Critically evaluate inclusive teaching strategies that support children with dyslexia (and also possibly dyscalculia) and reduce barriers to learning in the British mainstream primary classroom
Critically evaluate inclusive teaching strategies that support children with dyslexia (and also possibly dyscalculia) and reduce barriers to learning in the British mainstream primary classroom.
Level 5 Critical Essay examining teaching strategies, and critically evaluating them in the context of literature, and drawing links with developing own personal knowledge as a teacher.
Key reading provided with a link to 4 shared (scanned documents)
I require this paper to be compact, targeted and include critical analysis.
1. Contextualise dyslexia within population, Legislative Framework and classroom. Key pieces of Legislation to be mentioned are the Warnock Report, United Nations Convention on the Rights of the Child (Salamanca Statement) and Equality Legislation. What is the purpose and outcome of this essay?
2. Discuss and analyse appropriate strategies for identifying and meeting the needs of children with Dyslexia and Dyscalculia. For e.g., a child with dyslexia may experience visual impairment or mix up alphabets in a word or words in a sentence – these ae driven by issues related to working memory and here you can talk about phonological or orthographic aspects of dyslexia. The teaching strategies to address these may include multi-sensory approaches, structured and sequential teaching, using reading slots, reading the questions out loud, and programmes such as toe-by-toe to build word banks for the dyslexic child.
3. Contextualise these inclusive teaching strategies within the English National Primary Curriculum 2014, talking specifically about the inclusive classroom. (Inclusive Classroom and Visual, Auditory and Kinaesthetic Approaches).
4. Analysis of Inclusive Teaching Strategies for children with Dyslexia and Dyscalculia (Working memory, and how these teaching strategies inform addressing barriers to learning for children with Dyslexia/Dyscalculia).
5. What implications does this have for a Primary School Teacher in England where Dyslexia is the most common Special Educational Need a teacher will come across? What implications does this have for how they teach and help children with Dyslexia and Dyscalculia overcome barriers to learning and access the National Curriculum?
6. Reflect on historical and current thinking around Dyslexia, inclusion and strategies for promoting effective learning.
7. Synthesise these concepts into critical arguments: present your argument, and then use reading to agree or disagree a point.
Your Assignment must include:
• An introductory paragraph, which provides a rationale for your choice of focus and states your intended professional development outcomes for the essay, and
• A concluding paragraph, in which you reflect on your work within the context of your stated intended outcomes.
Students will demonstrate:
• a clear understanding of the nature of a specific area of inclusion and appropriate approaches and strategies for identifying and meeting needs in that area within the Foundation Stage and/or Key Stage 1 or Key Stage 2. (TS3, TS5)
• The ability to evaluate relevant reading relating to perspectives and current thinking on special educational needs and inclusion. (TS5)
• The ability to synthesise concepts of provision for SEN, reflecting on historical and current thinking around inclusion and strategies for promoting effective learning. (TS5)
• The ability to establish and subsequently reflect on appropriate intended professional development outcomes (TS8)