12 15 19 The Power of Student Life in Growth Mindset Play in HE Higher Education for Teachers

Volume 30, Number 1 Spring 2020 The Journal of The Dyslexia Guild

Dyslexia Guild Focus on Continuing Professional Development 2 Spring 2020 | Dyslexia Review Welcome

Welcome to the Spring edition of Dyslexia Review. At the time of writing we are all now facing the challenge of living and working in lockdown. I hope that Dyslexia Review will bring you a few moments of enjoyable and interesting reading at this time and provide you with some ideas of further research and online activities that you can undertake while you are at home. Guild Members have access to an extensive library of online books and journals and now is a great time to take advantage of that reading and to make a note of it on your CPD Log. Our CPD article in this issue provides other pointers for career development too, including accessing our online forums for discussion with other members, at a time when it is impossible to do this at face-to-face conferences and events. We also provide a useful summary of information on school governance that we hope will inspire you to contribute to this role in a professional capacity and that will also add to your own career profile. In this issue we are delighted to feature a trio of thought-provoking articles from three of our leading university academics. Professor Alison James writes about her approach to The Power of Play in higher education. Her research on playful Events and creative approaches to adult teaching and learning has now culminated in a new book on the topic and she invites you to contribute to the debate. Dr Ruth Caleb considers the Changes and Challenges for Mental Wellbeing in higher education and highlights the need for improved awareness and understanding. We can all do better to support learners with mental health issues and this topic has even greater relevance now as we are faced with an ever- extending period of isolation and potential loneliness. Professor Sherria Hoskins discusses the background to her recent book on Networking Growth Mindset and explains the concepts and strategies generated by this research, that professionals should consider when working with all learners, including those with specific learning difficulties. Our Conference at Bath University due to be held this summer has now had to be postponed until 2021. However, we still have a number of online webinars for you to access and an extensive range of training courses, through both Dyslexia Action and Real Group, which are all offered online. We will be sad not to meet with Guild members in person this year but look forward to continuing to hear Lifelong from you and to supporting you online and by phone. learning Kathryn Benzine Editor

Contact us: Designed and printed by: ©2020 All rights reserved. Dyslexia Review is Editors: Kathryn Benzine, Headlines MK Ltd, published by Dyslexia Guild /Real Group Ltd. Head of Education and Training 51/52 Triangle Building, Wolverton Park Reproduction or transmission in part or whole Janice Beechey, Guild Librarian Road, Milton Keynes, MK12 5FJ of any item within this magazine is not permitted and Membership Administrator Email: [email protected] until prior written agreement has been granted [email protected] Tel: 01908 014890 by the Editor. While every effort has been made Tel: 01784 222342 www.headlines.uk.com to ensure the accuracy of the information in this publication, the publisher accepts no responsibility Spring issue: Advertising enquiries: for errors or omissions. The products and April 2020 Stuart Curry, Head of Marketing services advertised are those of individual [email protected] suppliers and are not necessarily endorsed by Published by: or connected with The Dyslexia Guild or Real Dyslexia Guild/Real Group Ltd ISSN Group Ltd. The editorial opinions expressed in Centurion House, London Road 0308-6275 this publication are those of individual authors Staines-upon-Thames TW18 4AX and are not necessarily those of Dyslexia Tel: 01784 222342 Action. Images have been reprinted with the Website: www.dyslexiaaction.org.uk permission of the publisher or copyright holder.

Spring 2020 | Dyslexia Review 3 Contents

08 Continuing Professional Volume 30, Development Number 1, Spring 2020

05 Membership News

12 The Power of Play in HE

15 19 Student Life in Growth Higher Education: Mindset Changes and for teachers Challenges for Mental Wellbeing 24 26 School Governance and Book reviews Special Educational Needs

4 Spring 2020 | Dyslexia Review

Courses Membership News and Events Member Benefits in Profile

Dyslexia Action Literacy Programme

Guild members who trained some years ago are now able to access a new Level 5 Award provided by Dyslexia Action. This two-term course provides a structured guide to the Dyslexia Action Literacy Programme (DALP) which can be used in school or college settings or with individuals of any reading age in private practice. It is only suitable for qualified and experienced specialist SpLD teachers/practitioners. The course consists of practical activities based on case studies and provides the core DALP handbooks. Full details of the Level 5 Dyslexia Action Literacy Programme (DALP) Award for Practitioners (DAAWD85) can be found on our website.

Free Webinars for Guild Members

Details of all of the following online free webinar on the SASC Report Free Access Arrangements and free-to-access courses and Format Changes on the Guild Update Course webinars can be found on the Member website. This short updating course enables Guild Member’s website: https:// Access Arrangements Assessors training.dyslexiaaction.org.uk/ Effective SEN Support Provision to become fully up to date with member_events — Middle Leaders Course the new JCQ guidelines and Real Training has partnered with requirements for the academic SASC Report Format Changes Whole School SEND to create this year. The course gives access to a The SpLD Assessment Standards free-to-access CPD course on popular forum to ask questions of Committee (SASC) has recently Effective SEN Support Provision for both peers and tutors about specific updated the Report formats to Middle Leaders. The course outlines challenges. Participants are able be used by SpLD Assessors. Full the principles of creating effective to work through the course in their details can be downloaded from SEN support provision for middle own time, as it is fully online and set the SASC website. There is also a leaders in all school settings. out in a series of strands.

Spring 2020 | Dyslexia Review 5 Membership News

Selected Journal Articles

There is an extensive range of academic thoughts of parents of children with that when diagnostic testing is articles available to Guild Members in dyslexia may be of interest to practitioners undertaken for children with dyslexia or the EBSCO Database which is a free looking for new ways to explore learners’ developmental language disorder (DLD) membership benefit. Recent articles perspectives of their own strengths and it is important to determine whether the of interest with a focus specifically on challenges. As Ware puts it: “In much children have a concomitant disorder, dyslexia include: the same way that art can inform because a different word learning profile all of our lives, among those whose was demonstrated when dyslexia Predicting Dyslexia in Children with lives are marked by the difference and DLD overlap. The children with Developmental Language Disorder disability makes, the arts can be of dyslexia and DLD are more likely to have Crystle N. Alonzo, Autumn L. McIlraith, particular value for exploring a unique significant word learning challenges Hugh W. Catts and Tiffany P. Hogan life experience authored by disability.” than their peers with dyslexia alone. Journal of Speech, Language, and (Ware1 2011: 195) In contrast, children with dyslexia may Hearing Research (JSLHR) January 2020 It’s worth dipping into for the Growing learn new vocabulary as well as their The purpose of this study was to to the Light image alone – a felt-tip typically developing peers, although examine how well letter identification and exploration of how learning can change they are likely to struggle more with phonological awareness in kindergarten- lives. The idea could be adapted for accuracy in naming tasks and with aged children predicts future (second discussion or exploration with learners the precision of their phonological grade) word reading and dyslexia in themselves. representations (how they repeat and children with developmental language interpret spoken speech sounds). disorder, compared with their age- Spoken Word Learning Differences matched and grade-matched peers with Among Children with Dyslexia, Twice upon a time: Examining the typically developing language skills. The Concomitant Dyslexia and effect socio-economic status has findings highlight the importance of letter Developmental Language Disorder, on the experience of dyslexia in the identification skills to literacy development. and Typical Development United Kingdom Splashes of light: Parents of Mary Alt, Shelley Gray, Tiffany P. Hogan, Stephen J. Macdonald and Lesley children with dyslexia explore Nora Schlesinger and Nelson Cowan Deacon, Dyslexia February 2019 experiences through visual arts Language, Speech, and Hearing Services This frank exploratory article suggests Jennifer Watt, International Journal of in Schools (LSHSS), October 2019 that socio-economic status should be Education through Art, March 2020 Although quite an academic article, more widely considered when looking This unorthodox study using visual arts many practitioners might find this worth at ‘solutions’ for dyslexia within society. experiences to explore the feelings and a skim read. The results demonstrate It seeks to demonstrate that socio-

