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Learning outcomes• Define dyslexia and ‘autistic spectrum
disorder’• To consider aspects of literacy presenting
difficulties to such learners.• To discuss good practice for working with such
learners.
We are all disabled
What labelled disabilities are there?
BipolarADHD Autism Dyslexia Sensory Dyspraxia
•Self-fulfilling prophecy
•Rosenthal and Jacobson (1968)
•Pupils with learning difficulties (Good and Brophy, 1984)Teacher smile at them less often; they call their names to answer a question less often; they demand less work from them
20% - learning difficulties physical, sensory, emotional, behavioural
Cited in Doyle, 1996: 72
Autism – what do you know?
Valuing the learner’s voice“I have Asperger's Syndrome, a 'milder' form of Autism, (yeah right!). That means that I have difficulties with social interaction, communication and imagination. Of course you could say that that is a matter of opinion because after all, interaction and communication are a two way thing - maybe I have it right and others have the difficulties!!”
(Luke Jackson, aged 14)
http://www.theaudiobookmart.com/audiobook.php?abid=BK_RECO_000322
The learner’s voice• http://www.bookbrowse.com/excerpts/index.cfm/book_number/1252/page_number/3/index.cfm?
fuseahttp://www.telegraph.co.uk/news/uknews/law-and-order/9142946/Police-officers-assaulted-autistic-boy.htmlction=printable&book_number=1252
What does it feel like?
http://simdis.jisctechdis.ac.uk/Autism/autismhome.htm
Background• Autistic Spectrum Disorders: communication,
imagination and socialisation. We are all on it -AQ
• First described by Leo Kanner in 1943.
• ASD affects 1 in 100 people, approximately and is more prevalent in males (National Autistic Society).
Autistic Spectrum Disorders
(The Triad of Impairments)
Social interaction
Social Communication
Social imagination
Lack of interest in
others
no understanding of body language / facial expression
communicates to express needs only
excessive talking or no talking
at allirrelevant
aspects brought into
conversation
taking everything
literally
repetition of
phrases
aloof and withdrawn
lack of eye contact or
body language
passive in conversation
involved but inappropriate
actions
difficulty accepting the
ideas of others
inflexible in behaviour
relies on set
routines
inability to transfer
skills
'role plays' characters
unable to predict
situations
unable to interpret
signals and moods
Inability to interpret words
Difficulty in making friends
obsessive and compulsive tendencies
What might it mean in your lesson?
Autistic Spectrum Disorders
(The Triad of Impairments)
Social interaction
Social Communication
Social imagination
Difficulty in accessing group activities / games
May annoy others in group / be
misunderstood
Unable to express views and opinions
in discussion
Inability to infer meaning in text or
speech
Inapproriate behaviour leads to exclusion by others
Lack of participation in lesson
Cannot 'see' reason for certain activities / learning
outcomes
Odd, repetitive or compulsive
behaviour, not linked to lesson
Inflexible if learning situation / style
changes
Takes no interest in peers / shared work Body language and
eye contact not indicators of
learning
Refusal to access learning materials
Unable to accept the views and
opinions of others
Cannot apply skills learned to a new
situation
Literacy and language difficultiesSome learners on the autistic spectrum may have particular difficulties with:
• Speaking and listening – following ‘conversational maxims’, using/recognising paralinguistic features, prosodic features, functions of speech, adopting different registers.
• Reading - understanding any ‘non-literal text’, inference, de-coding unfamiliar words, idioms or figurative language, unfamiliar typeface, using semantic reading cue.
• Writing - about other people, re-presenting information, understanding text genre, phonically irregular spelling, handwriting.
ESOL and ASDThe issues for adult literacy learners and ESOL learners are largely the same, but additional issues will appear with:
• ‘Interlanguage’ issues – the move between different syntactical patterns and vocabulary (especially where a word does not exist in first language) may present increased difficulties.
• Paralinguistic features – the lack of acceptance and use of ‘cultural alternatives’.
• Cultural recognition – some languages have no word for ‘disability’ or ‘learning difficulty’ and some cultures would not, therefore, recognise ASD; some would see it as highly detrimental.
• Diagnosis – unless educated for some time in the UK, formal diagnosis is less likely.
Some brain-based explanations
Diagram Source: http://www.patient.co.uk/showdoc/21692469/
A) The cortex
http://health.ucsd.edu/news/2011/Pages/11-08-autism-neurons.aspx
C) The cerebellum
http://www.autcom.org/articles/Cerebellum.html
B) The limbic system
http://legacy.autism.com/medical/limbic.htm
• What can we do?
