National’s unrelenting focus is on raising achievement for all our students. Most of our kids are successfully getting the qualifications they need from school and going on to enjoy the opportunities a great education provides. But our plan is about getting all of our kids achieving education success and raising achievement for five out of five.
We believe high-quality education is vitally important. It provides the opportunity for any child from any background to get ahead and make the most of their life. Research and experience show that providing an intensive package of support for students with complex needs in their local schools results in better outcomes for students.
National’s aim is to achieve a fully inclusive education system with confident schools, confident parents, and confident children. We want to see all schools demonstrating inclusive practice.
The wraparound service approach supports the findings in the Special Education Review 2010, the Government’s key themes for special education, and the Ministry’s commitment to achieving inclusive practices through improved systems and support as outlined in the Positive Behaviour for Learning action plan. This plan focuses on supporting parents and providing teachers in all schools with the skills and knowledge to deal with behavioural issues.
It's not rocket science!
Imagine a classroom in which the initial response to dyslexic type learning needs was to view them as "preferred ways of learning" rather than automatically as difficulties or even worse, as disabilities.
Recognising that dyslexic students have the right to be dyslexic might for some seem obvious, but for many it is a major paradigm shift. When teachers fully accept that their dyslexic students have needs that must be met, it automatically alters the way inclusion in the classroom is planned and achievements are measured. The surprising outcome is that when a classroom becomes dyslexia aware, all students benefit.
Whilst the education system does not recognise and respond automatically to this right [and the legislation that underpins it], dyslexic students will require strong advocacy by parents and others who wish to see these students succeed and reach their potential.
Dyslexic students’ brains work differently. They generally prefer, and feel more comfortable, working visually - and are big picture / concept driven. The acquisition of basic skills like reading and spelling uses a different part of the brain and therefore provides an unexpected difficulty to both student and teacher.
This difficulty will be become a major learning barrier unless teachers take the right approach and provide the necessary support. When teachers take steps to remove stress, and are empathetic, students become ready to engage in learning challenges - and success can be achieved.
For many, the dyslexia aware classroom will be enough. Others will require interventions that are carefully matched to their learning profile.
Dyslexia doesn't go away, so when students need to show what they know through exams or assessments, simple accommodations are needed, like extra time or the use of a computer. In the early school years, teachers should encourage alternative forms of evidence to show learning, such as mind-maps, oral presentations or videos.
With this simple approach dyslexic students become confident and success follows naturally. They begin to understand themselves and what their true potential is which allows students to advocate themselves, for their needs and rights.
Until the education system fully embraces this, schools are a battlefield and parents the advocacy army. Parents must, on a daily basis, demand that rights are recognised and dyslexic students are given a genuine opportunity to succeed.
It's not rocket science!
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