IDP Map to Professional Standards

Meeting Professional Standards

This IDP programme of professional development is designed to help participants increase confidence in identifying and working with students with SEN. For teachers it helps to address QTS and Core Teaching Standards . While not intended to provide specialist training, it aims to develop foundation level knowledge.

Professional standards relevant to each unit are noted in the unit descriptions below.

QTS Standards are prefaced by Q and the Standards number, e.g. Q18 and

Core Professional Standards are prefaced by C and the Standards number, e.g. C18

Summary of IDP Units and Professional Teaching Standards

IDP Units Core Standards QTS Standards

Dyslexia/SpLD

What are specific learning difficulties C18, C19 Q18,Q19

What is Dyslexia? C1, C2, C10, C18, C19, C21 Q1, Q2, Q10, Q18, Q19, Q26, Q27, Q28

Barriers to Learning for pupils with dyslexia C1, C2, C10, C12, C14, C18, C19, C21 Q1, Q2, Q8, Q10, Q12, Q18, Q19, Q26, Q27, Q28

Identification of pupils on the dyslexia continuum C1, C2, C10, C12, C14, C18, C19, C21, C33 Q10, Q12, Q18, Q19, Q26, Q27, Q28

Making adjustments to include learners with dyslexia C10, C12, C14, C17, C18, C19, C21, C26, C27, C28, C29, C30, C33, C35 Q8, Q10, Q12, Q19, Q22, Q23, Q24, Q25, Q26, Q29

Strategies & Resources for recording understanding &
knowledge C10, C12, C14, C17, C18, C19, C21, C26, C27, C28, C29, C30, Q8, Q10, Q17, Q19, Q21b, Q22, Q23, Q24, Q25, Q26, Q27

The dyslexia inclusive school C3, C5, C8, C10, C12, C17, C18, C19, C20, C21, C26, C27, C28, C29, C40, C41 Q2, Q3, Q8, Q10, Q12, Q19, Q20, Q21b, Q22, Q23, Q24, Q25, Q26, Q29, Q30, Q31, Q32, Q33

Implications for planning: dyslexia C10, C15, C18, C19, C29, C30, C33 Q10, Q15, Q18, Q19, Q21b, Q22, Q23, Q24, Q25, Q26b, Q29

IDP Units Core Standards QTS Standards

SLCN

Overview of SLCN C18, C19 Q18,Q19

What is SLCN? C1, C2, C10, C18, C19, C21 Q1, Q2, Q10, Q18, Q19, Q26, Q27, Q28

Barriers to Learning experienced by pupils with SLCN C1, C2, C10, C12, C14, C18, C19, C21 Q1, Q2, Q8, Q10, Q12, Q18, Q19, Q26, Q27, Q28

Identification of pupils with SLCN C1, C2, C10, C12, C14, C18, C19, C21, C33 Q10, Q12, Q18, Q19, Q26, Q27, Q28

Making adjustments to include pupils with SLCN C10, C12, C14, C17, C18, C19, C21, C26, C27, C28, C29, C30, C33, C35 Q8, Q10, Q12, Q19, Q22, Q23, Q24, Q25, Q26, Q29

Strategies & Resources to enhance pupils’ expression, demonstration and recording of understanding & knowledge C10, C12, C14, C17, C18, C19, C21, C26, C27, C28, C29, C30, Q8, Q10, Q17, Q19, Q21b, Q22, Q23, Q24, Q25, Q26, Q27

The communication inclusive school C3, C5, C8, C10, C12, C17, C18, C19, C20, C21, C26, C27, C28, C29, C40, C41 Q2, Q3, Q8, Q10, Q12, Q19, Q20, Q21b, Q22, Q23, Q24, Q25, Q26, Q29, Q30, Q31, Q32, Q33

Implications for planning: SLCN C10, C15, C18, C19, C29, C30, C33 Q10, Q15, Q18, Q19, Q21b, Q22, Q23, Q24, Q25, Q26b, Q29

Acknowledgements

This guidance was produced for the Dyslexia-SpLD Trust by Patoss. Materials used in this document are based on National Strategies IDP guidance notes, materials produced by Dyslexia Action and ICAN from the Inclusion Development Programme Primary/Secondary Dyslexia and Speech, Language and Communication Needs interactive resource, and TDA Professional Standards