Learning styles and inclusive practice
Howard Gardner's 7 Intelligences
Logical mathematical
Kinesthetic
Musical
Language
Intrapersonal
Interpersonal
Visual spacial
Kinaesthetic
Further reading
DysLexicos
‘Dyslexia is a specific learning difficulty of neurological and biological origin that is most often characterized by a significant discrepancy between measures of working memory and reasoning ability together with a weakness in the speed of processing information that may be manifested through weaknesses in a variety of educational attainments, particularly literary skills, as well as everyday tasks’
Lawrence, 2009: 38-39
ReserchAsisstent
KloZing Dait: oh3-tooØØ11 SallarRee: BannEdd Fiyv, AytEen, 7Øniyn pownz - - TweNteeWun,68Wun pownz pURr anNem (prOw raRtur fourpart tiym ars)Deppartmunt: WourSSter Bizness Skool - SenTEr foRe PeEpl @ Werk (SeaPeA@Dubbleyou) ARS: FlecKsabl beTweAnØ.6 FTE andfOoltIym (thertee7 ars purrweak) - buyneggociacean Start Dayt: AzsooNazpoSsable Dyouracean: Apoyntmant to0thurteefurst Jooliy2ØØ9inisherlee Ressponssabl tWo: Dirrekterof SeePee@Doubleyoue Ressponsabl fOUr: EnN/ay Inturvuedayt: NiynteanthMrcahTWOØØ11
• What does it pay for 21+?• How many hours per week?• What’s the closing date for applications? • When are they interviewing?
Opposing hand up and say the third word of the question backwards
ReserchAsisstent
KloZing Dait: oh3-tooØØ11 SallarRee: BannEdd Fiyv, AytEen, 7Øniyn pownz - - TweNteeWun,68Wun pownz pURr anNem (prOw raRtur fourpart tiym ars)Deppartmunt: WourSSter Bizness Skool - SenTEr foRe PeEpl @ Werk (SeaPeA@Dubbleyou) ARS: FlecKsabl beTweAnØ.6 FTE andfOoltIym (thertee7 ars purrweak) - buyneggociacean Start Dayt: AzsooNazpoSsable Dyouracean: Apoyntmant to0thurteefurst Jooliy2ØØ9inisherlee Ressponssabl tWo: Dirrekterof SeePee@Doubleyoue Ressponsabl fOUr: EnN/ay Inturvuedayt: NiynteanthsMrachTWOØØ11
Leftrightleftrightleftright…
• Port is left starboard is right
• Port has a green light, starboard has a red light
• Dexter is right, sinister is left
• http://simdis.jisctechdis.ac.uk/Dyslexia/dylexiahome.htm
What do you already do for dyslexic pupils?
Support strategies• Write down main points • Use pictures, flow-charts, mind-maps• Colour all crucial information on the walls• Practical/kinaesthetic work• Interact one-to-one• Signpost topics and key points• Allow students time to absorb information.• Use recorders• Always give out homework instructions ready printed• VAK• ‘primacy and recency’ rule• Use a font without serifs; Arial or Comic Sans.• Print some copies on blue and cream paper.
Your score out of 13?
Kussmaul 1877 – word blindnessBerlin 1877 – dyslexiaHinshelwood 1895 – congenital Norrie 1938 - organisation for dyslexic people
Miles and Miles 1990 Dyslexia: A Hundred Years On
History of dyslexia
‘It is illogical for a person to say, ‘My child cannot read because he is dyslexic’...It tells us no more than saying a person is bleeding badly because he has a haemorrhage or that someone has a high temperature because they are feverish.’
Doyle, 1996: 69
Pumfrey and Reason (1998) 11 definitionsRice and Brooks (2004) 40 definitions
Cited in Mortimore, 2008: 50
‘It seems to be a natural human phenomenon to want to classify events and concepts and then apply labels to them....the use of the label ‘dyslexia’ should present no problems just as long as it is understood that it may describe a variety of behaviours...it remains a challenge to educate the public regarding the concept of dyslexia’Lawrence, 2009: 139-140
AlexiaAuditory dyslexiaDeep dyslexia vs Surface dyslexia (rules)Dysphonetic dyslexiaGraphemic processor dyslexiaHyperlexia (speaking)Morphemic dyslexiaSemantic processor dyslexiaStrephosymbolia (mirror)Visual processor dyslexia
Doyle, 1996: 70-71
PhonemesGrigorenko (1977) Chromosomes 6 and 15 linked to a weakness in phonological awareness
LateralizationMcLoughlin et al (2002) memory in the right and left frontal lobe, right more than left (Galaburda, 1989) but less dominance so ‘confused laterality’
MagnocellularStein and Walsh (1997) speed of movement between cells
Dyslexia
sequencing
memoryvisual
processing
speech processing
automaticity
left/rightconfusions
time management
spellingessay
structure
visual memory
visual discrimination
Meares/Irlen
syndrome
phonological awareness
articulation may be fine
long term
memory OK
visual and
auditory loops poor
overall picture good
OK for e.g.
bicycle, swimming
Not OK for
coding and
decoding
auditory discrimination may be fine
What does it mean for your lessons?