6 Spring 2020 | Dyslexia Review Professional Indemnity Insurance – do I need it? economic status significantly affects Most of you who work for an employer in their own right and control when issues of diagnosis, the educational, and are on Pay As You Earn (PAYE) they work, who they work for, how and the employment experiences will normally be covered by your they work and take responsibility for of adults with dyslexia. The findings employer’s insurance when carrying the activities undertaken, then they illustrate an intersectional relationship out work on their behalf. Those of should have their own liability and between socio-economic status you who work privately or are self- indemnity insurance in place to cover and disability inequalities i.e. that the employed should consider getting their services. overlap of the two contribute to the cover through professional indemnity We would recommend that systemic oppression and discrimination insurance. you always check with the agency experienced by many adults with Professional indemnity insurance to see if you are covered by their dyslexia who have poor literacy skills. for self-employed workers can cover insurance or not. Some interesting articles with a wider some or all of the cost of a claim made focus that might also interest you: against you or your company from a Where can I find professional third-party in the event that a client indemnity insurance? Using Explicit and Systematic is dissatisfied with your work. This You are not covered for this insurance Instruction to Support Working is important if you are carrying out through your Guild Membership. Memory assessments for dyslexia and Specific We can put you in touch with an Jean L Smith, Leilani Sáez and Christian learning difficulties (SpLd) for instance. insurance company that offers T. Doabler, Teaching Exceptional preferential rates to our members; the Children, Mar/Apr 2018 Working for an agency insurance policy is between you and This article offers information on the A recruitment agency will have the the insurance company*. For further use of systematic instruction to support option to supply workers either under details log in to the Guild member working memory. Topics discussed within their own Terms of Business or under area and click Guild Home. You can it include: activation of prior knowledge a client’s contract, which is known as a find a link to the insurance details to enhance long-term memory non-standard contract. under Guild Benefits. consolidation; providing specific feedback Should an agency supply temporary Guild members are expected to to avert misconceptions; and the role PAYE workers or those under a follow our Code of Practice and not of teachers in supporting students’ contract of employment, then the to overstep professional boundaries. engagement in the learning process. responsibility should rest with the You can find a link toThe Dyslexia hirer and they will be required to hold Guild Code of Practice under the Mathematics and Metacognition adequate Public and Employers’ Policies section in Guild Home. in Adolescents and Adults with Liability Insurance. However, if the *This article does not constitute Learning Disabilities recruitment agency is supplying self- legal advice, you are strongly advised Annemie Desoete, International employed or limited entity contractors to obtain specific, personal legal Electronic Journal of Elementary then the responsibilities for these advice about your case or matter Education, Oct 2009 individuals can vary. and not to rely on the information or We suggest that most readers would For instance, should the comments in the Dyslexia Review or be best to skim read this article, as it contractor be deemed a business our websites. has several highly technical sections. The discussion section towards the end of the article is of particular interest. You may also want to dip into the sub-section before this (In- Depth and Semi-Structured Thematic Analyses, p.90 onwards), which contains several very illuminating extracts from interviews with adult learners with maths difficulties.

All of these journal articles and many more are accessible through the EBSCO Journal Access, available through the Guild Member website. Login to your account at: https://training.dyslexiaaction.org. uk/member_benefits

Spring 2020 | Dyslexia Review 7 CPD Continuing Professional Development

Kathryn Benzine, Head of Education and Training at Dyslexia Action, reflects on an alphabet of Continuing Professional Development terminology and examines some of the key concepts and ideas.

ontinuing Professional With the increasing pressures of life, surrounding professional development Development (CPD) is the work and career it often becomes and examines some of the associated way in which professionals difficult to see the bigger picture for references that provide meaningful C ensure that their specialist CPD; what it is and what it should be; connections. It is not comprehensive, qualifications, skills and knowledge and how it should impact and improve perhaps you could populate it with your are regularly updated and remain our working lives and professional own word bank; it may provide help relevant to the changing and developing careers. This CPD alphabet picks next time you come to complete your environment in which they practice. up on some of the key terminology CPD Log, CV or Linkedin profile?

8 Spring 2020 | Dyslexia Review A D G ADAPTABILITY DYSLEXIA GUILD GOALS Professional careers change and The Dyslexia Guild has CPD can easily become a are changing all the time. The just celebrated 25 years of random collection of offerings training that specialist teachers professional practice. Our made available through training and assessors undertook 10, 20 Members and Fellows represent providers and professional bodies. or 30 years ago is very different the pinnacle of achievement, Of course, it is sensible to take to that we undertake today. We professionally and practically. advantage of freely provided are informed by technology, They are individuals whose training and updating sessions there are new knowledge personal development now whether these are offered in-house frontiers, scientific discoveries informs and provides resource at work, through the internet or and understanding that for others in terms of training regional meetings. However. this makes old practice redundant and CPD. As we progress in our offers no guarantee that specific but also reinforces our core careers it is equally important training or updating that you require professionalism as we develop to coach and mentor others will be provided. In the same further. We may be time poorer, along the way, to contribute to way that you may set goals for a network less personally and professional forums, to discuss learner you should also try to set lack some social awareness and debate to improve practice your own CPD goals to ensure because of this or perhaps we are and ensure that the up and that the professional training wiser because of our informed coming membership has new and you need takes place. Setting a internet-based arena. Whatever better ways to support individuals goal and making a plan through we think, it is a given that we with learning difficulties and the identification of appropriate need adaptability to survive differences. CPD is not just for training is required, followed by and thrive in the ever-changing ourselves, it is to support others. recording and evaluating your landscape of our careers. learning. Professional bodies can help with this process through the identification of appropriate training events, resources and recording. Download the Guild CPD Log template to help with this process.

D, E and F Discipline, Ethics, Enthusiasm, Excellence, Employability, Evaluation, Fellowship, Fit for practice/purpose, A, B and C Frameworks, Formal, Accreditation, Accreditation of prior Focussed, learning (APL), Affiliate, Analysis, Further Assessment, Associate, Audit, education Benefits of membership, Benchmark standards, Career development, G, H and I Coaching, Cognitive reflection, Higher education, Holistic approach, Communication, Competency, Informal learning, Information Complexity, Compliance, technology, Institutions, Compulsory, Curriculum Vitae (CV) KEY Investment in yourself WORDS Spring 2020 | Dyslexia Review 9 J M P JOB DEVELOPMENT MEMBERSHIP PROFESSIONALISM CPD gives you the opportunity to Are you making the most of your Maintaining professionalism showcase your achievements, it membership to support your CPD? The depends on the regular adds to your profile and can boost Dyslexia Guild has its own website for updating of knowledge a CV and demonstrate currency. Guild Members and there is a wealth and practice. This is CPD can also boost your own of resource to be accessed from there particularly important for confidence that your knowledge including links to: practitioners where new is still relevant and demonstrates • Access our free webinar events sources of information flexibility, adaptability and a • Use library access to research challenge existing practice recognition that knowledge is not e-books and e-journals (available 24/7) and provide alternative, static – it needs to be added to. • Listen to specialist webinar recordings better or different ways The Guild Librarian specialises • Review back issues of the Dyslexia of tackling problems. in acquiring recent and relevant Review All Guild members are information that adds to our library • Sign up for our e-newsletter Guild expected to undertake of specialist literature for specialist Gallery with topical news and a minimum of 30 hours teachers and support tutors. information if you are not currently of CPD a year. Specialist Have you accessed this resource receiving it assessors are also lately? Have you browsed • Update your directory information, required to undertake through the extensive collection essential for study skills support tutors mandatory CPD each of online journals (EBSCO) and specialist teachers in private year; this year training that is available to all Guild practice in the SASC new report members? Job development • And last but not least download a CPD format should be on every is your route to improving log template and start to plan your assessor’s list. Guild your personal profile, career forthcoming professional development members have access to a opportunities and competitive free updating presentation advantage and it is also a route on this subject. See to personal career satisfaction. reference details.

