Dr. Chris Reynolds is the author of the book “Global Logic”. He founded St, Andrews International School with the International Primary Curriculum, commonly known as IPC-UK. In an interview to Remediana Dias, he describes the IPC curriculum and how dyslexia friendly school policy is adopted by the school.Q.: Could you tell us about yourself?
A.: I founded the school along with my wife Sheena who is the Director of Learning Development at the school. While studying my Masters degree and Ph.D at Claremont University in UK, I was strongly influenced by Peter Drucker and Alvin Toffler. My study of law, ethics and government combined with several prominent management positions provided me with an objective foundation to start a new venture in the Middle East. That’s how I started the school with an IPC curriculum which has been developed by the education management company called Fieldwork Education Services for the Shell Refinery schools across the world. There are 300 schools using this curriculum including 150 in England and also the Emirates International School in Dubai.
Q.: What sets the IPC curriculum apart from others?
A.: The IPC is focused on developing a child’s learning ability and skill. Like the National Curriculum and the International Baccalaureate, it sets ‘milestones’—skill achievement levels for the children to reach throughout the education journey.
The IPC is based on an understanding of how the brain learns and allows us to motivate children toward achieving academic skills and their personal goals. It also allows us to develop their talents so that the children can increase their ability for intellectual reasoning. It focuses on how children learn and is based on the most recent knowledge of how learning takes place. The IPC is taught in units of work and seeks to inspire pupils to understand and improve their own learning.
The IPC presents the classroom as a ‘learning environment’ and sees the pupils as active learners. The learning process seeks to develop knowledge, understanding, skill and reasoning abilities.
Q.: What dyslexic-designed literacy programme does your school use?
A.: Full IPC Curriculum for English, differentiated to meet the needs of the dyslexic pupil, Wide range of reading schemes and materials. Toe-by-Toe, a multi-sensory, structured reading programme; Word Wasp; Starspell; Norrie; ARROW; Spelling Made Easy; Hatcher’s Phonological Awareness; Fernald Cards; Kingston (based on Hickey) Teaching Reading Through Spelling; Wellington Square; Fuzz-Buzz; Alpha to Omega; Complete Speller; Look Say Cover Write Check techniques – just to name a few.
Q.: How many dyslexic students does your school support at the moment?
A.: 50. We were established in 2000 to help children with dyslexia and associated learning difficulties. Ours is a whole-school approach.
Q.: How do you differentiate the support for the dyslexic children in the classroom?
A.: Children are grouped in English and Maths according to results from a Baseline Assessment, psychologist’s report and teacher assessments. Pupils have an Individual Education Plan and targets are set for speaking & listening, reading, writing, mathematics and PSHE. English groups are small and are supported by a qualified teacher who also holds specialist qualifications for teaching pupils with dyslexia. In addition, these groups are supported by a qualified classroom assistant so opportunities for tasks to be differentiated and individual are prevalent.
Q.: How do you monitor the dyslexic child’s success in their learning?
A.: We use summative and formative approaches. As above – Baseline Assessment at the start of the year using standardised, norm-referenced tests, re-tested in June to establish a coefficient and value added. Internal use of IPC Curriculum Assessment materials are very useful. Less formal assessments take place, sometimes weekly or after a particular topic or module has been taught. However, monitoring of course takes place after each piece of work is submitted. We adhere to a whole-school marking policy in which the marking should ‘enhance the pupil’s learning’. Pupils are made aware of error(s) made; a correct response is given; guidance on how to improve; a selected focus on particular errors or difficulties – with very sensitive feedback. Marking is carried out in green ink and effort and achievement in class is well rewarded. Work marked in this way for assessment and monitoring progress determines IPC levels and progress, informs future teaching and planning and helps determine future learning targets for the pupil’s IEP.
Q.: What study skills approaches do you use to help your dyslexic learners?
A.: Difference between close/scan/skim reading is demonstrated and modeled; note taking; use of highlighter; mind maps; trigger words; subject-specific key vocabulary; story/planning boards; note taking in pictorial form/simple word abbreviations; CLOSE procedures – many more.
Q.: What strategies do you apply to help other students with specific learning difficulties? (ADHD, NVLD, Aspergers)
A.: On-site support and guidance from very highly qualified Speech & Language and Occupational Therapists. Our OTs are very knowledgeable in Sensory Integration Therapy and have experience of working with pupils with ADHD and NVLD as well as pupils on the Autistic Spectrum. Routines are adhered to as much as possible with plenty of warning of change for those pupils with mild Asperger’s). Pupils with ADHD often take Ritalin or an equivalent form of medication. Their activities are often changed more frequently to assist focus, allowed to move from their seat, some have ‘squeeze balls’ etc. We adopt a calm, non-confrontational approach where every child matters. Pupils are listened to, classroom and school rules are carefully explained and a common, consistent approach is made by all staff.
Q.: Does the school apply counseling approaches in the school to help the dyslexic learner?
A.: Yes. We have well-qualified counselors who meet individual pupils, we run a social skills/communications group and all pupils have a lesson or lessons with their Tutor. We operate an open-door policy and pupils are aware they can approach any adult with worries or concerns and they feel assured that this will be acted upon.
Q.: What positive behaviour approaches do you apply to support children with oppositional defiance?
