As the Recovery Curriculum is implemented in schools, how can all students be supported within their ‘bubbles’, to ensure that they don’t get left behind? In their recent article, Pamela Hanigan and Rachel Gelder, founders of Lancashire Dyslexia Information Guidance and Support (LDIGS), discuss how schools can build targeted interventions into classroom bubbles.
As the old saying goes, ‘knowledge is power’ so think about how much you know about dyslexia. If your answer is ‘not much’, then Dyslexia Awareness Week could be a great time to improve your knowledge! The British Dyslexia Association’s website is a great place to start, with articles, webinars and more information to help you become more Dyslexia aware! As a Dyslexia Smart organisation, we have created the following list of top tips which you can follow to create a dyslexia-friendly environment in your classroom…
Despite affecting around 10% to 15% of the population and being the highest incidence learning difference, Dyslexia is still perhaps of one the most misunderstood. Indeed, when we see statistics or hear discussions relating to the learning difference they all too often focus on dyslexia as an educational barrier and a challenge. Looking towards this years’ Dyslexia Awareness Week, it is important to recognise that Dyslexia is not a disadvantage but simply a different way of processing and interpreting information.
We know that finding out what level Year 7 pupils are working at will be harder than ever this September! Children will be entering secondary school without SAT scores or full details about their Year 6 attainment. By launching a secondary school version of our assessment, we can help provide an accurate view of students’ level of reading and comprehension in minutes and identify which of these children will need additional support as soon as they return to the classroom.
Picture a child in your classroom who is new to English, brimming with ideas, ready to learn and desperate to join in, yet lacking the words they need to fully engage with their learning. This child and many others like them may have joined your class halfway through the year, and now it’s your job to unlock their potential and give them a flying start to their learning journey. It’s a challenging scenario, and one faced by schools up and down the country. So what can you do to make a positive difference to EAL pupils whether they stay for six months or six years?
This Summer Term, teachers across the country have worked harder than ever before trying to maintain a high level of teaching in the face of school closures and the COVID-19 pandemic! As the end of this challenging term approaches, many teachers, parents and children alike will be looking forward to a well-deserved rest over the holidays.
Encouraging a love of reading is hugely beneficial for all pupils, including those with SEND. But it requires the space and the time to focus on books! How can schools create and drive a reading culture? Aimee Cave, SENCo and assistant head explains how they are achieving it in their school…
Juniper Education has announced a new partnership with Lexplore Analytics to provide schools with a cutting-edge reading assessment, which uses eye-tracking and AI technology to quickly identify potential issues with reading in children as young as six.
As schools begin opening their doors again after many weeks of lockdown, it seems natural to focus on returning to familiar routines and getting pupils back up to speed with their learning. But as discussed by Dave Whyley in his recent EdWire Article, Covid-19 has changed the face of education and formal learning needs to wait!