M, N and O Mentoring, Morale, Motivation, National Dyslexia Resource Centre, Networking, Objectives, Occupational, Online training, Opinion P, Q and R Performance management, J, K and L Personal, Planning, Policies, Potential, Practising certificate, On-the-job training, Promotion, Qualifications, Knowledge, Knowledgeability, Quality assurance, Lifelong learning, Library resources, Research, Reflective practice, Listening skills, Linkedin profile KEY Reputation, Regulation, Relevance WORDS 10 Spring 2020 | Dyslexia Review S, T, U and V Self-Directed learning, Sanctions, Seminars, Skills development, W, X, Y and Z Strengths to build upon, Other eXamples welcome, Support required, Technology, Year planner, Yearly review, Training, Understanding, Updating, career Zone, Zestful Verification, Vision S and Zeal all came to mind! STANDARDS Dyslexia Guild members all subscribe at the time of joining to the Code of Conduct required of members. Understanding the boundaries of professional practice is a critical part of this. There are specific qualifications relating to the different strands of specialist teaching, assessment and student support. Knowing the limitations and boundaries Useful References of your professional capabilities • Guild Members’ website is important. It is a part of https://training.dyslexiaaction.org. W uk/guild-members maintaining standards for WORK-LIFE BALANCE Make sure that you download the the profession that you have It could have equally well been revised CPD Log template and upload subscribed to. work-based learning; I chose it to your membership record. Feeding back on CPD needs work-life balance as being just • Free webinars and other events for Members enables training organisations as important. We all learn from https://training.dyslexiaaction.org. to put in place appropriate our home life and we need uk/member_events training which in turn reflects time to re-balance; a rounded Useful books back to standards development. work-life balance contributes Cottrell, Stella. (2017) Critical Thinking Always double check the claims to our professional persona, it Skills: Effective analysis, argument and made by CPD providers; are gives us time to reflect, helps us reflection. Basingstoke: Palgrave Macmillan Friedman, Andrew (2012) Continuing they accredited by a known to understand the environment Professional Development: Lifelong and respected body such as a at work and the wider political learning of millions. Abingdon: Routledge university or the CPD Standards and social context. Remember Greetham, Bryan. (2016) Smart thinking: How to think conceptually, Office? How many learning to include this learning in design solutions and make decisions. hours is the course and does your portfolio, particularly Basingstoke: Palgrave Macmillan Talbot, Christine. (2015) Studying at it lead to accredited hours or a contributions to clubs, societies a distance: A guide for students, 4th ed. qualification? and networking groups. Maidenhead: OUP

Google Meet is a video conferencing app which Microsoft Teams is a collaboration tool and TECH TIPS integrates with versions of Google Calendar and Office 365 team app that allows remote teams to work together and share information via a common Technology for video conferencing Gmail and shows the complete list of participants and scheduled meetings. It is the free consumer space. See: https://products.office.com/en- Are you looking for an online platform to meet version of Google Hangouts. Until 1st July, all gb/microsoft-teams/group-chat-software and network with others? Here’s a roundup of G Suite customers can use advanced Hangout Microsoft has good accessibility options, see the some current, freely available resources. Meet features such as larger meetings, live article ‘Accessibility and inclusivity’ on page 12 of streaming and recording. the Autumn V29 (2) 2019 issue of Dyslexia Review. Cisco WebEx web-conferencing platform. https://gsuite.google.co.uk/intl/en_uk/ Zoom is another video communication tool with a Students have access to scheduled ‘live’ products/meet/ cloud platform for video and audio conferencing, instruction. You can conduct unlimited online collaboration, chat and webinars. The Basic Plan Go to Meeting is an online meeting, desktop meetings with up to three people for free with the has a 40- minute time limit on meeting with three or sharing, and video conferencing software Basic Account. more total participants. It can be used on mobiles www.webex.com/webexremoteedu.html package that enables the user to meet with or laptops. At the time of writing, the advice is not Google Classroom is free for educational other users via the internet in real time. There is a to make recordings on this system due to potential settings and can be downloaded or set up to use basic free plan service which you can upgrade to security breaches. You are also advised to password quickly and easily. unlock advanced features. protect meetings and not allow anyone other than https://classroom.google.com/ https://free.gotomeeting.com/en-gb the host to screen-share. https://zoom.us/

Spring 2020 | Dyslexia Review 11 The Power of Play in HE: Creativity in Tertiary Learning

Alison James discusses the background and context to her work on developing creativity in higher education.

there was one I had started to fall at, reflective capacities in personal insidiously and almost irredeemably. development planning it was a different I was losing my confidence and my story. Many of the existing resources ability to be creative. Decades later, were text-based and something of Sir Ken Robinson would decry this in a turn-off for those who preferred his TED Talk Changing Educational learning by doing. Professor Stephen Paradigms1, claiming that schools are Brookfield and I published Engaging Alison James is a National Teaching killing creativity in young people. My Imagination: Helping Students Become Fellow and Principal Fellow of the own realisation came when I started Creative and Reflective Thinkers in 2014 former Higher Education Academy, working in a university dedicated to the in response to this. We argued that all now Advance HE. She holds a PhD arts, design and media, with significant learners benefit from different media and from the University of Southampton numbers of students with dyslexia. activities for all aspects of their voices and is Professor Emerita of the Working with neurodiverse students to come through. We believed that the University of Winchester. made me reappraise how different medium is indeed the message, whether people learn, which led to my use of, it be building your learning experiences came to my passion for playful and research into, the pedagogic value in LEGO, or walking a labyrinth to gain a and creative approaches to adult of creativity and play at university. quieter and embodied perspective. teaching and learning the long way Developing and discussing creativity From 2009 I had also started to bring Iround; via a traditional read-write- in teaching, using multisensory and LEGO and play-based approaches into my remember model of schooling. I did multimodal approaches, seems today teaching, to cater for the strengths of all not realise then that I was lucky to fit to be relatively uncontentious. Back in my students. In particular I was influenced the prevalent educational system. I the 1990s when I introduced these to by Papert’s constructionist principle that was able to stuff lots of facts into my my arts students for fostering critically we learn best when we make something. head, decode the test requirements, In so doing we create two things; new and spill them all out again in knowledge as well as the item. Neurologist reasonably legible fashion. I only Frank Wilson gives this a whole new realised later that while I was clearing perspective in his homage to the hand in certain hurdles at secondary school his eponymously named book (1998).

12 Spring 2020 | Dyslexia Review If anyone is interested in knowing more about the research, details can be found both through the survey link and via my website at https://engagingimagination.com/the-value-of-play/

Numerous theorists have highlighted (500-word short stories, as practical Kneebone, 2019). the importance of play outside HE; illustrations). It was also the reason Here, and elsewhere, for animal behavioural development that we grouped our contributions into through play, some of the more (Bateson and Martin, 2013), in broad categories (such as Wanderers desirable learning dispositions and reshaping societal priorities (Kane, and Wonderers, Experimenters and attributes are also fostered; the courage 2004), as part of healthy socialisation Engagers) which could allow for all to persevere, trust, resilience, awareness (Brown 2008) and as an instinctual and kinds of associations. In this way we of and respect for difference. fundamental interaction at the heart wanted also to cater for diverse forms Play is also a mode of active learning of human sociocultural interactions and interpretations of play, and thus which responds to the learning desires (Sutton Smith, 1997). challenge simplistic notions of what of a diverse student body. While many The aforementioned theorists say it is. We wanted to dispel numerous educators have already embraced such little to nothing about higher education, myths about play in HE, such as the modes, students still complain that although play itself is a well-established assumption that play is mostly running many others read off their PowerPoint and expected part of early years about with balls or in groups. Play may slides, in a monologic lecture style. education. It has not been, however, so be team-based and outdoorsy, or it Others continue to note a disconnect readily accepted in further and higher may be solitary and internalised. Not between how they learn best and how education. While creativity seems to everyone will like every form of play; play lecturers teach them. Where lecturers be an acceptable term at any stage of preferences are personal and subjective. are choosing play it is because they learning, play becomes more troublesome Competitive play may galvanise some want to find more stimulating and after primary school. With regard to through the prospect of winning or effective ways to engage their students higher education some resisters are losing, but others prefer any competition in complex learning. This may also be a concerned that it undermines the status to be of the kind that is quietly and direct response to fears expressed that of advanced education; being gently with themselves. in a market-driven teaching economy, associated with frivolous Another myth was that student attendance and personal pursuits that are the opposite playful, creativity teaching investment (not financial) in their own of serious work, and early years is located in the arts, not learning is declining. We found that activities. The narrowness of elsewhere. Our authors are play-based approaches seemed to help these interpretations misses teaching subjects such as post-compulsory educators fulfil some of some of the opportunities to learn mathematics, science, sports their desires; to foster love of the subject, which can come through play. Some coaching, teacher training, drama, help students master difficult topics, build objections can be linked to a lack of and medicine, among others. Hand in connections, boost a sense of belonging awareness of the research into play and its hand with this was the notion that play is and community, enable metacognitive potential transferability. ‘time off for good behaviour’; what you awareness, make learning enjoyable, Having spent several years using do to ‘reward’ students for having done and include all learners irrespective of playful teaching methods, Dr Chrissi ‘the proper work’. We wanted to show background and modes of learning. Nerantzi and I became aware of a shift in that playful approaches are part and the mood in HE from 2015, as revealed parcel of this proper work, such as using in the numbers of conferences, events LEGO with colleagues to teach threshold and publications that were appearing on concepts; semiotics, ergonomics, how the subject of play in HE. There seemed gravity works, medical topics. to be growing recognition that play could With this last in mind, play can be be a legitimate mode of adult learning. used effectively to address the needs In celebration and as illustration of this, of the professional world, or life outside we produced The Power of Play in HE: fulltime education – as in the case of Creativity in Tertiary Learning in 2019. theatrical simulations from our book. We brought together 64 international Clinical enactments as play have contributors to challenge reductive become integral to medical education as interpretations, allow for difference in they provide a safe environment in which definition and illustrate the value of play. to develop essential skills. However, the In imagining the text, we wanted to authors of this contribution argue that include as many voices and disciplines those involved in the simulations are as possible, so we designed a structure active, creative and emotionally invested which would include Explorations participants, who are learning much (longer, theorised pieces) and Sketches more than ‘just’ skills. (Pelletier and

