Transition and Toolkits

Been through the dyslexia identification pathway... what next?

Confirming that a young person is a dyslexic thinker is the start of their journey! The next steps involve:

ensuring the young person understands dyslexic thinking (see our CLPL 3 week programme)
exploring support tools and strategies to form their toolkit

Transition information - Learner Profile

Click on the images above to see - template, guidance and WAGOLL of a one page Learner Profile suitable for Primary and Secondary settings.

Create this profile with the young person using their voice, preferences and evidence from the dyslexia identification pathway.
Discuss with the learner regularly
Feedback to the team around the child - parents/carers, SFL/pastoral teacher, class teachers, Pupil Support Assistants
Review/update more formally yearly with the young person.
Ensure this is used during transition.

A note on effective tracking and monitoring of support

A support meeting should be arranged with parent/carers and SFL/class teacher to discuss agreed future planning and actions.
Not all learners with dyslexia will require an IEP as significant adaptations often do not have to be made to meet their needs. IEPS are usually provided when the curriculum planning is required to be ‘significantly’ different from the class curriculum. Involvement with group work or extraction for a number of sessions a week does not normally meet the criteria for an IEP.

Dyslexia Scotland