Specific Learning Difficulties Information (SpLD)

 

What is dyslexia?

  • Dyslexia is one of a family of Specific Learning Difficulties.
  • Many people who have dyslexia have strong visual, creative and problem solving skills.
  • Dyslexia is not linked to intelligence but can make learning difficult.
  • Dyslexia is a life-long condition which has a substantial effect on an individual’s day to day activities and is classed as a disability under the Equality Act 2010.
  • Dyslexia varies from person to person and no two people will have the same set of strengths and weaknesses.
  • It often co-occurs with related conditions, such as dyspraxia, dyscalculia and attention deficit disorder.
  • Dyslexic individuals often have difficulty processing and remembering information, particularly.

What are the signs of dyslexia?

A quick method of determining whether or not a more detailed investigation of possible dyslexia is sensible, is to use an indicator checklist – such as the ones provided below.

  • Look at the indicators for the age of the person you are thinking about.
  • Also look at the indicators for a younger person.  Do these still apply?  Did some apply when the person was younger?
  • If several indicators are present, further investigation may be advisable.
  • A family history of dyslexia makes it more likely that the person you are considering also has dyslexia.

A preschool child may:

  • have a history of delays in speaking, making sentences or pronouncing words correctly.
  • have a history of ‘glue ear’ or similar early childhood difficulties.
  • find it hard to remember the names of familiar objects, e.g. spoon, cup.
  • have difficulty learning nursery rhymes.
  • have other members of the family with similar difficulties

A primary school age child may:

  • have particular difficulty learning to read, write and spell.
  • have difficulty remembering sequences such as the alphabet and months of the year.
  • have difficulty telling left from right.
  • have difficulty copying accurately from board or textbook.
  • have difficulty remembering and following oral instructions.
  • have persistent and continued reversing of letters and figures, e.g. ’15’ for 51, ‘b’ for d.
  • take longer than average over written work.
  • experience lack of self-confidence and increasing frustration.
  • in other ways be a bright and alert child.

What are Specific Learning Difficulties (SpLD)?

Specific Learning Difficulties affect the way information is learned and processed. They are neurological (rather than psychological), usually run in families and occur independently of intelligence. They can have significant impact on education and learning and on the acquisition of literacy skills.

SpLD is an umbrella term used to cover a range of frequently co-occurring difficulties, most commonly known as:

As with any disability, no two individuals experience the same combination of difficulties and some people may exhibit signs of more than one SpLD.

Some common characteristics of SpLDs:

  • Memory difficulties.
  • Organisational difficulties.
  • Writing difficulties.
  • Visual processing difficulties.
  • Reading difficulties.
  • Auditory processing difficulties.
  • Time management difficulties.
  • Sensory distraction: an inability to screen out extraneous visual or auditory stimuli.
  • Sensory overload: a heightened sensitivity to visual stimuli and sound; an inability to cope with busy environments.
Information taken from British Dyslexia Association & Student Loans Company

 

What we can offer at Broadstone Hall Primary School?

At Broadstone Hall Primary School we can offer a variety of strategies including the Lucid Rapid Screening for children who display indicators for dyslexia.  We cannot diagnose but help to build up a picture of the child and the areas they may be struggling in.  Other strategies we use at school maybe,

  • A variety of handwiriting tools
  • Handwriting tilt
  • Laptop if required
  • Coloured text books or overlays suited for the individual child
  • Chunking of work

There are many more and catered speficially for the child.

If your child happens to state that the words jump or move around the page whilst reading this can be an indicator.  We can offer different coloured visual overlays that we can initially screen with and which one suits your child.  To get a full diagnosis of which colour is suited to your child you will need to visit an Optometrist who can conduct a full assessment in this area.  See leaflet, example of questionnaire and price list below at the bottom of the page.

If you feel that your child is displaying indicators for dyslexia please discuss with class teacher or SENCO, Mrs Haynes. 

What is Lucid Rapid Dyslexia Screening?

Lucid Rapid is an objective computer-based system for identification of dyslexia between the ages of 4-15 years old. It only takes fifteen minutes and the resuts based on national standardised norms, are available immediately.  A simple print-out of results, which incorporates automatic expert interpretation, gives clear indication of the probability of dyslexia in every case and differentiated reccomendations for action.

What is LASS 8-11?

LASS 8-11 is a fully comprehensive multifunction assessment system for use with pupils in the age range of 8 to 11.  (Lucid Assessment System for school).

It has five applications:

  1. Screening for all pupils for literacy problems
  2. Assessment of special needs in literacy
  3. Identification of specific learning diffculties and dyslexia
  4. Regular monitoring of progress in literacy
  5. Assessment of general ability

LASS 8-11 enable teachers to:

  • Obtain a reasonable estimate of the pupils' intelligence
  • Assess the pupils' attainments in reading and spelling and identify pupils who are under-perfoming in these areas
  • Measure discrepancies between actual literacy attainment and expected literacy attainment based on intelligence
  • Identify underlying problems in memory or phonological processing skills that could be the cause of an under-performance in literacy.
  • Identify pupils with dyslexia (specific learning diffculty)
  • Monitor development in reading and spelling on a regular basis.
  • Assess improvements in memory, phonological and decoding skills brought about by appropiate training or intervention.

How do you get an assessment?

All information is on the B.D.A website.  See copy of the B.D.A diagnostic Assessments for Dyslexia and children and Under 16's booking form at the bottom of ths page.  It gives a clear step-by-step ainstructions of the assessment process and prices.

Useful websites and links.

Local dyselxia associations.

Local Dyslexia Associations (LDAs) have been a part of the BDA structure since 1972. They are predominantly independent charities that join the BDA because of our shared and common goals of supporting dyslexic people to reach their potential, being part of the dyslexic voice to lobby government and make ourselves heard in the media.

You can find a list of the Local Dyslexia Associations on the Local Dyslexia Assocations Directory.

Local Dyslexia Associations receive benefits such as;

  • Dyslexia Contact magazine distributed to their members
  • key consultation on policy issues
  • representation on BDA management board
  • an invitation to AGMs and members day
  • representation on the Local Association Board
  • a copy of the latest dyslexia Handbook
  • Local Dyslexia Associations can also purchase insurance for their group

CHESHIRE 

Cheshire & North Wales Dyslexia Association

General Enquiries: 07423 018 339.

Availability: 8am - 8pm.

E-mail: cda@scc.ac.uk
Web: www.cnwda.wordpress.com
Area: Cheshire, North Wales

GREATER MANCHESTER

Bolton and District Dyslexia Association

General Enquiries: 01539 443 285.
Available: Anytime
E-mail: valwhite@moorcrag.com
Area: Bolton & District

Salford Dyslexia Association with East Manchester

General Enquiries: 0161 789 3152
Available: Anytime.
E-mail: SalfordDA@hotmail.com

Adults: 0161 793 7335
Available: Anytime.
E-mail: SalfordDA@hotmail.com

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