Spring 2020 | Dyslexia Review 13 1 https://www.ted.com/talks/sir_ken_robinson_changing_education_paradigms 2 https://playandcreativityfestival.wordpress.com/ 3 http://www.imagilab.org/

seems that certain play forms are more widely accepted and used than others, such as gamified learning. This suggests to me that in higher education play formed with structure, built-in goals and outcomes offer reassurance that money and time are not being wasted. Equally it occurred to me that we are much more nervous about free or experimental play. As a result, we are not allowing space for open-ended learning, where students have choice about what they do without knowing where it is supposed to lead them, and can go at their pace and in their way. I wonder what the implications of this are for diverse learners? We seem to forget the many breakthroughs, discoveries, and inventions that have come thanks to being able to follow a train of thought without constraints. Our experiences in the book are student play champions also I will be exploring this and many garnered through play-based teaching, co-convened the 2019 Festival, other questions regarding the use of as well as running events, workshops, with one of them reporting afterwards: play in higher education over the next debates, conferences, projects and “Care of mental health is very important 18 months and would love to hear from festivals. At the University of Winchester, to me and something I want to promote anyone either using play, or deeply we ran a Play and Creativity Festival as I know many students that suffer opposed to it. Initial responses can be for staff and students for three with stress ... I think [play and creativity] provided through a survey: (available at consecutive years. Among its aims benefits mental health and reminds https://value-of-play.onlinesurveys.ac.uk/ were to reenergise teaching, boost people to look after themselves and the-value-of-play-in-higher-education) motivation and morale and create a make time to do this.” after which I will be running a range of positive, inclusive learning community. Since the publication of The Power interviews, free talks and events to share In the film Play and Creativity Festival of Play, my own exploration of play has emerging findings and practices. 20172 you will see many examples of continued thanks to scholarship funding play, including to teach key concepts provided by the Imagination Laboratory in forensic science, or as part of an Foundation.3 This work is building up education induction. Feedback from the the knowledge base around play in HE 2019 Festival included comments from in general, as well as having a special student participants, some of whom focus on the teaching of management had co-designed a game for history with concepts and theories. This is because their tutors to teach The Wars of the the Foundation has a special interest in Roses. Numerous others emphasised research at the intersection between the the importance of play for de-stressing arts, science, management, business and for positive mental health. Twenty and play. From the work done so far it

References • Bateson, P and Martin, P (2013) Play, Playfulness, Creativity and Innovation. Cambridge: Cambridge University Press. • Brown, S (2009) Play. How it Shapes the Brain, Opens the Imagination and Invigorates the Soul. New York. Penguin Books • James, A., and Brookfield, S. (2014) Engaging Imagination. Helping Students Become Creative and Reflective Thinkers. San Francisco. Jossey Bass. • James, A., and Nerantzi, C. (2019) The Power of Play in HE: Creativity in Tertiary Learning. Switzerland. Palgrave Macmillan. • Kane, P (2004) The Play Ethic: A Manifesto for a Different Way of Living. New York. Macmillan. • Papert, S and Harel I (1991) Situating Constructionism. In S. Papert & I. Harel (Eds.),Constructionism. New York: Ablex Publishing. • Pelletier, C. and Kneebone, R. (2019). Wigs, Brown Sauce and Theatrical Dames-Clinical Simulation As Play. In James, A., and Nerantzi, C. (2019) The Power of Play in Higher Education: Creativity in Tertiary Learning. Pp 213-222. Switzerland. Palgrave Macmillan. • Sutton Smith, B. (1997) The Ambiguity of Play. Cambridge. MA and London. Harvard University Press. • Wilson, Frank R. (1998) The Hand: How its use shapes the Brain, Language and Human Culture. New York: Pantheon Books

14 Spring 2020 | Dyslexia Review Student Life in Higher Education: Changes and Challenges for Mental Wellbeing

Dr Ruth Caleb from the Metanoia Institute discusses the challenges to mental wellbeing faced by many students in the UK.

Introduction is also a greater sense of loneliness, students. Each new academic year is a Mental health in British society according to the Office for National different experience and requires new appears to be deteriorating.1 In the Statistics (ONS), which in particular skills. The shift into further education year ending December 2018, among affects younger adults aged 16 to (FE) college is even greater. While FE the UK population, 19.7 per cent or 24 years who reported feeling lonely students are likely to live in or near their about 10.3 million people reported more often than those in older age family home, the transitions in terms high levels of anxiety, and young groups.4 It is therefore hardly surprising of study methods and independence adults aged 16–24 today are more that students in higher education (HE) of learning make demands on them likely than previous generations of arrive with mental health concerns or that are unrecognisable from those of young adults to experience common develop them during their course. school. The impact of these transitions mental health conditions.2 The may come to a climax for students number of mental health incidents The Challenge of Transitions who continue on to university, which dealt with by police rose by 28 per Progress through the education system in addition to the educational targets, cent between 2014 and 2018.3 There has always been tricky for most if not all often requires adaptation to living in

Spring 2020 | Dyslexia Review 15 an unfamiliar environment, separated 2018/9. However the number of students from familial relationships and social who disclose a mental health condition networks as well as any existing has increased disproportionately from professional support for mental health 33,045 in 2014/5 to 81,960 in 2018/9.5 and/or learning disabilities. Even for While this appears to indicate that far local students who remain in their family more students now suffer a mental home, university creates difficulties health disability, it could also signpost outside the comfort zone of most concomitantly a reduction in the first-year students. These changes previously held taboo against disclosing can be even more challenging for a mental health condition. However, students with learning disabilities we also need to remember that many and mental health problems who will students have two or more disabling need to adapt to different academic, conditions, (34,155 disclosed in 2018/9), social and personal stressors. for example a learning disability alongside a mental health condition so the number Changes in the Student Cohort of students with mental health disabilities grade, they may have difficulty obtaining The HE student cohort has changed is likely to be greatly underestimated, a job with good prospects, and enormously over the past decade, with especially as many students prefer not concerned about financial hardship and almost 50% of school-leavers now to disclose their condition, often hoping a future of debt. With the eradication of attending university. The impact of the that in their new student life, previous the university grant system in favour of widening participation agenda and its problems will be left behind. However, loans, there is consequential pressure targets has increased the numbers there are growing stresses in student life on students to have part-time (and of students from under-represented that may well create the resurrection of sometimes full-time) jobs on top of groups, and the Disability Discrimination past conditions. their academic commitments, and an Act (now the Equalities Act) ensures Now that we have a far larger increased need to prove themselves to that students with disabilities, including proportion of HE students from be exceptional in order to stand out in mental ill-health, are offered an equal Widening Participation Groups6, we a job market that is now the province of chance of success in HE. need to ensure that they are offered the the many not the few. In 2014/5 the number of university support they deserve so that they have In spite of this we need to keep in students who disclosed learning a level playing field. Student anxiety mind that most students enjoy their difficulties was 105,550. This rose seems to have risen at all levels. Even years in HE, and that students actually roughly in line with the growth in student first-year undergraduates are worried have a lower rate of suicide than the numbers, since the removal of the cap about what degree they might attain, general population. So, being in HE may on student numbers, to 110,795 in afraid that, if they achieve less than a 2:1 offer a protective factor.7,8

