Scottish Education Debate: Dyslexia and Curriculum for Excellence - Essay Example

Scottish Education Debate: Dyslexia and Curriculum for Excellence Scottish government have demonstrated concern in devising literacy plans which will ensure inclusion in education. The Scottish government has been instrumental in creating policies that influence the provision of education in Scotland. The debate on the standard of education does not only touch on the system that the education sector would employ in delivering the set objectives but also factors influencing the curriculum development. For instance, Act 2000 defined the nature of Scottish education system. Since the act touches on literacy aspects, its introduction amount to debate from stakeholders in the education sector. This paper will discuss the relevance of dyslexia and Curriculum of Excellence. The Relevance of Dyslexia Debate on Literacy across Learning Educators and the Scottish government have demonstrated concern on the literacy trend in the country. While studies show that most children develop literacy skills during early stages of learning, adult literacy survey conducted in 2009 indicated that literacy skills is concern that the government should address (The Scottish Government 5). The survey indicated that some adults had limited capabilities in demonstrating their literacy skills. The findings of the survey pointed on the nature of literacy program that children received in their early stages of learning. A proposal about a special concern to children with dyslexia disability is very critical because it influences individual literacy skills. The Additional Support for Learning Act 2004 sought to provide inclusive education. The proponent of the act observed the special needs of children with learning disabilities. Education psychologists propose special attention to children with dyslexia conditions. In most cases, the dyslexic children demonstrate the following difficulties when learning (Donnelley 12). Auditory or visual difficulties, phonological difficulties, language difficulties, short memory or work retention, weak concentration, inconsistent spelling, inability to copy notes, and poor self image among other literacy impairment. The above challenges that dyslexic children receive in education system call for special response or a different approach, which does not reflect the trends applicable in normal school programs. The priorities of the Learning Act 2004 are critical to the mode of classroom delivery because it dictate identification of the pupil’s talent as well as his or her mental and physical abilities (Ellis 8). The potential of a young child would be evident through the displayed abilities. In the same way, dyslexic has potential, which the educators are able to tap when they receive a special concern. Inclusion policy addresses concern of every child. This means that the education system must have special provisions for children facing the dyslexic condition. Critics in the education sector believe that introducing inclusive education system would amount to creation of special centres of where the attention of children with disabilities can achieve full attention. It would be a disservice when a child suffering dyslexia does not receive social support from the teachers as well as the parents. Psychological theories of learning describe various stages of development as well as the observable responses from the learners. However, some learners fail to demonstrate the normal trends. While the circumstances within the child’s environment would be instrumental to learning as argued by Bandura theory of visual learning, some children demonstrate unusual response to the environment (Pirrie 13). Learning process is difficult especially in an environment where the learner feels withdrawn. Psychologists associate lack of attention or short memory as symptoms of dyslexia (Connelly, et.al 181). In such situation, the teacher will have to offer additional attention to the child or use other supportive learning materials to deliver in classroom. However, addressing the difficulties that the dyslexic children face in general classroom would amount to denial of education right. Various researches on dyslexia in Scotland in relation to education system have focused on the following. First, the views of authority with respect to dyslexia. Second, range of intervention that includes specialists’ units or specialists’ teachers. Third, teaching or programme approach used the authority. The authorities have demonstrated varied practices in handling dyslexic conditions in schools. Authorities that address the conditions of the dyslexic children by applying multi sensory education approach have demonstrated impressive result in handling or promoting the inclusion-learning program. Studies show that many children respond positively to instances where the learning program includes multi sensory approaches in disseminating information to children (Elliot 13). Psychologists relate cognitive development to learning conditions. For instance, psychosocial theory of Erickson posits that parental attachment and security are critical to learning (Cowan & McMarty 12). Since children require developing security and confidence in their immediate environment, special education attention must accompany the education program of the dyslexic. This approach does not only enable them to boost their confidence in education but also helps in cementing the information the teacher is trying to teach. For instance, some dyslexic children fail to interpret the previous information they learnt. Such situations dictate that the teacher has to repeat the content again. Curriculum of Excellence The debate on Scotland curriculum did identify various components of the curriculum that are unproductive in preparation of children for the 21st century. Literacy has been a great concern that the curriculum for excellence sought to address. The Curriculum of Excellence is a document reflects various concerns that the education system needs to adapt. The proponent of the