Scotland-Wide Audit of Education Authority Early Years Policies and Provision regarding Specific Learning Difficulties (SpLD) and Dyslexia:
A report on a research study commissioned by the Scottish Executive Education Department (SEED)
Gavin Reid, Louise Davidson-Petch, Pamela Deponio
Moray House School of Education,
University of Edinburgh
June 2004
This document is also available in pdf format (264k)
Contents
Executive Summary
Part 1 Background and Introduction
1.1 Background to report
1.2 Aims
1.3 Method of Data Collection
1.4 Completion of Questionnaire
Part 2 Policy
2.1 Dyslexia/Specific Learning Difficulties
2.2 Accessibility
2.3 Awareness of policy/guidelines
2.4 Policy-Guidance for Practice
2.5 Policy Evaluation
2.6 National Priorities and Strategic Plans
2.7 Is Dyslexia and SpLD a Priority Area?
2.8 What is the significance of a Priority Area?
2.9 Barriers to Implementing Policy
Part 3 Identification and Assessment
3.1 Observation
3.2 Range of Tests Used
Part 4 Teaching and Intervention
4.1 Addressing Dyslexia
4.2 Nursery/ Primary Transition
4.3 The Authorities Responses
4.4 General Transition Arrangements
4.5 Transition and Dyslexia
Part 5 Examples of Practice
5.1 Authority A
5.2 Authority B
5.3 Authority C
5.4 Authority D
5.5 Authority E
5.6 Authority F
5.7 Authority G
5.8 Authority H
5.9 Authority I
5.10 Authority J
5.11 Authority K
5.12 Authority L
5.13 Authority M
5.14 Authority N
Part 6 Training
Part 7 Conclusions and Considerations
References
Appendix