{"id":120,"date":"2016-08-29T16:24:12","date_gmt":"2016-08-29T15:24:12","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/ea\/eapsychservices\/?page_id=120"},"modified":"2017-03-28T15:10:22","modified_gmt":"2017-03-28T14:10:22","slug":"dfs-dyslexia-friendly-schools","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/ea\/eapsychservices\/strategic-involvement\/dfs-dyslexia-friendly-schools\/","title":{"rendered":"Dyslexia & Dyslexia Friendly Schools (DFS)"},"content":{"rendered":"

A needs analysis of East Ayrshire\u2019s Dyslexia assessment procedures identified a number of key areas for development within the assessment and intervention process; one of which was the need to develop a more reliable and robust assessment approach. Analysis found that a within-child, deficit-based model existed that failed to reflect the inherent place that teaching has in the cycle of assessment, learning and planning (BPS, 2014; Education Scotland, 2011).\u00a0 Furthermore, the role of the educational psychologist in the Dyslexia assessment process required a shift from individual assessment to a more consultative and systemic approach in building upon schools\u2019 and other agencies\u2019 assessment procedures.\u00a0 There was a need to redesign the assessment process with a move away from a heavy \u201ctesting\u201d focus towards more appropriate and targeted assessment and intervention, leading to improved outcomes for children and young people. \u00a0Therefore, it was proposed that a collaborative approach was adopted drawing upon experience and knowledge of EAST and Psychological Service team members.\u00a0 By sharing responsibility and clarifying roles in this process, capacity was hoped to be built within schools and EAST.<\/p>\n

From 2013-2015 a multi-stranded intervention focused on three main areas: collaboration between schools, EAST and Psychological Services in developing a new literacy and dyslexia policy; increasing schools and EASTs capacity to identify and assess literacy difficulties; and building capacity within schools and EAST to embed the assessment process. This included the following actions:<\/p>\n