17 Additional time is allowed within sessions for dyslexic pupils to process information and for reading and writing 18 Key points are reinforced and highlighted both orally and visually 19 Effective use is made of colour, visual aids, etc within presented information to highlight key points 20 Instructions and information are broken down into small steps with no more than 3 clear pieces of information being given at one time. Checks of understanding are made after each stage 21 Handouts conform to dyslexia friendly guidelines 22 Positive and constructive feedback is given to pupils at appropriate intervals 23 Homework tasks are clearly explained and homework instructions are written down for dyslexic pupils. (Home work is not set in that last few minutes of the session) 24 Marking criteria are clearly explained to pupils 25 There is a recap of the objectives and key learning points at the end of the session Observation Checklist Marking and Assessment –
17 Additional time is allowed within sessions for dyslexic pupils to process information and for reading and writing 18 Key points are reinforced and highlighted both orally and visually 19 Effective use is made of colour, visual aids, etc within presented information to highlight key points 20 Instructions and information are broken down into small steps with no more than 3 clear pieces of information being given at one time. Checks of understanding are made after each stage 21 Handouts conform to dyslexia friendly guidelines 22 Positive and constructive feedback is given to pupils at appropriate intervals 23 Homework tasks are clearly explained and homework instructions are written down for dyslexic pupils. (Home work is not set in that last few minutes of the session) 24 Marking criteria are clearly explained to pupils 25 There is a recap of the objectives and key learning points at the end of the session Observation Checklist – Marking and Assessment
BDA_Dyslexia_Friendly_Quality_Mark_for_Northern_Ireland_Schools_-_Additional_Useful_Documents.docx