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One in every class. The training of teachers for specialist intervention and for the inclusive classroom

Ann Cooke

University of Wales, Bangor ann@menai57.fsnet.co.uk

Abstract

Many authorities estimate that 4% of children have a level of specific learning difficulty/dyslexia that will substantially affect their literacy (and possibly mathematical) learning. For 2%, the extent of their difficulties will seriously limit their chances of educational success. A further 6% of children might have a mild form of dyslexia which might never be identified. The 2002 Code of Practice stipulates the way in which children's special educational needs should be identified and met: the most severely affected 2% should have specialist intervention, possibly under a Statement of Special Educational Needs. For others, help must be provided from within the school's own resources. All dyslexic children spend most of their school day in an inclusive classroom where they will need help to access the curriculum. Every teacher must ensure that they are able to work at their own level, and provide help when it is needed. Increasingly, special needs help in the classroom is given by Learning Support Assistants, (LSA's). However this assumes that teachers and LSA's have had suitable training, either in initial training or in professional development courses. In this workshop, participants will look at the extent of content on dyslexia in initial training courses, and survey the range of programmes for qualified teachers and for LSA's. We shall examine the criteria for the content and delivery of such courses that has been formulated by officers and associates of the British Dyslexia Association. and by others in the field.

Disclaimer: all the abstracts presented here have satisfied the academic committee as appropriate for presentation at an international conference. However, the material reflects the views of the authors, not necessarily those of the academic committee or the BDA. No endorsement of any approach, product or service is intended or implied.

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