Policy and Strategy: Addressing Dyslexia in Educational Settings

This essay examines the concepts of policy and strategy within the context of education, specifically addressing the challenges faced by individuals with dyslexia. It defines policy and strategy, highlighting the difficulties dyslexic individuals encounter in processing language. The essay analyzes Singapore's efforts to extend the Compulsory Education Act to children with special needs and discusses the importance of compliance frameworks in policy implementation. It emphasizes the role of inter-professional learning in enhancing the quality of care and collaboration, while also acknowledging the impact of economic pressures on service delivery. The essay recommends a harmonized framework to promote inter-professional learning and suggests strategies like didactic components and service learning to enhance compliance with disability acts. In conclusion, the essay underscores the importance of upholding policies that promote the welfare of individuals with disabilities.

Running Head: Policy and Strategy
Policy and Strategy
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Policy and Strategy
Policy is defined as a set of common regulations and rules which form the basis of day to day
decisions of an organization. On the other hand, strategy refers to the best plan that is chosen
from several other plans aimed at achieving the objectives of an organization. Individuals
suffering from dyslexia experience difficulty in the processing of language and the symptoms
consist of trouble with spelling, reading and writing (Hannell, 2013). For instance, words and
letters maybe pronounced or written backwards. Various policies have been adopted to ensure
national inclusiveness especially in the education sector. For example, the government of
Singapore sought to extend the Compulsory Education Act to children with severe to moderate
special needs to take effect from 2019 (Tan, et al., 2017). They will be required to attend schools
which are publicly-funded, just like all other children in the country. However, just like several
other policies, I feel that this particular policy doesn’t sufficiently outline how compliance will
be ensured. Therefore, such a policy is likely to be constrained by the fact that some parents may
not be willing to send their children to school for fear of them being seen in public. When
formulating policies and strategies, it is always essential to clearly set out a framework that will
ensure compliance. On the other hand, inter-professional learning helps to enhance the quality of
care and collaboration. With often changes of policy and strategy in the field of learning
disability, different relationships of working for professionals with respect to interagency and
inter-professional collaboration have emerged (Littlechild & Smith, 2013). However, I feel that
various aspects such as economic pressures have contributed to agencies providing resource-led
instead of needs-led services. This has led to shattered services and rigidity between groups of
professionals experiencing inflexible alternatives aimed at meeting the long term needs of
persons with disability. It is recommendable to incorporate a harmonized framework that
promotes inter-professional learning in designing user friendly policies and strategies. However,
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Policy and Strategy
the level of commitment by the key players in regards to policy and strategy formulation and
adoption is questionable. One of the strategy that could be used is the didactic component
whereby learners are assigned small group sessions (Bridges, et al., 2011). Here, individuals are
committed to the learning concepts of collaborative care for persons with disabilities, inter-
professional advocacy teams, service learning and assessment and advocacy. The other strategy
involves service learning where the learners would work as inter-professional teams to pinpoint
community partners and engage in community projects in providing services, in our case,
disability oriented services. By doing this, the level of compliance with disability and dyslexia
act will be enhanced in different orientations.
In conclusion, it is important to understand that people living with disabilities face many
challenges in all aspects of life. Therefore, we should always commit ourselves in upholding
policies that promote their welfare.
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Policy and Strategy
References
Bridges, D. R. et al., 2011. Interprofessional collaboration: three best practice models of
interprofessional education. Medical Education Online, Volume 16. doi: [10.3402/meo.v16i0.6035]
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3081249
Hannell, G., 2013. Dyslexia: Action Plans for Successful Learning. s.l.:Routledge.
Littlechild, B. & Smith, R., 2013. A Handbook for Interprofessional Practice in the Human Services:
Learning to Work Togethe. s.l.:Routledge.
Tan, O. S., Low, . E. L. & Hung, D., 2017. Lee Kuan Yew's educational legacy : the challenges of success.
Singapore: Springer.
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