{"id":155,"date":"2021-02-17T14:40:00","date_gmt":"2021-02-17T14:40:00","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/gc\/asltech\/?page_id=155"},"modified":"2021-02-17T14:47:59","modified_gmt":"2021-02-17T14:47:59","slug":"gdss-case-study-plan-pupil-b-s4","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/gc\/asltech\/learner-profile\/gdss-case-study-plan-pupil-b-s4\/","title":{"rendered":"GDSS Case Study Pupil B S4"},"content":{"rendered":"
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Pupil B (S4)<\/strong><\/p>\n

Download Case Study Here<\/span><\/strong><\/a><\/p>\n<\/div>\n<\/div>\n

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Pupil B has only recently been identified as dyslexic. It was becoming increasingly apparent that her written work did not correlate with her oral ability. This became more obvious with demands on her to read more complex text and produce more lengthy and complex written assignments. Despite spending a lot of time and effort on her written work, it still appears to be badly organised, with mistakes in spelling and grammar. Pupil B often forgets to mention important points that she has made during class discussions. Pupil B currently makes good use of the calendars and reminders on her phone to help organise herself. She is benefitting from extra time in assessments and is beginning to use this time to plan written answers more effectively before she starts writing. It has been explained to her that spelling is not taken into account for SQA assessments. However, the following supports are helping build her confidence:<\/p>\n