School's involvement in a dyslexia programme

Our preference is to have as much involvement and co-operation from school as possible, even though this is not strictly necessary for the programme’s success.
A school can obviously choose not to get involved at all, but we do prefer to pass on to school as much information as possible. We have outlined
two levels of involvement schools can choose from.

LEVEL 1 - Training a teacher/tutor at GD (3 hours total)
If the learner's school is interested, a form-teacher, SENCO, special needs tutor, or a teaching assistant can come to us to participate in the last three hour of the programme, which is dedicated to training of a support-person. This provides staff with better understanding of the Davis approach and in turn facilitates better rapport and communication between learner, teachers and parents. In some cases a special needs teacher chooses to take on the role of support person in the important follow-up work.

If the learner agrees, a form teacher may be shown how to provide subtle reminders of using the learner’s newly acquired Davis tools for focusing and managing their energy in the classroom.

LEVEL 2 - Training at school (6 hours total)
The support training generally happens at the location where the programme is provided, but a growing trend is for the whole last day of a Davis programme to be staged at the learner’s school. This facilitates hand-over and training of staff that might want to support the learner during the approximately 50 hours of follow-up work which is needed. In this case, the school needs to provide facilities consisting of a table/desk where the Davis facilitator and the learner can sit quietly opposite each other and work with plasticine (avoid a carpet). The facility also needs to accommodate any support people wanting to be trained.

LEVEL 2 Schedule: During the three hour morning session of the programme's last day, the Davis facilitator is still finishing off the one-to-one programme with the learner.  If the client's program is at a point where observation would not interfere with the client's progress and the client is willing, support persons from the learner's school are welcome to sit in on the morning session to quietly observe the work in action. The three hour afternoon session is dedicated to training a support person(s) from the learner’s family or school as described above.
Axel Gudmundsson,
30 Oct 2011, 23:52