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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)

DescriptionReport of an audit of education authorities early years policies and provision regarding specific learning difficulties including dyslexia
ISBN
Official Print Publication Date
Website Publication DateMarch 18, 2005

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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