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Just wondering- is there any support/consideration given to supporting dyslexic parents with children in GME?

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What technology is there to help kids with homework when advancing into high school, is there a Gaelic dictation software like you have in English

And also to the point above more support to understand how we can best support for example what do they do in school?

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Early identification and intervention is crucial, yet there appears to be no standard process for screening for phonological and literacy difficulties in early primary years at GME.

There has been work done on this by people like Fiona Lyon:

https://vimeo.com/103424921?embedded=true&source=video_title&owner=9236136

and the Phonological Awareness Assessment for Gaelic developed by Bun-sgoil Ghàidhlig Inbhir Nis:

https://highlandliteracy.com/2016/08/29/phonological-awareness-assessment-gaelic/

but there appears to be no coordinated programme or training for this across GME schools.

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Fiona Lyon Dyslexia Specialist/ASN Principal Teacher,  East Renfrewshire Council  Sarah MacQuarrie -  Lecturer, Psychology of E

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Learning Focus : - to identify the basis of the development,  and application of,  the Gaelic Phonological Screening test, Gaelic Reading test and related language assessment tools.

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There needs to be a clearer understanding of the difference between language acquisition difficulties (i.e with vocabulary and grammar) and literacy difficulties (i.e blending, decoding, phonological awareness). It is often assumed that literacy difficulties can be solved through greater language immersion but this is not the case.

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To what extent can the existing phonics programme for Gaelic, Fios air Fuaimean, be adapted for dyslexia screening and support?

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Dr Vicky Chondrogianni at Edinburgh University has also been working on research on identifying and supporting ASN children and those with language difficulties within GME:

https://www.ed.ac.uk/profile/vicky-chondrogianni

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It would be good to hear more from different GME schools about what they do to screen for and support dyslexia.

This should be included in the school handbooks so that parents have an understanding of how the schools address this when choosing a school for their child.

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To what extent do GME schools in Glasgow make use of the training provided by Glasgow Dyslexia Support Services?

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A Gaidhlig Additional Support Needs qualification should be created + offered. Support for Learning resources in English are great, but not everything translates well or even works in the same way in a different language. Being trained as a GME ASN teacher is a very different thing to being a trained ASN teacher who just happens to be fluent in Gaidhlig. This would lead to expert-led advice within a GME context being published and utilised by GME teachers when needed - a growing area in need of development. 

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A Gaidhlig Additional Support Needs qualification should be created + offered. Support for Learning resources in English are great, but not everything translates well or even works in the same way in a different language. Being trained as a GME ASN teacher is a very different thing to being a trained ASN teacher who just happens to be fluent in Gaidhlig. This would lead to expert-led advice within a GME context being published and utilised by GME teachers when needed - a growing area in need of development. 

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Help with homework

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More information on technology that can be used to aid writing/reading in the classroom.

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Visual stress screening could be helpful. Not all dyslexic children have visual stress but many do and coloured overlays or specific coloured tints in glasses can improve reading speed and comprehension. Not exactly geared to GME specifically but I know some schools in east ren have had schemes set up where suspect dyslexic children can be referred to the visual stress clinic at GCU.

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Study by Sarah MacQuarrie and Fiona M. Lyon on current state of assessment and support for learners with language difficulties in GME, from 2019, "Gaelic medium education linked to appropriate language assessment: an outline of the field and potential future directions"

https://pure.manchester.ac.uk/ws/files/67647201/AAM_version_Educational_Research_MacQuarrie_Lyon.docx

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As GME teachers we really need specific GME resources, training and support in order to support children with Dyslexia properly - we do not have any of this at the moment. We often end up translating English resources ourselves (but often this doesn't really work as the way the Gaelic and English language works are different) and for most pupils we end up just supporting them through English and not worrying about the Gaelic so much. This is a massive shame and doesn't need to be the case - these children could still complete tasks in Gaelic if the proper support was available. My council has had an ipad rollout where there is no Gaelic spellchecker, text-to-speech or even Gaelic keyboard available so no assistive technologies can be used in Gaelic. I feel that BnaG and Storlann and the local councils do not see this as an issue or a priority for them and the kids are loosing out on Gaelic as a result.

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As GME teachers we really need specific GME resources, training and support in order to support children with Dyslexia properly - we do not have any of this at the moment. We often end up translating English resources ourselves (but often this doesn't really work as the way the Gaelic and English language works are different) and for most pupils we end up just supporting them through English and not worrying about the Gaelic so much. This is a massive shame and doesn't need to be the case - these children could still complete tasks in Gaelic if the proper support was available. My council has had an ipad rollout where there is no Gaelic spellchecker, text-to-speech or even Gaelic keyboard available so no assistive technologies can be used in Gaelic. I feel that BnaG and Storlann and the local councils do not see this as an issue or a priority for them and the kids are loosing out on Gaelic as a result.

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I would love to join an online group dedicated to this topic!

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Gaelic-appropriate ASN resources should be developed independently and most importantly based on the Gaelic language system - too many policy papers & projects are done across the country which are mere translations of the English version. This is problematic when it comes to adapting support resources that are originally based on and worked around a completely different language system.  The largest challenge is that there is zero co-ordination ongoing for any/all GME ASN or SfL. If anything is happening in individual authorities it is completely Balkanised and you may or may not hear of something someone has done second or third hand. Storlann had a conference on the ASN topic 10+ years ago and if you ever enquire about ASN materials you usually get the link to this outdated event. How are we 'meeting the needs of all children' (as is required of us in the Scottish curriculum) when a Gaelic-speaking portion of the student body cannot access the curriculum due to having little or no support/resources to assist any literacy or neuro-diverse challenges.

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Gaelic-appropriate ASN resources should be developed independently and most importantly based on the Gaelic language system - too many policy papers & projects are done across the country which are mere translations of the English version. This is problematic when it comes to adapting support resources that are originally based on and worked around a completely different language system.  The largest challenge is that there is zero co-ordination ongoing for any/all GME ASN or SfL. If anything is happening in individual authorities it is completely Balkanised and you may or may not hear of something someone has done second or third hand. Storlann had a conference on the ASN topic 10+ years ago and if you ever enquire about ASN materials you usually get the link to this outdated event. How are we 'meeting the needs of all children' (as is required of us in the Scottish curriculum) when a Gaelic-speaking portion of the student body cannot access the curriculum due to having little or no support/resources to assist any literacy or neuro-diverse challenges.