Upload
horatio-freeman
View
220
Download
0
Embed Size (px)
Citation preview
Dyslexia
What is Dyslexia?
‘Dyslexia is best described as a continuum of difficulties in learning to read, spell or write which persist despite appropriate learning opportunities. These difficulties are not typical of performance in most other cognitive and academic areas.’
There may be associated difficulties in such areas as:
Phonological processing Short term memorySequencingNumber skillsMotor functionOrganisational ability
What is Dyslexia?
(Developing a Dyslexia - Friendly Learning Environment DENI 2005)
General Indicators • Appears bright but unable to get thoughts on paper• Reading achievement is below expectation• Memory difficulties
• Poor planning and organisational skills• Apparent lack of concentration• Tires easily• Performance varies from day to day• A history of dyslexia in the family
Research shows that Dyslexia is neurologically based.
Indicators of Dyslexia 3-5 Years
Difficulties with:
• Talking and listening• Early literacy skills• Memory• Motor control• Behaviour
Indicators of Dyslexia 5-11 years
Difficulties with:Difficulties with:
• Talking and listening• Reading• Spelling• Writing• Memory• Behaviour
Indicators of Dyslexia Post Primary
Difficulties with:Difficulties with: • Speaking and listening • Reading• Spelling • Writing • Memory• Organisation and integrating thoughts• Motor coordination• Behaviour
Memory
Sensory Memory
Working Short Term Memory
Lostdiscarded
Long Term Memory
Retrieval
To remember something you must -
• Understand it• Get it into memory• Think about it often• Use it often
Memory
Children with dyslexia learn best when teachers -
• Explain things carefully and show how it is done
• Give time to listen, think, answer and write• Notice if they are having difficulty and offer
help• Write clearly on the board and provide printed
handouts etc.• Smile when they ask a question• Try not to shout or use sarcasm• Do not discuss their work in front of the class
Ethos and Culture School Policy
Staff Training
clear guidelines and eff ective use of multi-sensory teaching strategies
appropriate assessment using eff ective monitoring and reviewing policies
a commitment to putting policies into practice f rom all staff
adequate resources and material matched to pupils needs
appropriate use of I CT use dyslexia f riendly f onts, colour
and spacing on all documentation
recognition of the learning diff erence
commitment to awareness raising and training
nurturing success developing the competence and
capabilities of all learners promoting positive self belief eff ective measures in place to deal
with harassment or bullying related to SEN
a stress f ree environment
Partnerships
eff ective communication and liaison with parents
‘jargon f ree’ and collaborative communication with pupils
on going collaboration with outside agencies
allocation of time f or communication among staff
transition programme implemented
Dyslexia Friendly Schools
I dentifi cation, Assessment and Monitoring
dyslexia awareness training awareness of learning styles and
preferences. sharing good practice a commitment to training specialist
staff to support colleagues ‘inclusion’ in school improvement
plan ‘catch-up’ f or new staff
appropriate screening and assessment procedures
I EP target setting appropriate monitoring and evaluation adequate allocation of f unding f or
assessment resources access arrangements f or exams (if
applicable) agreed marking policy across all groups
Teaching Styles Self Esteem
Spelling
adopt realistic and attainable targets with pupils
positive classroom environment remember that laughter promotes learning
praise the partially correct teach organisational skills OK to ask questions, praise f or
asking build on pupil’s strengths and
interests time to listen, think and answer
shared learning objective structured, cumulative and
multi-sensory tuition short, quiet and specifi c
instructions, use pupil’s name practice and over learning are
vital f or success be prepared to explain things
many times and in a variety of ways.
modif y homework f ormat and expectations
Reading
select material to match current ability and interest level (80% readability)
modelled, shared and guided reading strategies
allow the right to pass during reading sessions
provide opportunities to reread f or comprehension
teach skimming and scanning skills use paired and peer reading
methods use of overlays/ reading rulers
Dyslexia Friendly Primary Classrooms
Writing
use a cumulative, structured and multi-sensory spelling programme
teach ‘See it right’ spelling strategy (f or use on the try page)
accept logical spelling (do not overcorrect)
highlight the tricky bits use mnemonics f or phonically
irregular words use games and I CT to develop
spelling skills and knowledge avoid ‘spelling tests’- no f ailure only
f eedback
introduce cursive writing at an early stage
minimise copying and avoid lengthy dictation, encourage proof reading
look f or quality rather than quantity
modelled, shared and guided writing use word walls and provide a ‘try
page’ f or all written activities provide pencil grips and a variety of
writing tools use bullet pointing or scaff olding
e.g. mind maps and writing f rames
Teaching Styles Self Esteem
Study Skills
OK to ask questions, praise f or asking, off er to help, show empathy
adopt realistic and attainable targets with pupils
build confi dence by development of strengths and interests
reward eff ort as well as success routine and clear instructions, using
positive oral and body language time to listen, think and answer develop eff ective organisational
skills
eff ective use of I CT and visual aids shared learning objectives provide f or a range of responses,
oral, written and practical diff erentiation learning styles and preferences skills teaching encourage by-pass strategies give clear instructions, use pupil’s
name modif y homework f ormat and
expectations
Reading
extra time to complete reading tasks
the right to pass check readability of texts (80%) abridged versions, DVDs rehearsal of subject specifi c
vocabulary reading buddies/ peer tutoring provide photocopies for
highlighting use dyslexia f riendly f onts, boxes,
coloured details on pastel paper
Dyslexia Friendly Post- Primary Classrooms
Writing
subject specifi c revision skills exam techniques provide questions with model
answers use memory aids and techniques avoid unnecessary rote learning encourage rehearsing, chunking and
give explicit instructions extracting inf ormation f rom text
and bullet pointing revision strategies to suit learning
styles
allow extra time / scribed work encourage the use of mind mapping minimise copying and avoid lengthy
dictation, provide handouts look f or quality rather than
quantity provide word walls and encourage
logical spelling (don’t over correct) highlight/ underline and explain
diffi cult spellings structuring and sequencing essays teach how to proof read, edit and
redraf t
Support Available
• School based practice• DE Materials : DVD/CD Rom and booklet• Educational Psychology• Peripatetic Support Service (PSS)
PSS Literacy Centre, Fortwilliam PSS Dyslexia Training Programme
Email: [email protected]
Useful ResourcesDeveloping a Dyslexia Friendly learning Environment: DE HandbookRemoving Dyslexia as a Barrier to Achievement: N Mackay: SEN Marketing (primary)
Dyslexia: Successful inclusion in the Secondary School: G Reid: David Fulton Publishers
Northern Ireland Task Group Report on Dyslexia (2002)http://www.deni.gov.uk/parents/special_ed_needs/dyslexia/dyslxa.pdf
Web sites:www.bdadyslexia.org.uk www.dyslexiaaction.org.ukwww.patoss-dyslexia.org