Module 1 section 2. This information should be collated to create a profile of the learner which is shared with their class teachers and other members of staff who will need to access it. A copy should also be shared with the parent and learner if appropriate or over 12 years old. Section 2. This holistic style of assessment is not reliant on information gathered from only one single standardised assessment or screener.
While the information can be helpful from a single standardised assessment, it must be recognised that it reflects a snapshot in time and that it cannot provide the in-depth analysis and quality of a holistic assessment which involves school staff, partners, the family and the learner.
Module 3 will discuss these assessments and their use in more detail. Figure 16 below highlights an overview of the process which is recommended. Within Curriculum for Excellence, personal learning planning is at the heart of supporting learning. The conversations about learning, reviewing progress and planning next steps are central to this process.
Planned opportunities for achievement which focus on the learning and progress made through activities across the full range of contexts and settings in which the curriculum is experienced also contribute to the universal aspect of support.
It is the responsibility of all practitioners and partners to deliver this universal entitlement within their own teaching environments. This may not be the term your authority uses, as local authorities use various terms for files which collate information on the learner.
Within the context of Scottish education, a single standardised assessment or a screener used on its own is not considered to be the most effective way to identify dyslexia.
While the information can be helpful it must be recognised that it reflects a snapshot in time and that it cannot provide the in-depth analysis and quality of a holistic assessment which involves school staff, partners, the family and the learner. However, if used correctly and appropriately standardised assessments can contribute towards information gathered during the identification process.
There are a wide range of standardised assessments to choose from and great care must be taken to ensure that the assessments are appropriate, up-to date and that the person carrying out the assessment is competent in doing so. Standardised assessments can highlight strengths and areas of difficulty and some will provide advice on appropriate strategies. From time to time, however, parents may have their child assessed by an independent psychologist.
To support the learner, it is good practice for an independent assessor and school staff to work together. Education Additional Support for Learning Scotland Act as amended - is very clear that education authorities must take account of independent assessments unless they have a good reason for not doing so.
For example, if the parents have privately commissioned an assessment or report on the child or young person, or the young person has commissioned the report, then the authority must take that report or advice into consideration if asked to do so.
Also, the authority must seek and take account of the views of parents and, where appropriate, of children and young people themselves. Transition can be a difficult, nervous and exciting time for any pupil, however for children and young people with additional support needs it can be a particularly stressful time for them and their family. Nevertheless, the process can be eased with appropriate understanding, partnership work, support and planning.
This section provides some guidance to support the various stages of transition which school communities are involved in to ensure that they are child centred positive experiences which support learners with dyslexia. The Code of Practice states:. Nursery, primary and secondary schools need to work within time scales and collaboratively to put in place strategies which will help pupils who are dyslexic to cope with this new stage of their educational career.
To positive and sustained destinations such as employment and further and higher education. The transition from secondary school to post school can be daunting for young people with dyslexia and their families. In cases where dyslexia is a significant additional support need, the transition planning must begin no later than 12 months before they leave school and it is often the case that the transition support begins earlier as highlighted in the Code of Practice.
It is very important that the assessment information gathered by staff in school over the years is given to the young person and that they understand the value of the report so they can use this when discussing their support needs in post school situations. An effective transition should promote continuity and progression in learning. All practitioners, staff, parents and support agencies need to work together to ensure this and to involve learners in the process.
The secondary to post-school transition is another example where partnership working needs to be well planned to allow appropriate engagement and, if necessary, further assessment of needs by partner agencies. Quality assurance and moderation is particularly important at points of transition in order to share standards and expectations across sectors and providers.
This will ensure confidence in assessment judgements and reliability of information so that children and young people can experience continuity and progression in their learning. Module 3 has a specific focus on post school transition. However, for those undertaking Module 2 it is also extremely important that practitioners both in primary and secondary settings have an understanding of post school transition in order to:.
The criteria involved in providing a post school identification of dyslexia is different from a child or young person who is attending school in Scotland, therefore, it is important that the information gathered at school is made available to the young person before leaving.
Post school Independent Assessments are carried out by practitioners who hold specific qualifications which are not required for teachers in Scottish schools. Independent assessors usually charge for this service. In summary, the entitlement to assessment and identification of dyslexia differs between school and post school due to the different systems which have been developed for different settings and age groups.
Garvin, and Ann Sweet. Learning can be defined as the activity or process of gaining knowledge or skill by studying, practicing, being taught, or experiencing something Merriam-Webster dictionary. Learning is about what students do, not about what we as teachers do. Assessment is defined as the act of judging the amount of learning that took place as a result of learning and teaching.
The following description is useful:. What societies envisage as important teaching and learning constitutes the "intended" curriculum. However, at classroom level this intended curriculum may be altered through a range of complex classroom interactions, and what is actually delivered can be considered the "implemented" curriculum. What learners really learn i. In addition, curriculum theory points to a "hidden" curriculum i.
Next Topic. Previous Topic. What is it? Why is it important? Utilizing a comprehensive system of assessment to intervention using curriculum-based assessments. Boston: Pearson Education, Inc.
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