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Teaching skills

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  • Teachers who are dealing with children having special education needs. Or who are suffering from Dyslexia, usually have to go the extra mile, when they are caring for a child.
  • The needs of these special children are not usual and their Special Educational Needs will come in handy. Codes have been updated by the children and their families back in 2014-2015.
  • All schools should be referring to this code of practice while dealing with children under exceptional circumstances.
  • Children with special academic needs often have a hard time transitioning into successful adults.

Stages of SEN Support

  • Previously, there used to be a school action and school action plus plan for holding special children.
  • Nowadays, that has been replaced with SEN support. This is a support mechanism specifically made for the students and young pupils who have special educational needs.
  • Other support plans come alongside SEN support.

There are multiple stages for a better strategically approach or SEN support and they are;

  • Assessing the difficulties that a child has faced and the right kind of support that can be provided to them. Furthermore, the parent’s teachers and other professionals who also work with the child can be consulted in this case.
  • Planning is one of the most important steps.
  • Tracking and reviewing. This will also highlight any potential changes that will be required.

Programs for children with Dyslexia

In the second stage – the SATs are usually administered at the commencement of stage 2 which will make the children 11 years old. The students with special learning abilities will be provided extra time, that has been granted and approved by the STA, short for Standards and Testing Agency.

Apprenticeship and functional skill-testing – there will be arrangements for testing function skills, which however are not under the governance of the JCQ regulations currently.

Exam Access Arrangements

Without a doubt, students with dyslexia need certain special arrangements to make the whole reading and learning experience more preferable to their needs. In classrooms during examinations, certain favourable adjustments are required to be put in place for these students. Arrangements should be made in such a way that it does not affect the integrity of the classroom and only provides the students with a fair advantage and nothing more.

All exam access arrangements usually include extra time for the completion of a paper. A reader is also required for the students to understand the questions or with any kind of verbal assistance followed by a scribe. The use of an exam reading pen is something that will assist the students in reaching their true potential.

Oftentimes, a word processor or any assisting software can also make the whole exam situation more comfortable for dyslexic students. These devices usually come with a screen reader or voice recognition software. Students will be able to read the questions better if they are printed on coloured paper instead of plain white paper.

GCSE and A-level examinations:

There is an education board of council that looks over the exam access arrangements for GCSE and A-level qualifications for these students. The decisions that these boards take are based on certain factors, which are discussed below:

  1. Firstly, the school knows that the student is acquainted with the support that the school is putting in place in the classrooms and also determining what is their ideal way of working.
  2. Secondly, there are many assessors for these students, so finding a sample assessment of these assessors is important.
  3. Thirdly, the requirement of the subjects that they are talking about.

A learning difficulty is usually not required for these learners who are dyslexic for receiving special treatment when it comes to education. At the same time, a diagnosis usually does not mean exam access arrangements. Significant importance should only be laid in determining which learning environment will be most suitable for them. No test should be there for identifying whether a child is dyslexic or not.

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