A.: We identify possible ‘triggers’ as quickly as possible: antecedents/behaviour/consequences. Pupils are set boundaries and targets, staff are non-confrontational, targets are small, achievable and realistic. Sanctions are fair and these are explained to the individual concerned. Pupils who present this behaviour (although they are rare in this school) are also given an IBP (Individual Behaviour Plan). Also used are time-out strategies, a chosen or specific place to sit quietly and reflect, return when calm, etc.
Q.: What ITC software do you use to support your dyslexic learners?
A.: Interactive whiteboards are installed in all maths, science, junior classrooms and, of course, ICT suites. There are two ICT suites, each equipped with 14 computers; in addition there are at least two in every classroom. All are networked, Internet Linked (filtered). There is a HUGE range and much too long to list here. Programs are available for maths, English, science, humanities and so on - Microsoft Office, Learn to Type, Starspell, multi-media programs, data logging and so on. We also have voice activated and speech recognition computers.
Q.: What diagnostic approaches do you use to identify children with specific learning difficulties?
A.: Internal approaches include the use of the Aston Index, Bangor Materials and the Nicholson/Fawcett diagnostic tests. We also look at short term and working memory, sequencing skills, phonological awareness and miscue analysis techniques to determine reading strategies. These are a few examples of good practice here.
Q.: Have you designed specific teaching tools to support your dyslexic learners? (Games etc.)
A.: In the junior classrooms numbers, ordered 1-20, and alphabet are on tables; number and table squares are made by the pupils; visual or pictorial timetable; cursive hand alphabet is in every English classroom; teacher-made spelling and reading games and flashcards, etc.
Q.: How do you develop written skills?
A.: By listening to quality writing – stories, poems; use of modeling techniques, teacher demonstrations, collaborative group writing, storyboards.
Q.: What controlled reading text do you use?
A.: On-site support and guidance from very highly qualified Speech & Language and Occupational Therapists. Our OTs are very knowledgeable in Sensory Integration Therapy and have experience of working with pupils with ADHD and NVLD as well as pupils on the Autistic Spectrum. Routines are adhered to as much as possible with plenty of warning of change for those pupils with mild Asperger’s). Pupils with ADHD often take Ritalin or an equivalent form of medication. Their activities are often changed more frequently to assist focus, allowed to move from their seat, some have ‘squeeze balls’ etc. We adopt a calm, non-confrontational approach where every child matters. Pupils are listened to, classroom and school rules are carefully explained and a common, consistent approach is made by all staff.
Q.: Does the school apply counseling approaches in the school to help the dyslexic learner?
A.: Yes. We have well-qualified counselors who meet individual pupils, we run a social skills/communications group and all pupils have a lesson or lessons with their Tutor. We operate an open-door policy and pupils are aware they can approach any adult with worries or concerns and they feel assured that this will be acted upon.
Q.: What positive behaviour approaches do you apply to support children with oppositional defiance?
A.: We identify possible ‘triggers’ as quickly as possible: antecedents/behaviour/consequences. Pupils are set boundaries and targets, staff are non-confrontational, targets are small, achievable and realistic. Sanctions are fair and these are explained to the individual concerned. Pupils who present this behaviour (although they are rare in this school) are also given an IBP (Individual Behaviour Plan). Also used are time-out strategies, a chosen or specific place to sit quietly and reflect, return when calm, etc.
Q.: What ITC software do you use to support your dyslexic learners?
A.: Interactive whiteboards are installed in all maths, science, junior classrooms and, of course, ICT suites. There are two ICT suites, each equipped with 14 computers; in addition there are at least two in every classroom. All are networked, Internet Linked (filtered). There is a HUGE range and much too long to list here. Programs are available for maths, English, science, humanities and so on - Microsoft Office, Learn to Type, Starspell, multi-media programs, data logging and so on. We also have voice activated and speech recognition computers.
Q.: What diagnostic approaches do you use to identify children with specific learning difficulties?
A.: Internal approaches include the use of the Aston Index, Bangor Materials and the Nicholson/Fawcett diagnostic tests. We also look at short term and working memory, sequencing skills, phonological awareness and miscue analysis techniques to determine reading strategies. These are a few examples of good practice here.
Q.: Have you designed specific teaching tools to support your dyslexic learners? (Games etc.)
A.: In the junior classrooms numbers, ordered 1-20, and alphabet are on tables; number and table squares are made by the pupils; visual or pictorial timetable; cursive hand alphabet is in every English classroom; teacher-made spelling and reading games and flashcards, etc.
Q.: How do you develop written skills?
A.: By listening to quality writing – stories, poems; use of modeling techniques, teacher demonstrations, collaborative group writing, storyboards.
Q.: What controlled reading text do you use?
A.: Reading is individual, group- or class-based. Individual reading schemes, dependent on reading age, include- Fuzz Buzz, Oxford Reading Tree, Flightpath to Reading, Longmans Reading World, too many to list. Group or class reading could be selected texts or passages, plays, stories or poems – often abridged classics or materials recommended by the QCA or NLS.
By Remediana Rodrigues e Dias
Special Educator,
British Institute for Learning Development,
Jumeirah, Dubai, U.A.E.
By Remediana Rodrigues e Dias
Special Educator,
British Institute for Learning Development,
Jumeirah, Dubai, U.A.E.
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