16 Spring 2020 | Dyslexia Review To Conclude:

Those of us who work with mental health and wellbeing can However, while there is now a far be slightly optimistic that the greater likelihood that schools, colleges issue is acknowledged, while and universities have professional being concerned that there are support from counsellors and mental not the resources to ensure health practitioners, it is important to that it is always appropriately acknowledge that supporting student addressed. There is much more wellbeing is the responsibility of everyone awareness in society as a whole within the institution’s community. All about mental health difficulties staff, however senior, and the students with many famous people now themselves, have their part to play and disclosing their own problems a responsibility to act supportively in and encouraging others to do the a way that’s appropriate to their roles. same. Even Bury Football Club This can range from thinking about fans, suffering as a result of the how to introduce anxious students to club’s expulsion from the English the process of giving presentations, Football League, are being How Can We Increase combatting procrastination and offered mental health support 9 Mental Wellbeing? perfectionism, to offering tranquil as well sessions on the NHS. Mental Health Day and Wellbeing as busy social spaces to relax in. Perhaps the most important Campaigns reduce shame and work Most educational institutions offer issue that needs to be addressed proactively to encourage openness about training to staff to help them recognise without delay is the necessity for a mental health concerns, and the message common mental health difficulties and change of attitude in the community that schools, colleges and universities now develop confidence in responding and as a whole, from avoidance to give to their students is emphatically to talk referring appropriately. If yours does engagement. This is actually simple to someone about their concerns. There not, please do suggest it! All staff need to achieve. If you see someone who are clear implications for service provision, to be helped to have that conversation seems to be struggling, go and at a time of austerity which has had a with a student who may be distressed. speak to them and give them your profound impact on the NHS mental health They need to be able to signpost to the time and attention. To quote Kurt services and their capacity to provide correct services, keep to the boundaries Vonnegut, on welcoming new-born the specialist support that students with appropriate to their role, recognise babies into the world, ‘There’s only mental health challenges might need. when they are faced with an emergency one rule that I know of, babies ... 10 This can be worrying for academic and situation and know what to do about it. you’ve got to be kind.’ administrative staff who may feel out of their depth; it can also be challenging for References support staff who are managing demands 1 Mental Health Foundation. Surviving or Thriving? The state of the UK’s mental health. that are ever-increasing in terms of both 2017. https://www.mentalhealth.org.uk/publications/surviving-or-thriving-state-uks-mental-health (accessed 19/02/2020) quantity and severity. 2 Thorley C. (2017) Not by Degrees: Improving student mental health in the UK’s universities. IPPR 3 Jones L. Police ‘dealing with more mental health incidents’. BBC September 2nd 2019. https://www.bbc.co.uk/news/uk-49317060 (accessed 19/02/2020) 4 ONS. Loneliness – What characteristics and circumstances are associated with feeling lonely? April 2018. https://www.ons.gov.uk/ peoplepopulationandcommunity/wellbeing/articles/lonelinesswhatcharacteristicsand circumstancesareassociatedwithfeelinglonely/2018-04-10 (accessed 19/02/2020) 5 HESA (2019) Student Data Analysis. https://www.hesa.ac.uk/data-and-analysis/students/table-15 (accessed 19/02/2020) 6 HESA (2020) Widening participation: UK Performance Indicators 2017/18. https://www.hesa.ac.uk/news/07-02-2019/widening-participation-tables (accessed 19/02/2020) 7 ONS (2018/2). Estimating suicide among higher education students, England and Wales: experimental statisticis. June 2018. https://www.ons.gov.uk/peoplepopulationandcommunity/birthsdeathsandmarriages/ deaths/articles/estimatingsuicideamonghighereducationstudentsenglandand walesexperimentalstatistics/2018-06-25 (accessed 19/02/2020) 8 Royal College of Psychiatrists. Mental health of students in higher education. September 2011. https://www.rcpsych.ac.uk/docs/default-source/improving-care/better-mh- policy/college-reports/college-report-cr166.pdf?sfvrsn=d5fa2c24_2 (accessed 19/02/2020) 9 BBC (2019) Bury FC: Mental health support offered to club’s suffering fans. https://www.bbc.co.uk/sport/football/49586279 September 4 (accessed 19/02/2020) 10 Vonnegut, Kurt. (1965) God Bless You, Mr. Rosewater. New York: Holt, Rinehart and Winston.

Spring 2020 | Dyslexia Review 17 BOOK REVIEW Student Mental Health and Wellbeing in Higher Education: A Practical Guide

(2019) Edited by Nicola Barden and Ruth Caleb, London: Sage

Reviewed by Nicola Margand MDG, Dyslexia Action CPD Lead Tutor

he first thing to say here is don’t relating specifically to those students Crucially, it acknowledges what training T skip past this review if you are not coming into the UK higher education and support these non-specialists involved in higher education; there is system, whether as international should have access to and how vital much to commend in this publication students or from diverse cultures and self-care is for those who are supporting to those in high schools, sixth forms backgrounds within the country. students with their mental health needs. and further education settings. Part III: Policy and practice makes An objectives box at the start of each The 10 chapters of this accessible up the second half of the book. These chapter provides a useful overview. book are split into three parts: five chapters cover the different levels Useful and diverse case studies permeate the book and each chapter Part I: The Context looks at of support available to students from has comprehensive further reading, the current organisation of higher academic and department level to references and signposting to practical education in the UK, the changes professional support as well as how resources including websites. This book and challenges for mental health and support staff such as residential mentors provides plenty of food for thought but wellbeing and societal perceptions of and security staff can be impacted. also reassurance. It will be of interest to these. It discusses broader issues such anyone working in higher education or as social and political changes which supporting students and their mental have impacted on the sector and how health, particularly at times of transition. the widening participation agenda has diversified the student population. The READER OFFER: second chapter provides an overview Order online and get 20% off! of legal obligations and limits within To claim your 20% discount which higher education and its support simply visit sagepub.co.uk, add of mental health operates. your book to the basket, and Part II: Mental health is explored the discount code SAGE20DA at the checkout. This offer is in the next three chapters which valid till 31 November 2020 and unpack the common mental health cannot be used in conjunction problems in the student population with another offer. whilst also providing an overview of what good mental health looks like. There is a useful section on how the brain develops and what signs of mental health difficulties staff might notice in students. Pressure points and transitions are specifically examined in a chapter that would be particularly useful to those involved with, for example, students transitioning from high school to sixth form and other post-16 providers. A chapter is also dedicated to issues

18 Spring 2020 | Dyslexia Review Growth Mindset for Teachers

Professor Sherria Hoskins, Executive Dean at Portsmouth University talks about her research work on mindset, theory and practice to Natalie Houalla.

and processes rather than results. This were not widely recognised or properly Background growth mindset language in her family supported. This gave Sherria a strong Sherria is the only member of her family engineered a positive message about sense of what the psychology of the to attend university and understands first- learning which she explains as: “I saw learner could do to disable the learner; hand the importance of a growth mindset. the power growing up. I felt it for myself. highlighted the power of education, and She describes her mother as “naturally So, when I started reading the mindsets raised questions about an educational a growth mindset parent” and, although work, while I was an Educational system that allows learners to ‘fall she did not understand the concept at Researcher, I knew that this was what I through the cracks.’ In turn, this led her to the time, recognises how positively her wanted to do.” consider what she could do to support outlook on academia was impacted by Sherria’s brother has dyslexia and had the educational system in creating the an approach that focussed on praise and received a poor education, growing up right emotional and psychological space encouragement, effort rather than marks, in an era where learners with dyslexia in which they could learn.

Spring 2020 | Dyslexia Review 19 Education After A-levels, Sherria trained as an adult basic education tutor, helping those who could not read and write and was impressed by the creativity of the teaching methodology. She worked in an education centre in the evenings and taught adults reading, writing, and basic maths before specialising in working with those with severe learning disabilities. When later applying to Plymouth University, she was accepted particularly on the basis of this work with adult learners.

Early Work Sherria’s doctoral research examined the learning styles of university students and the approaches they used as well as social class impact; recognising that class can be a disabler Growth and negatively affect self-efficacy, the Mindsets for learner’s own expectations and the Teachers expectations of those around them. She Sherria and her became interested in the psychology team began the growth of learners, specifically on how being in mindsets research when a minority group, be that as a mature she was appointed Head student, through socioeconomic of Psychology at Portsmouth status, gender or ethnicity, can alter an University (she is now Executive individual’s beliefs and hinder learning, Dean of Science and Health). The where in the same institution, others book Growth Mindsets for Teachers, may be thriving. summarises their research over a On completion of her PhD, Sherria’s number of years and examines the first job as a Senior Research Fellow evidence the research team generated It is right and proper that children looked at predictors of achievement which explored the complexities understand that their efforts and in nationally examined professional and the polarised debate of growth embracing challenges will develop courses for CIPD1 qualifications, mindsets. She also led Growing them and change the outcomes. It seeking to address a 50% failure rate Learners, a group of education is right and proper that we develop on some of their courses. She then research psychologists, who worked resilient youngsters who know how to carried out a project with Portsmouth directly with schools and parents to take on board the learning strategies City Council which had concerns support them in improving children’s that teachers provide them with and that some pupils were not reaching aspirations, expectations and attainment try them out, even creating their own national standards. Using five years using evidence-based practice. approaches, actively learning and of data, her research identified that Sherria notes that growth mindset problem solving and keep persisting in pupils who were only slightly under- work is often misinterpreted as the face of challenge ... even if it does performing at Key Stage 1, were then ‘fixing the child’, assuming that the not immediately transform grades. 5% under at Key Stage 2 and 10% problem lies within the child, rather under later on. Using Carol Dweck’s than within the education system, Challenges Around Growth Implicit Theories2 work, her focus societal, institutional or cultural beliefs. Mindsets in Schools shifted to teachers’ expectations of Interventions need to avoid the deficit Sherria notes that the challenge for learners, surfacing a self and outside model and focus on supporting the our education system is that it focuses context of lowered expectations that child, the teachers, the school culture on outcome and not on process could lead to learning deprivation. and parents. and on comparing people, which in

20 Spring 2020 | Dyslexia Review theory! All we have to do is stop comparing children’s attainment, stop talking about attainment as if it comes from some magic source that was inherently in them. We must talk about attainment in terms of what brought them to that attainment, what strategies they used, whether or not they needed to persist. We must unravel how that attainment came into being and we must get them to focus on comparisons of their own attainment against previous attainment, not against other people’s attainment, so that we create process- focus rather than performance-focus.

