Compliance with the disability and dyslexia act

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Discuss Policy and strategy including interprofessional learning and compliance with the disability and dyslexia act

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 may be pronounced or written backward. 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 that 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 disabilities. It is more


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]

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 Together. 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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Compliance with the disability and dyslexia act

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