narrow columns as in newspapers are avoided
Lines are not too long: 60-70 characters
Text is well spaced and not cramped
Paragraphs are not dense and long
Line spacing of 1.5 is preferable
Sentences do not begin at the end of a line
Bullets and numbering are used instead of continuous prose
Writing Style
Short simple sentences are used
Instructions are clear – long sentences of explanation are avoided
Double negatives are not used e.g. You will not be required to
Concise text is used
Flowcharts, diagrams and pictures are presented rather than a lot of prose
Jargon and abbreviations are avoided where possible
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For longer documents, a contents page at the beginning and an index at the end are given
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Dyslexia Friendly - School Action Plan
School:
Activity
Date:
Personnel
Funding issues
Timeline
Outcome
Progress
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Dyslexia Friendly Practice ..........
All staff - Foundation
Level Knowledge
Advanced/SENCO level
Inclusion Development
knowledge
Programme - Dyslexia.
Specialist level knowledge
and expertise specialist
teacher/Psychologist
Dyslexia Awareness,
Dyslexia - Knowledge,
Identification and
Strategies, Approaches and
SpLd (dyslexia) accredited
Strategies training from
Interventions
courses - eg. Leicester
Learning Support Service.
Information and website
guidance form British
Dyslexia Association and
Dyslexia Action.
( training/consultation from
University.
Learning Support Service).
Accredited courses from
Dyslexia Action.
Training support available for each level of expertise
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I am dyslexic and may need:
I am dyslexic and may need:
1. to be facing the board
1. to be facing the board
2. my own worksheet on pale blue
2. my own worksheet on pale blue
3. to be reminded of the task
3. to be reminded of the task
I am dyslexic and may need:
1. to be facing the board
2. my own worksheet on pale blue
3. to be reminded of the task
I am dyslexic and may need:
1. to be facing the board
2. my own worksheet on pale blue
3. to be reminded of the task
I am dyslexic and may need:
I am dyslexic and may need:
1. to be facing the board
1. to be facing the board
2. my own worksheet on pale blue
2. my own worksheet on pale blue
3. to be reminded of the task
3. to be reminded of the task
I am dyslexic and may need:
I am dyslexic and may need:
1. to be facing the board
1. to be facing the board
2. my own worksheet on pale blue
2. my own worksheet on pale blue
3. to be reminded of the task
3. to be reminded of the task
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Collaborative Investigations
A suggestion for schools is a collaborative group work project for dyslexia awareness week which is intended to raise
awareness amongst all pupils. It is cross-curricular and should be accessible for all learners.
If this was a whole school project older pupils could support younger ones.
For KS3 and KS4 the project may sit within tutor groups or Humanities subjects.
Approach
Pupils are organised into mixed ability small groups (3 or 4) to conduct an investigation into a famous dyslexic person
from one of the following categories:
Artists
Composers/musicians
Inventors
Scientists
Philosophers
Entrepreneurs
Performers
Each group would concentrate on one category and research one person within it. The group would work
collaboratively, each pupil working to his/her own strengths (speaking; planning; organising; drawing; reading ; writing;
scribing for others; making connections; co-ordinating; cutting/sticking; listing; hypothesising ….)
An example
Category:
Artists
Person:
Leonardo DaVinci
Pupils could:
Share their existing knowledge orally (one of the group might mind map outcomes)
Research his life and work (one of the group could read; one could decide which are the key facts to pull out; another
could bullet point findings)
List achievements
Create a time-line of his life (part pictorial)
Map out geographical area where he was born/lived/worked/travelled/where his work can be found
Produce work in his style
Collect pictures/examples of his work
Express how he might have felt about his dyslexia
Imagine what he would be impressed with in the world today
Discuss what the group would like to ask him about (if that were possible)
Ideas will vary depending on the person chosen for the study.
Recording
The results of these investigations should be presented imaginatively (avoiding lots of prose) - using alternative ways of
recording, for example mind maps, flowcharts, diagrams, posters, audio recordings, video recordings…. (see below for
more ideas).
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Bringing it together
Schools may choose to add an element of competition by judging the winning group/team at the end of the week.
A “Guess Who I am” competition could be organised where each group compiles a
pictorial fact sheet or poster and others have to guess who the focus person is.
A “Guess Who I am” session using a “hot-seat” approach – the pupil in the hot seat
pretends to be the focus person and tells the audience facts about him/herself. The
listeners work out who it
is.
The work could form a display or several displays around the school.
Some useful websites
http://www.dyslexia.com
http://www.bdadyslexia.org.uk/about-dyslexia/famous-dyslexics.html
http://www.xtraordinarypeople.com/celebrity/
http://support4dyslexia.co.uk/FamousDyslexics.aspx
Val Brown
Learning Support Service
Specialist Teaching Services
Room 600 Rutland Building
County Hall
LE3 8RA
0116 305 9400
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Alternative Recording Methods
‘Annotation spaces’ or ‘Speech bubbles’ can be added to a handout, which will enable the
pupil to limit their written work but still provide a valuable resource for a permanent
reminder.