Teaching Children: Concept and Cognition In her role as a psychologist, Sherria describes implicit theories of intelligence (mindsets) as an understanding that the way that we think about the nature of intelligence and abilities influences “Interventions behaviour. And that behaviour then need to avoid the influences outcomes. If teachers focus deficit model and first on the behaviour, i.e. tell children “Try harder and that will work” – this is focus on supporting the wrong approach. It is about getting the child, the teachers, children to have different concepts of the school culture their understanding of intelligence and and parents.” ability. This will then change behaviour and, over time, this will change their outcomes, their self-expectations, and their willingness to adopt and use many turn can lead to a fixed mindset and but some misinterpret or over-simplify strategies to learn and problem solve. a focus away from our own growth it and they over-promise when selling In turn, this will build their resilience to instead. As humans, we naturally it to schools. There are many simplistic future challenge and failure. We have to compare ourselves, however those messages circulated and this has led change the context so that it is one in with a fixed mindset will focus on those some in the educational arena to dismiss which their belief is that they can and will comparisons. We also know that if those the theory. In reality, it is a very complex develop. This will develop persistence comparisons exist in both our culture theory that we haven’t yet worked out and in turn improve outcomes. and political context, we risk focussing how to apply perfectly in practice; we She explains that when we our children away from their own growth may never be able to apply it perfectly in encourage teachers to use a different and development. The political context an applied setting. It is important to note language which focuses on effort and of our education system is such that we that this is neither a quick fix nor a fad. It learning process not just outcomes, are driven to compare learners through is simply a valuable tool amongst many that is because we don’t want the examinations and league tables. There is others that can be used in the classroom. environment to drag their concept back, a performance-fixed focus which does For teachers and parents, she notes: not because that alone is going to fix it. not come from teachers and educators; notes: “We don’t have to stop focusing However, outcomes are not off the table it comes from the political perspective. on attainment. We don’t have to stop – we can still celebrate these, but make celebrating great attainment. This idea sure they are not a mystery, something Misinterpretations that we can only talk about effort now and given; make sure children understand Sherria explains that many individuals have not attainment is false. That theoretically that efforts come from hard work and adopted the growth mindset message, makes no sense in the mindsets trying different strategies; celebrate

Spring 2020 | Dyslexia Review 21 1 Chartered Institute of Personnel Development 2 Carol Dweck – Implicit theory of Intelligence in Dweck (2000)

that process and the development of It is important to find strategies A pupil who is putting their a child’s outcomes, their development, to unravel this, all of which are in the hand up, asking a question, not their position in the class. Growth Mindset advice, and which saying, “I don’t understand” You do not know the potential of put that student on a level playing field and asking to be taught in a any child. Psychologists have tried to emotionally and psychologically. different strategy. They might work this out for hundreds of years, This will help to take away the be saying, “I tried this, and it didn’t we cannot. So, you have to treat every fear that some pupils will have work. What else might I try?” child with the highest expectations, built up over years through social They might even be creating new and they will therefore perform the best comparisons and experiences of strategies of their own to solve that they possibly can in the learning failure in which they did not get the a problem. They might have a environment that you are giving them chance to overcome that challenge. curious, creative persistence and because of those expectations. As we know, fear and anxiety willingness to let others see it – to A very important consideration switch off the learning receptors. be out loud with that curious and for learners with specific learning For educational professionals that creative persistence. They won’t difficulties, Sherria notes, is that their read Growth Mindsets and put its be hiding the fact that they are emotional state and prior education approach into practice, the clearest trying, or hiding when they experience will often carry heavy weight measures of success will be: don’t understand. into any new learning situation. Rather than the teacher or parent thinking References about what strategies they can teach Professor Sherria Hoskins (ed) (2019) Growth Mindset for Teachers, Thousand Oaks: Corwin/ Sage them or what the learner is incapable Professor S.Hoskins, et al Challenging the myths of mindset: theory and practice in Journal of the Chartered College of Teaching (2018) of, they should recognise that these https://impact.chartered.college/article/hoskins_mindset/ [Accessed 31 March 2020] strategies will not be used if they don’t Dweck, C. S. (2000) Self-theories: Their role in motivation, personality, and development. Hove, consider that weight. Psychology Press.

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22 Spring 2020 | Dyslexia Review BOOK REVIEW Growth Mindset for Teachers (2020) Sherria Hoskins(Ed), Thousand Oaks: Corwin

Reviewed by Jan Beechey MCILIP, Dyslexia Guild Librarian

any of you will have heard of ‘growth performance and there is a good critical look at Mmindset’ and the opinions on it range from ‘learning styles’ and the lack of scientific study complete distain to enthusiastic support. This to support the view that they improve academic book explores some of the research evidence, the outcomes in any way. There are chapters which debates and myths surrounding it and the many explore children’s beliefs in ability in each key contributors also report on what has worked or stage, links between mindsets and mental health, not worked for them, and what we still do not mindsets and learning difficulties and mindsets understand about mindsets. and specific curriculum subjects such as reading. The goal of this book is to encourage us to Part Two - Mindsets in the Classroom take an analytical approach to mindsets, making describes activities and exercises that make informed decisions about whether and up the Changing Mindsets intervention how to use them in the classroom, programme. They have been split into and how to critically explore the three age groups: Early Years impact in practice. Foundation Stage and Key Part One of the book Stage 1; Key Stage 2 and explores why a mindset Secondary and Further intervention was Education. Materials and designed in the first resources to accompany place. The editor, lesson plans are Sherria Hoskins, leads available online. Each Growing Learners – a weekly activity has a group of education key theme, learning research psychologists outcomes, materials who work directly with required and activity schools to improve pupil descriptions sections. aspirations, expectations Part Three of the book and attainment – using explores myths, questions, evidence-based practice. What misconceptions and challenges. The they focus on is what they call non- complexities of moving theory and research cognitive skills – those that impact motivation to into practice are shared and try to balance some learn rather than techniques for learning. The main of the oversimplifications and misunderstandings goal in the intervention is to help schools and that have been perpetuated in the media. The final teachers to support pupils to become a Growing chapter looks ahead to how we need to continue Learner for life, not just for a specific learning task to explore some key unanswered questions or situation. The first chapter explores a range and still need more experience, reflection and of non-cognitive elements that relate to learning refinement of interventions in the classroom. behaviour and attainment such as ‘laddishness’, Overall, I found this book to have a well- aspiration, self-efficacy. Hoskins goes on to balanced and thoughtful approach to mindset explore research, including that of Carol Dweck, theory and intervention. It does not claim to fix on implicit theories of intelligence and the evidence everything easily but, with some questioning that mindsets really do relate to or impact on of and understanding of nuanced impacts of the way in which pupils approach their learning. interventions, teachers can help to develop Other chapters go on to explore personality and resilience and motivation in their learners.

Spring 2020 | Dyslexia Review 23 School Governance and Special Educational Needs

A role for Dyslexia Guild members to provide support as a voluntary school governor specialising in SEND.

