The impact of dyslexia as a barrier to learning varies in degree according to the learning and teaching environment and the preferred, learning style of the individual.
The definition of dyslexia as agreed by the Scottish Government has been adopted by Balfron High Learning Support Department.
“Dyslexia can be described as a continuum of difficulties in learning to read, write and/or spell, which persist despite the provision of appropriate learning opportunities. These difficulties often do not reflect an individual’s cognitive abilities and may not be typical of performance in other areas.
The impact of dyslexia as a barrier to learning varies in degree according to the learning and teaching environment, as there are often associated difficulties such as:
· auditory and /or visual processing of language-based information
· phonological awareness
· oral language skills and reading fluency
· short-term and working memory
· sequencing and directionality
· number skills
· organisational ability
Motor skills and co-ordination may also be affected”
In June 2010 the Scottish Government launched an online
Assessing Dyslexia Toolkit for Teachers.
We work within the these guidelines and also within Stirling Council Policy and Procedures for Meeting the Needs of Children and Young People with Dyslexia (Nov. 2010)
* See Balfron High School Dyslexia Policy