Approach to Dyslexia

New documentation has been created to support the assessment, monitoring and support of Dyslexia and literacy needs within Renfrewshire. Class teachers are in the strongest position to identify when literacy needs exist and to assess whether a child could be described as having dyslexia. The aim of this guidance document is to provide schools with a clear process which can support the identification of dyslexia by the schools at both primary and secondary stages, and a process for recording and assessing the information gathered. The Educational Psychology Service will continue to support schools where the issues may be felt to be more complex.

It is important to note that dyslexia should not be seen in isolation, but fully embedded within Renfrewshire’s Staged Intervention Framework, giving focus to the wider context of assessment and support for all literacy needs and not just dyslexia.

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