IDP Resources

Dyslexia-SpLD Resources to Support IDP -

This list is provided to supply additional resources to help make IDP staff development more effective. The Dyslexia-SpLD Trust will aim to supplement this list as other appropriate resources are identified.

DCSF (2008) The National Strategies Inclusion Development Programme Primary/Secondary, Dyslexia and Speech, Language and Communication Needs.

Interactive resource on DVD available in schools, web version accessible via www.standards.dcsf.gov.uk

Dyslexia-SpLD Trust, Notes for Effective Staff Development in Supporting Dyslexia and SLCN using Inclusion Development Programme Materials ----- Click here to view

Guide describes unit content with visual links to IDP materials, maps content to professional teacher standards. This document gives an overview of IDP content with screen shots and links to content to help guide you through. Each unit description notes the professional QTS and Core Teaching Standards these materials will help participants address. While not intended to provide specialist training, the IDP will help participants increase their confidence in identifying and working with students with dyslexia/ SpLD.

Dyslexia-SpLD Trust, Meeting Professional Standards IDP Unit Mapping. ----- Click here to view

Paper gives a summary of IDP Units and Professional Teaching Standards in brief tabular form for use in Professional Development Portfolios.

www.teachers.tv/video/3371 Secondary Special Needs - Dyslexia Friendly Classroom (2006)

This programme looks at increasing the understanding of what it is to be a dyslexic at school and offers innovative classroom strategies to help dyslexic pupils to achieve. The programme focuses on a dyslexia awareness course with SEN staff from Sackville School in East Grinstead as they learn how to make their classrooms dyslexia friendly.

Johnson, M and Peer, L (2005) Raising Achievement of Dyslexic Pupils, Dyslexia Friendly Teaching, A Professional Development Pack, Manchester, Manchester Metropolitan University and BDA.

A CD-ROM set including supporting documentation for staff development, audio interviews and video of effective practice.

Mortimore, T and Dupree, J (2008) Dyslexia-friendly Practice in the Secondary Classroom, Achieving QTS Cross-Curricular Strand Series, Exeter: Learning Matters.

A practical text which equips trainee teachers with the understanding and confidence needed to provide support for dyslexic learners across various aspects of the curriculum. It looks at organisational-level support for dyslexic children, together with pragmatic strategies which teachers can use to support children's cross-curricular learning.

Saunders, K and White, A (2002) How Dyslexics Learn, Grasping the Nettle, Evesham: Patoss.

Recognising learning strengths is a key element to successful teaching. This book concentrates on the successful strategies dyslexics have used and the positive traits associated with dyslexic learners. The ideas contained in this very practical book will help both those new to teaching dyslexics and those who feel they need an extra fillip to their teaching.

"Trainer's Overview" ----- Click here to view

If you are planning to provide training sessions on the IDP materials this document will give you an idea of content and possible timings.

"Teacher and TA Overview" ----- Click here to view

If you are a teacher or teaching assistant this document will help you focus your activities and give you an idea of timings.

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 UnitsCore StandardsQTS Standards

Dyslexia/SpLD

What are specific learning difficultiesC18, C19Q18,Q19

What is Dyslexia?C1, C2, C10, C18, C19, C21Q1, Q2, Q10, Q18, Q19, Q26, Q27, Q28

Barriers to Learning for pupils with dyslexiaC1, C2, C10, C12, C14, C18, C19, C21Q1, Q2, Q8, Q10, Q12, Q18, Q19, Q26, Q27, Q28

Identification of pupils on the dyslexia continuumC1, C2, C10, C12, C14, C18, C19, C21, C33Q10, 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: dyslexiaC10, C15, C18, C19, C29, C30, C33Q10, Q15, Q18, Q19, Q21b, Q22, Q23, Q24, Q25, Q26b, Q29

IDP UnitsCore StandardsQTS Standards

SLCN

Overview of SLCNC18, C19Q18,Q19

What is SLCN?C1, C2, C10, C18, C19, C21Q1, 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 SLCNC1, C2, C10, C12, C14, C18, C19, C21, C33Q10, 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: SLCNC10, C15, C18, C19, C29, C30, C33Q10, 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

The Dyslexia SpLD Trust Resources

IDP Resources

IDP Map to Professional Standards