THE 4D POLICY CHALLENGE

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

Our response is:

Our evidence is:

What is distinctive about the way your school meets the needs of dyslexic learners/those at risk from dyslexia?

 

 

How well do dyslexic learners/those with dyslexic type learning needs achieve?

 

 

 

 

 

How good are dyslexic learners/those with dyslexic type learning needs’ attitudes, values and personal development? 

 

 

How effective are teaching and learning for dyslexic learners/those with dyslexic type learning needs?

 

 

What is the quality of the curriculum for dyslexic learners/those with dyslexic type learning needs?

 

 

How well does the school ensure equality of access and opportunity for dyslexic learners/those with dyslexic type learning needs?

 

 

How well are dyslexic learners/those with dyslexic type learning needs cared for, guided and supported

 

 

 

 

 

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?

 

 

How effective is the leadership of the school in creating a “Dyslexia Aware” culture?

 

 

How effectively does the management of the school empower contact staff to meet the needs of dyslexic learners/those with dyslexic type learning needs?

 

 

How well is the school regarded by its dyslexic learners/those with dyslexic type learning needs and their parents/carers?

 

 

In what ways does your Dyslexia Aware good practice impact on the learning of other students in the school?

 

 


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