‘Audio Recordings’ can be used as permanent evidence or an oral
presentation. In order to produce a formal recording session it
would be helpful to have time to prepare and rehearse.
‘Bar Charts’ are often used to show data, e.g. number of people
watching TV. A Bar Chart can be displayed vertically or
horizontally. A ‘Histogram’ is similar to a bar chart, but has all
the bars drawn next to each other.
‘Bullet Points’
A mixture of bullet points and short phrases put under headings are extremely useful
because:
* They are short and to the point
* They are easily recognised
* They separate facts out in memorable chunks
‘Carroll Diagrams’ allow learners to look at sorting objects or numbers - basing their
decisions on properties, e.g. food I like, food I don’t like.
‘Cartoons’ can be used as a pictorial representation of an idea / story. www.drawingnow.com/howto-draw-cartoons.html
‘Charts’ are a visual way of
representing information
Music Charts -
Football League tables -
The number 1
are displayed with the
selling record is
highest points at the top,
at the top of the
lowest at the bottom.
list.
‘Collage’ can be constructed using acquired photos, i.e. pictures from a catalogue, leaflet,
newspaper, magazine, photocopy from a text book or download from the
internet.
‘Drawings’ for some students are sometimes easier to produce than
extensive writing, e.g. a poster.
‘Cloze text’ is an exercise in which you have to fill in gaps with an
appropriate word, e.g. Sunday is the day after __________. Sometimes a
list of alternatives is provided, e.g. Tuesday, Friday, Saturday.
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‘Flow Charts’ can be presented as a template with blanks that the learners can fill in with
appropriate words.
‘Grids’ provide a set of blank boxes in which students can organise information. Headings will help
direct the learner to fill in the blanks.
‘Grids to review learning’ encourage the learner to write one or two key words or a phrase in a
box.
‘Highlighting’ key words within a sentence is a useful
tool and will act as a reminder of the important issues /
words.
‘Images’ can capture an event and act as a permanent
reminder, e.g. digital camera photographs, video
recording.
‘Labelling’ requires the pupil to apply the correct label / name to a diagram or picture.
‘Line Graphs’ show a relationship between two
variables - how one thing varies in comparison to
another, e.g. a distance-time graph. A line graph is a
diagram that shows a line joining several points, or a
line that shows the best possible fit.
‘Mind Mapping’ Mind Maps® can be used for a wide
variety of activities that involve thinking, learning,
revising, and communicating. Mind maps are diagrams based on a central idea or image, typically
used to aid organisation, problem solving and decision making.
Mind maps use a non-linear, graphical form that allows the
user to build an intuitive framework around the central idea.
‘Paired Recording’ involves the pupil working with a fluent
writer.
‘Photographs’ can provide permanent evidence / reminder of
the pupil undertaking an activity. Photos can also be used for
sequencing activities.
‘Sequencing’ requires key information or words to be printed on paper, which is cut into separate
pieces / words. The pupil then re-arranges the words in the correct sequence - the sentence can
be glued onto paper to keep.
‘Scribing’ - the pupil can dictate to an adult.
‘Spider Diagram’ Spider
diagrams are useful because
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they allow you to think about the main idea that the topic is exploring and then how the
ideas are seen to be present in many parts of the topic.
‘Spoken words’ can be recorded using an audio tape cassette, e.g. a question and answer sessions
could be taped. Pupils can deliver an oral presentation or take part in a role play activity.
‘Story Boards’ encourage the recorder to draw sketches in set boxes – it is rather like an action
strip and helps the pupil to organise and focus their story / recording.
A linear ‘Timeline’ is an actual picture of events that
happened in history, i.e. over a period of time.
2000____2001____2002____2003____2004____2005____2006____2007
‘Trees’ are similar to spider diagrams - the core or central word is written on the tree trunk, with
related words on the branches.
‘Venn Diagrams’ represent anything that can be placed into sets and show how they interact, i.e.
within the overlapping circles.
‘Video recording’ - for example, of the pupil carrying out a
science experiment.
‘Writing Frames’ are an extension of the cloze procedure and can be used to provide a
structure for writing, e.g. To begin with… next… then…. after that… finally… now…
ICT Suggestions
ICT can provide additional ways to support recording:
Clicker is a talking word processor; Clicker grids give students instant access to words, pictures
and sounds. Text from the grid is entered into Clicker Writer with a simple mouse click. Available
from www.inclusive.co.uk.
