Jacqueline Morley, Education Advisor at the General Teaching Council; Monica Nelson (teacher); Cathy Magee, Chief Executive of Dyslexia Scotland (Image: Dave Ferguson Photography)

Stirling teacher recognised with award for helping dyslexia learners

by · Daily Record

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A Stirling teacher was among 46 educators attending a prestigious award ceremony at the Barracks conference centre to receive a certificate for completing the Professional Recognition in Dyslexia and Inclusive Practice qualification.

The specialist award, which aims to improve support of dyslexia and inclusive practice in Scottish schools and colleges, is delivered annually by Dyslexia Scotland and Education Scotland and is accredited by the General Teaching Council for Scotland.

Monica Nelson, Inclusion Lead and Support for Learning Teacher, Stirling Council said: “The programme gave me the dedicated time to reflect and deepen my understanding of inclusive practice.

“Giving dyslexic learners the tools they need to learn independently amongst their peers, discover their strengths and thrive in the classroom (and beyond) is a true privilege.”

Elaine Napier, GTC Scotland’s Head of Education and Standards, said: “The Professional Standards for Teachers include specific recognition of Additional Support Needs and I am delighted that this cohort of teachers have achieved Professional Recognition in Dyslexia and Inclusive practice.

“This award recognises the teacher as an accomplished practitioner in line with the Standard for Career-long Professional Learning, whose practice is underpinned by ongoing reflective enquiry.

“Enhanced reflective practitioner enquiry is central to being and growing as a teacher in Scotland and has benefits for teachers, their colleagues and learners.”

Cathy Magee, Chief Executive of Dyslexia Scotland said: “We’re immensely proud of these dedicated educators for their commitment to inclusive practice.

“Around one in ten learners in Scottish schools are dyslexic.

“Figures from the latest Scottish Government Pupil Census Report indicated that less than 40 per cent of the estimated 70,500 school-aged dyslexic children and young people with dyslexia are receiving any kind of support for their dyslexia.

This shocking figure underlines the need for dyslexia-aware teachers with the skills and knowledge to help them reach their potential.”

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