Awards Ceremony for teachers celebrates improved support for dyslexia
On 30 January Deputy First Minister John Swinney presented awards to teachers who have excelled at helping children with dyslexia learn – and praised “tremendous progress” in offering support.
The General Teaching Council Scotland (GTCS) Professional Recognition awards go to people who have made an impact on the development of professional learning.
The awards coincide with publication of the Making Sense report which details progress made since Education Scotland’s 2014 review of dyslexia education. The review set out recommendations for improvements, including the introduction of professional learning to support learners with dyslexia.
Mr Swinney said:
“We want all children and young people with dyslexia to reach their full potential. That means all teachers must know how to understand the barriers dyslexia can cause for learning and what support is available. I am very pleased to present the first 10 GTCS Professional Recognition for Dyslexia and Inclusive Practice awards which recognise the significant impact recipients have made to the development of professional learning.”
GTC Scotland Chief Executive and Registrar Ken Muir said: “GTC Scotland has worked closely in recent years with Dyslexia Scotland and other similar bodies to support and publicise the valuable work they do. It is therefore a privilege to present so many teaching professionals with their Professional Recognition certificates for their participation in the Dyslexia and Inclusive Practice Pilot.
“Their dedication to enhancing and enriching their own professional knowledge is evidence of the committed and well-qualified teachers we have in the education system in Scotland. Their drive to be the best educators for our children and young people is an inspiration to the profession.”
Dyslexia Scotland Chief Executive Cathy Magee said: “Dyslexia Scotland is delighted to be part of this exciting event hosted by GTCS to celebrate the Professional Recognition in Dyslexia and Inclusive practice Awards of ten 10 teaching professionals as well as the publication of the final Making Sense Dyslexia and Inclusive Practice Programme Report.
“We welcome the extensive work carried out by these teachers and other participants in the pilot as well as by all the partners involved in taking forward the recommendations from the 2014 review. The report demonstrates many examples of improved practice in the identification and support of children and young people with dyslexia. I hope that the legacy and momentum of this vital work will continue to enable learners with dyslexia to reach their full potential.”
The Making Sense report outlines the tremendous progress made since 2014 in improving support, such as expanding the dyslexia toolkit, providing free online continuous professional development and ensuring better collaboration and is available here: https://www.gov.scot/publications/making-sense-programme-final-report/