PSHE: dyslexia at P level 4

Begin by reading the information on the challenges faced by children with dyslexia across the curriculum and at all levels, plus the suggestions for inclusion.

The dyslexic pupil may struggle to remember the names of other pupils and the vocabulary to express themselves in social communication.

You can:

• Make the teaching approach as visual as possible and overlearn key concepts. Keep referring to any key concepts, even if on one occasion the dyslexic pupil appears to have understood, as they will forget very easily.
• Support automatic social conventions such as ‘hello’ and ‘goodbye’, prompting them and modelling what is required.
• Use circle time to boost the pupil’s confidence with games, such as ‘Stand up and changes places with someone if you have [brown hair, black shoes, white socks]’
• Use a multi-sensory role play approach with:
  • Props
  • Feelings cards
  • Modelling in playdough or Plasticine
  • Drawing pictures of pupils playing together with smiley faces
  • Don’t rely too much on explicit vocabulary; a pupil with dyslexia can often understand the concept but not be able to use the vocabulary to demonstrate their understanding verbally. Make sure their actions and responses to others, rather than their use of vocabulary, are used as a basis for assessing understanding.