Following a review and restructure of Specialist Teaching Support Services the
0-25 SEND Inclusive Education Service has been launched from September 2018.
Cognition and Learning is an area of SEND within the
High Incidence Team (HIT), alongside; Early Years, Autism and Social, Emotional and Mental Health.
To obtain support from the High Incidence Team follow this link
High Incidence Team Page
What are Cognition and Learning Needs?
Many people have cognition and learning needs which can affect their ability to access an age appropriate curriculum and also affect their ability to function on a day to day basis without carefully planned additional support and provision. These difficulties
will present themselves differently according to each individual. Cognition and learning specialists offer advice and assessments for pupils with a broad spectrum of needs such as Speech, Language and Communication Needs, Specific Learning Difficulties including
dyslexia and dyscalculia, Moderate Learning Difficulties, EAL with SEN or Complex Needs to enable them to develop and become more independent learners
What is Dyslexia?
imply it is a difficulty learning to read and write despite appropriate teaching. The difficulties are often referred to as UNEXPECTED because pupils tend to present with an uneven profile of strengths and weaknesses.
As an authority we adopt the Rose Report and British Dyslexia Association (BDA) definitions of Dyslexia.
The 2009 Rose Report defintion.
Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling.
- Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed.
- Dyslexia occurs across the range of intellectual abilities.
- It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points.
- Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia.
A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention.
For further information on the Rose Review, you can access the Rose Report here
The BDA has also adopted the Rose Report's definition but added the additional paragraph below:
In addition to these characteristics, the BDA acknowledges the visual and auditory processing difficulties that some individuals with dyslexia can experience, and points out that dyslexic readers can show a combination
of abilities and difficulties that affect the learning process. Some also have strengths in other areas, such as design, problem solving, creative skills, interactive skills and oral skills.
Below are some advice sheets which can help your child/pupil if they have difficulties with reading, spelling, memory and handwriting
How to support reading difficulties
How to support spelling difficulties
How to support working memory difficulties
Indicators of Dyslexia
Supporting pupils in the classroom
Developing Handwriting Skills
Teachers - What to do if you feel you have a pupil who is dyslexic
- Look at levels and progress.
- Investigate and monitor any interventions that have been put in place to assess how effective they have been.
- Use the checklist to identify any indicators of Dyslexia.
- Refer to the Matrix of Need to inform appropriate provision.
- If necessary carry out a Dyslexia Screener, e.g. GL Assessments, Lucid COP etc...
- Following the outcome of the screener schools can, if appropriate, request further advice and support through our Hubs or by making a pupil referral
- The Cognition and Learning teachers will be happy to give advice at any point in this process.
British Dyslexia Association
Leeds and Bradford Dyslexia Association
Made By Dyslexia
TextHelp Read/Write Gold
Motor Skills - Activities for parents to use with children