curriculum change pointed out that curriculum affects the desires of the society. This argument related factors such as economic performance, social development, and political development in Scotland. The result of the above relation was the creation of an inclusive curriculum i.e. curriculum of excellence. First, since educational system is changing in response to technological change a formidable change is imperative in the education sector. The curriculum of excellence addresses the following objectives; contribute to successful learners, responsible citizens, effective contributors and confident individuals to the society (The Scottish Government 7). In the above sense, the curriculums complement the support of the communities and the families. In the Piaget theory of development, he posited that environmental influences are instrumental to later stages of life (Priestly 15). The confidence that a child builds in early stages of life contributes to his attention in class and attitude in later years. Thus, the present focus through learning methods would contribute to effective character building. Largely, the curriculum of excellence dwells of how to develop the abilities of the current children into productive and reliable citizens to the society. The scope of literacy programme defined in the curriculum for excellence has emphasised on literacy development during early stages of learning. The schooling process in this curriculum begins at 3 years and end 18. Integrating various programs that are relevant to the needs of the society is vital in producing the desired outcome. Educators believe that schools and education settings can foster responsibility, tolerance, respect when the learners practice the values they acquire through the education system. The schools and the educators should demonstrate that they are able to support the ambition of the children. Since curriculum is a guide towards what the teachers should impart at various stages of education, its effectiveness would influence the outcome of learning. Learning process occur in a multi dimensional environment i.e. mathematically, technological, environmental, social, scientific, economic, scientific, political, and linguistic context not forgetting, sports, culture and arts (The Scottish Government 6). The curriculum has to blend all the above factors in order to achieve the desires of the society. Specifically, the design of the curriculum addressed how to develop literacy skills during the early stages of learning and how to integrate the skills during later years. It gave special attention to children with learning disabilities and poor families. In the curriculum design, the literacy factor has influenced the choice of curriculum development because learning should motivate, challenge, and engage the learner. The design must accord the learner with the opportunity to develop creativity as well as supporting the learner to achieve his desired ambitions. It emphasises on teacher and parental assistance in building literacy skills. Curriculum of Excellence has broad context geared towards meeting various changes in the society. In this sense, the classroom activity should develop the learner to meet the challenges in outside environment. The curriculum recognises progression of stages where an early stage leads to the next. Building knowledge in these stages enables the learner to prepare in meeting future challenges. The routes of meeting the challenges should be open to the learner. The curriculum also thought of how to increase the intellectual rigour (The Scottish Government 15). Other than the above, the need to observe individual interest is a critical factor that the curriculum has addressed. Each person has a given desire, which leads to a specific career path. The choice of a given career path should not be subject to curriculum; instead an individual should develop personal interest. In conclusion, the Scottish literacy debate touches in influences that are critical to educational development. Dyslexia poses great challenge to child education because it influences the mode of learning. A special attention designed to avert the challenges of dyslexic conditions calls for multifaceted mode of learning. The development of curriculum of excellence sought to address the emerging changes in the twenty first century. The curriculum integrates the desires of the learner and the trends in the society in order to develop viable and responsible adult. Work cited Connelly, Vincent, et.al. Contribution of Lower Order Skills to the Written Composition of College Students With and Without Dyslexia. Developmental Neuropsychology, 29(1), 175-196.Print. Cowan, M. Elaine & McMurty, C. David. The Education of Education for Citizenship in schools in Scotland: a research report. Curriculum Journal. Print. Curriculum for Excellence Factfile – Literacy across Learning. Web 28 May 2012 Donnelley, RR. Education for learners with dyslexia. Web 28 May 2012 from http://dera.ioe.ac.uk/240/1/eflwd.pdf Elliot, L. Dely. et.al. Literature Review of Current Approaches to the Provision of Education for Children with Dyslexia. Web 27 May 2012 from http://www.educationscotland.gov.uk/inspectionandreview/Images/lrcapecd_tcm4-712884.pdf Ellis, S. et.al. Special Education Needs and Inclusion: Reflection and Renewal. Web 27 May 2012 from http://www.nasuwt.org.uk/consum/groups/public/@education/documents/nas_download/nasuwt_000619.pdf Pirrie, Anne, et.al. Mainstreaming Pupils with Special Educational Needs: an evaluation. Web 27 May 2012 from http://www.scotland.gov.uk/Resource/Doc/89188/0021334.pdf Priestley, Mark, et.al. Teacher learning communities and educational change in Scotland: the Highland experience. British Educational Research Journal Vol. 37, No. 2, April 2011, pp. 265–284.Print. The Scottish Government. A Curriculum for Excellence. Web 27 May 2012 http://www.scotland.gov.uk/Publications/2004/11/20178/45862#1 www.ltscotland.org.uk/commstoolkit The Scottish Government. Literacy Action Plan. Edinburg: APS Group Scotland. 2010. Print. Read More