School Governors and SEND Support outcomes for learners with SEND. SEND Governors play a crucial Have you thought about becoming a Whilst specific, strategic-level role in guaranteeing that the school school governor and wanted to find out responsibilities will often be delegated is fulfilling its duties to children with more? Guild members have a wealth to an individual board member or additional, educational needs and of experience to share and schools sub-committee, it is important that your diligent attention and work can are often looking to strengthen their consequently, the board does not lose significantly and positively impact upon teams. In this article we explain the sight of their collective responsibility their achievement. Through your robust role of a governor, why they are so for SEND. questioning and proactive assistance, important, and how they can make a Having said that, good practice you will lead your school’s governing big difference to a school or trust. This suggests that the governing board body in driving high-quality SEND article focuses on the SEND governor should, additionally, appoint a SEND provision and constructive attitudes role, as this is where Guild members link governor, who will attend termly to learning among pupils with SEN as might like to start their voluntary career school visits and carry out formal well as affecting future board actions in in school governance. reviews for SEND support. favour of these pupils. Governing boards have three, This role requires additional time, core functions, as set out by the Why Become a SEND Link effort, and a solid understanding of Department for Education (DfE). These Governor? SEN and what effective provision looks include ensuring clarity of vision, ethos If you are passionate about improving like. There is always additional training and strategic direction, overseeing the lives and opportunities of SEN and support (both in-person and online) the financial performance of the learners, becoming a SEND link available. organisation and making sure its money governor could be a rewarding role. is well spent, and holding executive The SEND Governor is essentially the SEND Reviews leaders to account for the educational board’s champion for pupils identified SEND link governors will be expected performance of the organisation and with SEND and inclusion needs, to conduct termly SEND Reviews. its pupils, as well as the performance and will appropriately challenge and When doing so, ask the school management of staff. support the school, to ensure that all SENCo to walk you through specific The board as a whole is learners within their setting are given support methods. If methods include responsible for securing effective every opportunity to succeed. the use of educational technologies,

24 Spring 2020 | Dyslexia Review then you may wish to ask for a • How effective is parental support they need. You can also learn description or even brief demonstration communication and engagement? important strategic thinking and high-level of these. This will guarantee that • What liaison occurs with local management skills in the process. you, as the SEND link, will have a authorities and external agencies? comprehensive understanding of the How are the outcomes actioned? How Much Time is Required? unique and individualised processes • How is the school bridging the gap Governors volunteer their time and it is and procedures in place to ensure between the educational outcomes of important to find out how much time high-quality outcomes. These should pupils with SEN and those without SEN? you are expected to give. Schools differ be documented thoroughly, conveyed Is there clear data to highlight this? in their requirements and expectations. to the full governing board, alongside • Is the school’s website compliant? Some schools have regular short general points discussed, attitudes to What information is published and is it 90-minute meetings twice a term whilst learning, pupil perceptions, and values up-to-date and accurate? other schools meet for longer once a observed. term. You may be expected to meet with There are also review guides for I hope you agree that these are good all the Governors once a term and with a governors published by the Whole questions to ask the leadership team of small group more often. School SEND consortium which can a school! support a thorough SEND Review of the How Do I Become a Governor? whole school. SEND Outcomes We hope this article has helped you think The SEND Code of Practice states that about the difference you could make to How Can You Use Effective the vision for children with SEND should a local school. As well as electing parent Questioning to Support SEND be the same as for all children and young governors, governing boards also have Pupils in Your School? people – that they achieve well in their the power to co-opt governors. You The scrutiny of educational outcomes early years, at school and in college, and should therefore approach local schools for SEND and holding a school to lead happy and fulfilled lives. With this asking if they are seeking new governors. account for SEND support commences in mind, governors, particular SEND link There is also a matching service called with effective questioning. As a SEND governors, must challenge a school’s Inspiring Governance which can be governor, you will lead on this, particularly leadership, Special Educational Needs found by following this link https://www. during SEND reviews. Questions are your Coordinator (SENCo), and other school inspiringgovernance.org/volunteers/ best tool for supporting and challenging staff in order to confirm that robust, the school. regularly-reviewed processes are in Article by: The following questions could be place to ensure fair and equal access to Dr Mark Turner, Managing Director, Real asked (Bromley 2018): education for pupils with SEND. Group and Secondary School Governor • How are SEND pupils identified? Using your best endeavours, you can Natalie Houalla, Instructional Designer, Real • How is funding allocated to ensure make sure that pupils with SEN get the Group and Primary School Chair of Governors effective support for these pupils and to what effect? This includes but is not References limited to staffing, additional tutelage Department of Education Publications (2015) Special educational needs and disability code of practice: 0 – 25 years [Online]. timetables, technologies used to Available at: https://bit.ly/39A4uFa DFE-00205-2013 [Accessed 2 April 2020] maximise learning retention, etc. (2017) A competency Framework for Governance [Online]. • How are the attendance, progress Available at: https://bit.ly/2UQ0xXT DFE-00021-2017 [Accessed: 2 April 2020] and outcomes of children with SEND (2019) Governance handbook for academies, multi-academy trusts and maintained schools [Online]. Available at: https://bit.ly/39zZWyO DFE-00022-2017 [Accessed: 2 April 2020] tracked? National Governance Publications: See: https://www.nga.org.uk/Home.aspx • How are support and intervention (2017) A Competency Framework for Governance [Online]. strategies monitored and evaluated? Available at: https://bit.ly/2xHEfPW [Accessed 2 April 2020] Moreover, what do these evaluations (2017) Special educational needs and disabilities and the governing board guidance [Online] suggest? Available at: https://bit.ly/2X1k6PI [Accessed 2 April 2020] (2018) Being Strategic: A guide for governing boards [Online]. • What training is offered to teachers Available at: https://www.nga.org.uk/being-strategic.aspx [Accessed: 2 April 2020] and support staff? How is the impact Useful Articles of this training demonstrated? Have Bromley, M (2018) ‘SEND and school governance: Getting it right’ further training needs been identified? Sec Ed Newsletter, Best Practice Article [Accessed: 2 April 2020]. • How are teaching assistants utilised https://www.sec-ed.co.uk/best-practice/send-and-school-governance-getting-it-right/ The Revised SEND Code of Practice 0-25: effective practice in engaging children and young people and to what effect? in decision-making about interventions for social, emotional and mental health needs (2015). • How are other resources deployed Kennedy, E.K. Support for Learning. Nov 2015, Vol. 30 Issue 4 (DOI: 10.1111/1467- and to what effect? 9604.12106), EBSCOHost Database (Guild Member’s Library) [Accessed: 2 April 2020]

Spring 2020 | Dyslexia Review 25 BOOK REVIEW

DYSLEXIA: Theories, Assessment and Support (2020) John Everatt and Amanda Denston, Oxford: Routledge

Reviewed by Dr Jenny Moody MDG, Dyslexia Action CPD and Postgraduate Tutor

his is a comprehensive book with an aim to focus on language deficits, particularly in the area of Tprovide the reader with an understanding of the phonological processing’. basics of dyslexia. The book is organised through six chapters, each with a content-identifying title. Each Chapter 4: Identifying Dyslexia chapter has manageable sections of related topics, Types of assessment methods, assessment with follow-up references for further support. procedures and evaluations are discussed in this chapter. Figures provide graphic comparison of the Chapter 1: Introduction to the Skills of Reading performance of those with dyslexia versus those that and Writing do not have dyslexia and of students with dyslexia, The introductory chapter first sets out the background attention deficit hyperactivity and dyspraxia, dyslexia, to the book before discussing elements necessary for specific language impairment and moderate learning reading and writing. Topics include key terms, such disabilities. Dyslexia across orthographies, language as phonology, orthographic awareness, vocabulary and educational contexts is also briefly discussed. and meaning, working memory, and requirements for the development of reading and writing. The chapter Chapter 5: Intervention finishes with an overview of the rest of the book. This chapter considers two differing perspectives of dyslexia and teaching methods: Chapter 2: A Background and Framework to Understand Dyslexia The focus here is on an overview of dyslexia, including some historical influential individuals, namely Kaussmaul, Pringle Morgan, Hinshelwood and Orton. Theories, practices and research include ideas related to visual deficit perspectives on dyslexia, the dyslexia/ intelligence debate and then moving to those with a more language-based focus. The most commonly agreed theory of dyslexia is suggested as ‘some sort of phonological deficit’. The chapter finishes with ‘a framework for dyslexia’, the assumption being that dyslexia is concerned with ‘problems related to language, particularly the phonological component’.