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Cloze Pro Activities are easy to set up - copy and paste the text into ClozePro and then take out
every seventh word, or specify the number of words to remove. Available from www.inclusive.co.uk
Co:Writer is a writing assistant with word prediction that helps struggling students build and write
complete and correct sentences. It reduces the number of keystrokes needed to produce a word
or sentence, so students aren't frustrated by writing. Available from www.donjohnston.co.uk
I Can Write2 is a talking word processing programme and includes writing frames, word lists and
predictive text. Resource Education, Australia www.spectronicsinoz.com
Penfriend XL is predictive text software, with the facility for screen reading with text
magnification, word prediction and on-screen keyboard. Available from www.inclusive.co.uk
Kidspiration (Mind mapping) is an emergent reading, writing and visual learning tool for youngsters
(4 - 7 years). Inspiration is suitable for older learners. Available from www.inclusive.co.uk
Power Point Presentation - pupils can make a presentation which includes digital camera photos,
text, recorded sounds.
Speech Activated Software, e.g. Dragon Naturally Speaking 9 from www.inclusive.co.uk allows the
users to use their voice to dictate and edit words in Microsoft® Word.
Writing with symbols is a word processor that automatically illustrates the words as you type,
helping writers see the meaning of words. It can help to explain the differences between words
that look the same (saw saw, spell spell) and words that sound the same (hair hare, pear pair).
www.widgit.com
An On Screen Keyboard is available in Microsoft® Word via ‘Start’ ‘All Programs’ ‘Accessories’
‘Accessibility’
Adapted from advice written by Andrea Bennington, Advisory Teacher for Children with Disabilities, Specialist
Teaching Services
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Learning Support Service
Room 600 County Hall
Glenfield
LE3 8RA
0116 305 9400
Using colour coding and colour highlighting
1. To chunk information
Invasion of Britain
Boudicca
Roman soldiers
Julius Caesar first
invaded in 55BC. The
Celts defended.
She led the Iceni tribe against the
Romans. After defeat she poisoned
herself.
They wore armour made
of metal plates linked by
leather straps.
The Romans
What the Romans did
Roman towns
They built a system of good
roads. They built plumbing
systems in towns.
They were neat with straight
streets in a criss-cross pattern. In
the centre was an open space
called the forum.
2. Different colours for different lines of writing
An alligator is a large reptile that lives in rivers in America and China.
A bear is a very big, heavy, wild animal with thick fur.
A camel comes from countries with hot deserts.
A deer is an animal that eats grass.
The elephant is the largest land animal.
3. For showing syllables in words
A fox looks like a dog with a long bushy tail.
fantastic
moment
animals
4. Emphasising parts of words
light
tearful
indirectly
bright
flight
tight
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5. Maths signs and language

+
_
add
take away
altogether
less than
more than
subtract
sum
minus
plus
less than
6. Number work
total
1
11
21
31
41
51
61
71
81
91
2
12
22
32
42
52
62
72
82
92
3
13
23
33
43
53
63
73
83
93
4
14
24
34
44
54
64
74
84
94
5
15
25
35
45
55
65
75
85
95
6
16
26
36
46
56
66
76
86
96
7
17
27
37
47
57
67
77
87
97
8
18
28
38
48
58
68
78
88
98
9
19
29
39
49
59
69
79
89
99
10
20
30
40
50
60
70
80
90
100
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Learning Support Service
0116 305 9400
Indications which may suggest Dyslexia
Many children experience some of these behaviours at times. If a child demonstrated many of these
indicators, and these tended to persist over time, it could be significant.
Finding it hard to remember nursery rhymes
No crawling stage - bottom
shuffled instead
Spoken language late to develop and/or poor
articulation
Finding it hard to do up buttons
Short concentration span
Getting dressed is challenging –
Interested in the
world around them
Difficulties developing knife and fork skills, and
clothes on in wrong order, back to
scissor skills
front, shoes on wrong feet
Having problems with learning to ride a bike, and
May need extra thinking time
throwing/catching skills
during conversation
Difficulties remembering names of well known objects, eg. settee, kettle
Enjoys taking things apart
and putting back together,
May seem unable to remember words they need
or making models form
in conversation or may forget what they are
saying in the middle of a sentence
scrap material
Insecure sense of direction and
use of direction words
Finding it hard to organise themselves or their
belongings
Unsure of what day it is or what
Difficulties sequencing an
part of the day it is
order of events
Difficulties in remembering common sequences
Abilities seem to vary from
e.g. days of the week, the alphabet
day to day
Finding it hard to develop reading and writing skills
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Contact:
Val Brown
Service manager
Learning Support Service
Specialist Teaching Services
Room 600 Rutland Building
County Hall
Glenfield
Leics.
LE3 8RA
0116 305 9400
sts@leics.gov.uk
valerie.brown@leics.gov.uk
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