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Strategies for learning - strategies for life Parkside School, Cullingworth is a new school in the Bradford area of West Yorkshire. It describes itself as "A Dyslexia Friendly School" and part of the dyslexia awareness strategy is an annual talk to parents of pupils who show dyslexic traits. Keda Cowling has spoken at this event in the past, and on 10th May 2003 Kelsey Cowling gave a short talk on the new Stareway To Spelling book.
All attendees were issued with an information pack on arrival and the scene was set as we waited for the event to begin, listening to "The world is what you make it" by Paul Brady. Mrs Baugh soon made the significance of the lyric clear to all. The gift of dyslexiaOf all the points made by Mrs Baugh, the most important was mentioned first, and continued as a theme throughout the morning. The school displays pictures of famous dyslexics to emphasise that most people with this condition are of average or above average intelligence. "Their genius did not occur in spite of their dyslexia but because of it." Is the claim by Robert Hogg, author of The Gift of Dyslexia that is recognised and strongly upheld at Parkside. This is the cornerstone of Mrs Baugh's strategy to remove any trace of stigma from dyslexia and related conditions. Pupils who are affected are encouraged to understand and see the positive side of dyslexia; those who are not are also encouraged to see these strengths. This approach is evident throughout Parkside - not contained within the special teaching areas. Any hint of exclusion is stamped upon immediately, but not just in a negative way should stupidity or laziness be mentioned. Everyone is encouraged positively to recognise that dyslexia not a condition to be ashamed of.About dyslexiaMrs Baugh spent time explaining dyslexia, dyspraxia and discalculia with lots of information to help parents understand why their children might be affected by these conditions, how they could affect their learning, and some of the strategies that could be adopted to help overcome difficulties with learning. 
Excellence for allThe school ethos, encapsulated in the "Excellence for all" motto, is never more apparent than in the school's general approach to dyslexia. Of course, the students often need special lessons to help overcome their specific difficulties, but the school strategy for helping students with dyslexia extends throughout the curriculum. Keywords for all subjects are displayed in colour-coded format throughout the school. All teachers are informed of the nature and severity of each pupil's difficulties. Where tools such as highlighting pens, photocopies, coloured screens etc can help, these are available to students. Of equal importance is the encouragement to students to help themselves by making the teacher aware of their needs. "I can't do it that way because I'm dyslexic," is a phrase that students are encouraged to use whenever they need to. But never without the words in bold - students must never hide behind their condition. By approaching the condition in a similar manner to, say, left-handedness, students learn which tools and methods help them. The positive attitude and strategies for learning stay with pupils throughout their lives.Parents as PartnersThe significance of inviting pupils and parents to the event cannot be over-emphasised. "Overcoming dyslexia is a three way process involving pupils, teachers and parents," said Mrs Baugh. Success requires that: all students know their strengths and weaknesses; all teachers understand the condition and are supportive across the curriculum; and all parents support and encourage their children to make the most of their strengths and overcome their weaknesses.SummaryBy helping parents and pupils understand dyslexia, by providing the tools and environment to overcome difficulties and, more importantly, by empowering students to feel in control of the condition, Parkside school set an example that all schools would do well to follow. From initial recognition of difficulties the whole school effort applied to minimising the disruptive effects of dyslexia benefits not only academic achievement but also social inclusion. The multi-layered strategy of involving everyone at the school, including parents, providing information, tools for learning, and most important of all understanding leads to a secure environment where pupils can concentrate on learning.Keda Cowling may well have provided one of the most important tools to help overcome difficulties with learning to read, but it is only in this type of environment that true success occurs. Mrs Baugh's passionate approach to helping dyslexics can be explained in her reaction to a claim from a boy who hated almost every moment of school from the age of about 7. "If I can prevent that happening to just one person, then it's all worthwhile." |
The main part of the event was a talk from Mrs Baugh, Dyslexia Unit Manager / Specialist Teacher. Her talk was wide-ranging with lots of information about dyslexia, strategies for coping etc. More importantly she explained Parkside's approach to dealing with dyslexia and emphasised the importance of empowering students to make their own contribution to dealing with the condition. By her own admission, Mrs Baugh didn't really have enough time to explain everything she wanted to in the time available. Similarly, we will not attempt to note everything she said, but certain key points are covered below.