Chapter 3: Theories of Dyslexia This section discusses the pros and cons of theories of dyslexia; phonological deficit hypothesis, rapid naming deficits, perceptual factors and visual processing double deficits, motor and cerebellum deficit, morphological awareness deficit. The authors conclude that ‘although several theories about dyslexia have been proposed, the ones that appear to be best at explaining the features associated with dyslexia

26 Spring 2020 | Dyslexia Review Fellowship of The Dyslexia Guild

1. Dyslexia could simply Fellowship confers the status ‘Fellow of the represent the lower end of a Dyslexia Guild’ (FDG) and is the recognition of normal distribution of reading READER OFFER: a significant achievement and contribution in and perhaps spelling ability. use discount the field of Dyslexia/SpLD. It is encouraged for code A045, which is 2. Those with dyslexia those who demonstrate an outstanding level valid until 31 July 2020 of commitment to advancing standards and represent a qualitatively for 20% off at best practice. Fellows (FDG) are professional different population of www.routledge.com members and specialist teacher assessors individuals, particularly in their with a level 7 specialist teacher/assessor ways of dealing with, and thinking qualification in dyslexia/SpLD. about, reading and writing. The authors suggest that a middle ground has to be considered, ‘given that dyslexia is If you wish to upgrade to this a specific difficulty with learning to read and spell, level of membership, which the focus will have to be on literacy learning, and this brings additional member benefits, you must also have: is likely to be similar to teaching methods used to support all learners’. • a minimum of 7 years’ Discussion follows a wide range of intervention specialist teaching • held professional Guild perspectives such as general learning viewpoints, and 4 years’ specialist membership as a Member literacy teaching methods and phonological awareness assessment experience in (MDG) grade for at least training. Response to intervention, assessment dyslexia/SpLD one year. intervention profiling, multisensory learning, working memory or meta-cognitive methods, and visual-and See: https://dyslexiaguild.org.uk/membership-grades/ motor-related interventions are also all explored. for further information. The chapter concludes, ‘The current evidence suggests that intervention methods that target literacy are the most likely to reduce the difficulties associated with dyslexia as conceptualised in this book’.

Chapter 6: Self-concept and Dyslexia The final chapter focus is given to discussion of three constructs of psychosocial development, global and academic; self-esteem and self-concept; self- efficacy and resilience. Figures are included which help to graphically support the discussion on these constructs. Research suggests that students with dyslexia and co-occurring difficulties, may have lower levels of self-concept, self-efficacy and resilience in comparison to those without learning difficulties. The authors conclude that reading will impact all areas of the curriculum; improvements in achievement would be expected to bring about changes in self- concept. As understanding of literacy learning problems and dyslexia increases, there should be a close identification of the best method or set of methods to support the learning of individuals and their wellbeing.

Suggested readers The book is suggested to be ideal reading for those taking courses on dyslexia or literacy learning difficulties within education, psychology and related disciplines. It will be of great interest to specialist teachers, special education staff, educational psychologists and those in related occupations.

Spring 2020 | Dyslexia Review 27 BOOK REVIEW

READER OFFER: use discount Dyscalculia: From code A045, which is valid until 31 July 2020 for 20% off at Science to Education www.routledge.com (2019) Brian Butterworth: Abingdon, Routledge

Reviewed by Janet Desmet MDG, Dyslexia Action APC and Postgraduate Tutor

rian Butterworth has been a on different behavioural symptoms that tests which examine subitising and other Bleading researcher in the field of a teacher may recognise. specific subtypes of number sense as a dyscalculia for a number of years and This book was published in 2019 part of a dyscalculia assessment. produced a well-known screening tool, and before the release of the SASC There are not many screening The Dyscalculia Screener (2003), for guidance on dyscalculia which was tests for dyscalculia, and in order to learners between the ages of 6-14. released later that year. The definition determine which would cover the Unlike other earlier books on dyscalculia, of dyscalculia used by SASC follows necessary components of number Butterworth puts forward here a that of Butterworth. He recommends sense, a close attention to the SASC definition of dyscalculia which helps to for example that an assessor without document and descriptions of individual distinguish it from maths difficulties due adequate training in the assessment of screening tests is required. This is to maths anxiety or other environmental maths (a postgraduate top-up course not always easy to determine from factors, dyslexia or dyspraxia. in mathematics assessment) should catalogue or website descriptions Butterworth argues that dyscalculia refer a learner, who they think may and the discussion in Chapter is due to a core deficit in the ability to be dyscalculic, on to an appropriately Nine: Assessment: how to identify understand number abstraction and qualified specialist. It represents an dyscalculic learners, may be helpful. reasoning which is domain specific, authoritative view for professionals This does mention his commercial and presents a good deal of research working in the sector. interest in The Dyscalculia Screener. to support this, as well as detailed For anyone looking for information Butterworth’s book contains a great explanation of different components about the qualifications or experience deal of useful explanation of the different of these concepts and the typical now required to undertake dyscalculia types of number sense which would chronological development of these. assessments or what such an be essential for anyone considering This differs from earlier approaches to assessment should cover, the SASC assessing for dyscalculia. Although the dyscalculia which avoided definitions guidance is the best source. This chapter on assessment has been largely and causes and concentrated indicates the areas that should be superseded by the SASC advice, it covered in an assessment of dyscalculia would be useful background reading for (more than just a single test of anyone considering additional training in mathematical reasoning or this field. There is a chapter on support arithmetic) and still allows but this is not primarily the purpose of a place for screening the book.

See also: SASC (2019) Guidance on Assessment of Dyscalculia and Maths Difficulties within other Specific Learning Difficulties. Available at: www.sasc.org.uk/Downloads.aspx

28 Spring 2020 | Dyslexia Review BOOK REVIEW The Science of Learning: 77 Studies That Every Teacher Needs to Know (2019) Bradley Busch and Edward Watson, Abingdon: A David Fulton Book

Reviewed by Jan Beechey MCILIP, Dyslexia Guild Librarian

his book is great for anyone who wants to T understand more about essential educational research findings in a very accessible way. Evidenced research is vital to teachers who want to improve their professional knowledge and understanding but finding the most relevant research, understanding it and knowing how to make good use of it can be more difficult. Fortunately, the authors have produced this accessible summary of important research studies that every teacher should be aware of. This is a ‘pick and select your interest’ type of book which you do studies about parents have brown headings, making not need to read from cover to cover. Each overview it easy to look out for the ones which most interest breaks down complicated research into need-to- you. The order of the topics is mixed up though as know facts and you can digest the key findings in just this follows Study No.4 The One About Spacing Your two facing pages making it easier for those with eye Learning. Each study is well illustrated and set out so is scanning or tracking difficulties. not text heavy. Each overview falls into one of seven categories: The only criticism I had was the lack of a subject • Memory: increasing how much students remember index so that if there was any cross over between • Mindset, motivation and resilience: improving imposter syndrome and resilience for instance, I would persistence, effort and attitude need to read all the studies in both the Mindset and • Self-regulation, and metacognition: helping students the Thinking categories. There were also connections think clearly and consistently between sleep and forming new memories but the • Student behaviours: encouraging positive student study was not in the Memory category but under habits and processes Self-Regulation and Metacognition and so was hard • Teacher attitudes, expectations and behaviours: to find again. Not so good for those of us with a weak adopting positive classroom practices memory. I would also have liked to have seen coloured • Parents: how parents’ choices and edges on the right-hand side of the pages to enable behaviours impact their children’s me to flick through and stop at a study in the category learning of my choice. • Thinking biases: avoiding faulty The very last section of the book has a tips section READER OFFER: thinking habits that get in the way with one page for each of the seven categories which use discount of learning. is a really quick and easy reminder of the key points. code A045, which is valid until 31 July 2020 This is a really excellent resource for the busy for 20% off at Each of the studies is also colour teacher, education student or study support tutor with www.routledge.com coded to the category so studies plenty of food for thought and easy to understand about memory have blue headings, classroom or teaching suggestions.

Spring 2020 | Dyslexia Review 29 Online Accredited Continuing Professional Development Our training courses are accredited programmes thatprovide training for practitioners working in the field of dyslexiaand specific learning difficulties (SpLD). We provide tutorsupported online training throughavirtual learning environment enablingour participants to engageincourses at times to suit them. CPD Short Online Courses Become aspecialist SpLD Primary/Secondary: Teacher/Practitioner/Assessor •Dyslexia and Co-occurring difficulties •Memory Weaknesses with our online postgraduate Professional Certificate,Assessment and •Multisensory Tuition Diploma qualifications.Call us on 01784-222304 or visit our website. •Reading, Writing, Spelling •Numeracy Dyslexia and Dyscalculia What our delegates say about us: Adults/16+: •Supporting Adults with Dyslexia “This course wasvery informative and well •Study Skills presented. Excellent support from tutor with •Literacy with Assistive Technology quick and helpful responses. This has been my first experience with Dyslexia Action and Iintend to study further from here.”

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