In addition
to formulating a policy which reflects the key competencies of the National
Curriculum, many 4D schools have also found it useful to challenge the status
quo by asking themselves the following questions.
The Challenge
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Our response is:
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Our evidence is:
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What is distinctive about the way your
school meets the needs of dyslexic learners/those at risk from dyslexia?
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How well do dyslexic learners/those
with dyslexic type learning needs achieve? |
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How good are dyslexic learners/those
with dyslexic type learning needs’ attitudes, values and personal
development? |
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How effective are teaching and
learning for dyslexic learners/those with dyslexic type learning needs? |
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What is the
quality of the curriculum for dyslexic
learners/those with dyslexic type learning needs? |
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How well does the school ensure
equality of access and opportunity for dyslexic learners/those with dyslexic
type learning needs? |
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How well are
dyslexic learners/those with dyslexic type learning needs cared for, guided
and supported |
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How well does the school work in
partnership with parents, other schools (transition) and the community to
meet the needs of dyslexic learners/those with dyslexic type learning needs? |
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How effective is
the leadership of the school in creating a “Dyslexia Aware” culture? |
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How effectively does the management of
the school empower contact staff to meet the needs of dyslexic learners/those
with dyslexic type learning needs? |
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How well is the
school regarded by its dyslexic learners/those with dyslexic type learning
needs and their parents/carers? |
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In what ways does your Dyslexia Aware
good practice impact on the learning of other students in the school? |
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