How do I recognise a dyslexic pupil?
*They ask the right questions, lively and interested, but any written work is relatively poor and/or poor handwriting.
*They arrive late, hand in work late
*They mix up instructions
Typical issues
Reading – 86%Spelling – bizarrreLeft-right – 67%B and d – 65% Sentence memoryRhyme
Miles (1983) cited in Doyle, 1996: 91-97223 pupils
Gardner, dyslexic people have a different way of learning
Intelligences: kill smn
Teacher Response 1Multiple Intelligence
Teacher Response 2
Mindmaps
Previous experience of lifeShared knowledge
Purpose of languageLanguage structures
Letter soundswords
Reason 1990
‘Effort after meaning’
Bartlett 1932 cited in Pumfrey and Reason, 1991: 59-60
Information processing: dyslexia
Possible strengths
• Colour• Pics, diagrams, • Talk• Hands-on stuff• Empathy • Logic
Likely weaknesses
• Black on white text• Tracking print• Copying• Remembering
short-term
Fernald Multisensory ApproachOrton-Gillingham MethodGillingham-Stillman Alphabetic MethodAlpha to OmegaEdith Norrie Letter CaseThe Bangor Teaching ProgrammeBannatyne’s Colour PhonicsThe Hickey MethodPeabody Rebus Reading ProgrammeAston IndexAston Portfolio AssessmentSpelling Made Easy (Brand, 1984)The Icon ApproachReading Recovery (1988)The English Colour Code Programmed Reading Course (1976)Patterns of Sound (1968)Pictogram System (1973)Signposts to Spelling (1978)ARROW (Aural – Read – Respond – Oral – Written) (1990)Attack – a-TrackSimultaneous Oral SpellingPsycho-motor programmesEmbedded picturesMnemonic drawingsFinger spellingSyllabificationCursive script
Teacher solutions
http://www.dys-add.com/DV3Handout.pdf
Screening and assessment• LADS; Lucid Adult Screening Test is available
on UW campus terminals. Cost to student £100
Bibliography
Bennett, D. 2006 Dyslexia Pocketbook Teachers’ pocketbooksBuzan,T. 1997 The Mind Map Book London : BBC Saunders & White 2002 How Dyslexics Learn Evesham: patossEckersley, J. 2004 Coping with Dyspraxia Sheldon PressBiggs, V. 2005 Caged in Chaos Jessica Kingsley Pubs.Mortimore T 2008 Dyslexia and Learning Styles Chichester: John Wiley and SonsHunter-Carsch M and Herrington M 2001 Dyslexia and Effective Learning London: WhurrPumfrey P and Reason R 1991 Specific Learning Difficulties London: RoutledgeDoyle J 1996 Dyslexia: an Introductory Guide London: Whurr PublishersMassey J 2008 Meeting the Needs of Students with Dyslexia London: Network ContinuumEdwards J 1994 The Scars of Dyslexia London: CassellStirling EG 1987 Help for the Dyslexic Adolescent Chippenham: St David’s CollegeTurner E and Pughe J 2003 Dyslexia and English London: David Fulton PublishersBritish Dyslexia Association www.bda-dyslexia.org.ukDyslexia Institute www.dyslexia-inst.org.uk
More information
British Dyslexia Association www.bda-dyslexia.org.ukDyslexia Institute www.dyslexia-inst.org.uk
Dyspraxia Foundation www.dyspraxiafoundation.org.uk
Sarah Nichols, MA, Dip RSA, AMBDASpecialist Academic Support Tutor, University of Worcester
Bibliography
Bennett, D. 2006 Dyslexia Pocketbook Teachers’ pocketbooks
Heath & Ellis 1997 Beating Dyslexia Celebration of Life
Buzan,T. 1997 The Mind Map Book London : BBC Pubs
Saunders & White 2002 How Dyslexics Learn Patoss, Evesham
Eckersley, J. 2004 Coping with Dyspraxia Sheldon Press
Biggs, V. 2005 Caged in Chaos Jessica Kingsley Pubs.
Henderson, A. 1998 Maths for the Dyslexic David Fulton
Chinn, S. 2007 Dealing with Dyscalculia; Sum Hope Souvenir Press
