New cohort of Scottish educators complete Dyslexia and Inclusive Practice programme

46 teachers and lecturers attended a prestigious award ceremony on Tuesday to receive their certificates for completing the Professional Recognition in Dyslexia and Inclusive Practice qualification.

The specialist Professional Recognition award, which aims to improve support of dyslexia and inclusive practice in Scottish schools and colleges, is delivered annually by Dyslexia Scotland and Education Scotland and is accredited by the General Teaching Council for Scotland.

Representatives from the three organisations attended the awards ceremony at the Barracks Conference Centre in Stirling to the successful educators.

Elaine Napier, GTC Scotland’s Head of Education and Standards, said: “The Professional Standards for Teachers include specific recognition of Additional Support Needs and I am delighted that this cohort of teachers have achieved Professional Recognition in Dyslexia and Inclusive practice. This award recognises the teacher as an accomplished practitioner in line with the Standard for Career-long Professional Learning, whose practice is underpinned by ongoing reflective enquiry. Enhanced reflective practitioner enquiry is central to being and growing as a teacher in Scotland and has benefits for teachers, their colleagues and learners.”

Cathy Magee, Chief Executive of Dyslexia Scotland said: “We’re immensely proud of these dedicated educators for their commitment to inclusive practice. Around one in ten learners in Scottish schools are dyslexic. Figures from the latest Scottish Government Pupil Census Report indicated that less than 40% of the estimated 70,500 school-aged dyslexic children and young people with dyslexia are receiving any kind of support for their dyslexia. This shocking figure underlines the need for dyslexia-aware teachers with the skills and knowledge to help them reach their potential.”

Alison Hardie, Pupil Support teacher in Scottish Borders Council said: “Taking part in this training opportunity has given me a newfound confidence in supporting young people with dyslexia and literacy difficulties.  It has allowed me to talk to young people, staff and parents about what the best support would look like.  It has made me consider things from a different viewpoint and start to make our school more inclusive for all.  I feel that staff understanding has become better and learners feel like they are being listened to.”

Colin Sharp, a head teacher in North Lanarkshire said: “Through completing the course I was able to not only improve my own knowledge and understanding of supporting pupils with dyslexia in school but, as a school leader, it also provided the time and focus for me to work alongside colleagues in my school as we looked to improve the universal supports in all classes.  Moving forward we are better placed and more informed in how to identify supports for any pupils with literacy difficulties.”

Monica Nelson, Inclusion Lead and Support for Learning Teacher, Stirling Council said: “The programme gave me the dedicated time to reflect and deepen my understanding of inclusive practice. Giving dyslexic learners the tools they need to learn independently amongst their peers, discover their strengths and thrive in the classroom (and beyond) is a true privilege.”

Carol King, Transition Teacher, Boroughmuir Learning Community, City of Edinburgh Council said: Participating in this programme and engaging with the practitioner enquiry has helped me to improve my own skills and knowledge about the challenges facing dyslexic learners, particularly with numeracy and mathematics, and how they might be supported in practice. I have developed my professional agency and voice, boosting my own confidence to lead learning and to question and challenge my own practice.”

Alumni from previous years’ programmes spoke about the transformative difference the programme is making in schools.

Heather Aird, Teacher of Home Economics in Fife said: “Participating in the GTCS Dyslexia and Inclusive Practice programme has been transformative for me as a practitioner. It has not only deepened my understanding of Dyslexia and inclusive education but also enhanced my confidence and my ability to take bold steps and advocate for meaningful change. The programme has empowered me to ensure that learning is more accessible and inclusive for all, creating a ripple effect far beyond my own classroom.”