What are dys-abilities?What are dys-abilities?

Some children have learning differences manifested as difficulties with:

• Reading and spelling (Dyslexia)Reading and spelling (Dyslexia)• Poor co-ordination (Dyspraxia)Poor co-ordination (Dyspraxia)• Attention and memory (ADD/ ADHD)Attention and memory (ADD/ ADHD)• Numeracy (Dyscalculia)Numeracy (Dyscalculia)• Social interaction (Aspergers syndrome)Social interaction (Aspergers syndrome)

What are the common What are the common characteristics?characteristics?

These children often have:• At least average abilityAt least average ability• Great strengths in creativity / designGreat strengths in creativity / design• Differences in two or more cognitive areasDifferences in two or more cognitive areas• Problems remembering instructionsProblems remembering instructions• Problems organising ideasProblems organising ideas• Mis-match between oral ability and written Mis-match between oral ability and written

workwork• Misunderstandings with ‘authority’Misunderstandings with ‘authority’

Attention developmentAttention development

Using a computer is excellent for Using a computer is excellent for increasing a child's ability to stay on increasing a child's ability to stay on task because: task because:

• focussed activities can be providedfocussed activities can be provided • there is room for experimentation there is room for experimentation

within a time-scalewithin a time-scale • a finite time span can be negotiateda finite time span can be negotiated • it is non-judgementalit is non-judgemental • it increases independence in workingit increases independence in working

How can they be helped?How can they be helped?

• Early identification of learning stylesEarly identification of learning styles• Adaptation of teaching styles to Adaptation of teaching styles to

learning styleslearning styles• Teaching survival strategiesTeaching survival strategies• Providing relevant ICT supportProviding relevant ICT support• Monitoring and reviewing the ICT Monitoring and reviewing the ICT

provisionprovision

Early recognitionEarly recognition

Everyone has a unique preferredEveryone has a unique preferred learning stylelearning style, , which may be which may be mainly:mainly:

visualvisual

auditoryauditory

tactiletactile

a combination of any of thema combination of any of them

Where the teacher’sWhere the teacher’s teaching styleteaching style is different to the child’sis different to the child’s learning learning stylestyle, , the child may :the child may :

• be able to adapt the instruction to be able to adapt the instruction to his preferred stylehis preferred style

• give up and ‘switch-off’ give up and ‘switch-off’ • develop avoidance strategiesdevelop avoidance strategies• become an attention seeker / become an attention seeker /

behaviour problembehaviour problem

Screening for identification Screening for identification may be through:may be through:• a paper test a paper test DESTDEST Bangor Dyslexia TestBangor Dyslexia Test• a computer program a computer program Lucid Baseline AssessmentLucid Baseline Assessment Lucid KS1 CoPSLucid KS1 CoPS Junior LASSJunior LASS

LASSLASSInstines /IDEASInstines /IDEAS

LUCID KS1 LUCID KS1 COPSCOPS

::

•

What to look for in a young What to look for in a young child:child:

Many parents knowknow from early on that their child is differentdifferent, especially where there is a family history of difficultiesdifficulties.

This may appear in the child as:• extreme clumsinessextreme clumsiness• a disinclination to paint, drawa disinclination to paint, draw• a penchant for jumbling syllables, word ordera penchant for jumbling syllables, word order• late speakinglate speaking• forgetful of instructionsforgetful of instructions

What to look for in an older What to look for in an older child:child:

• Mismatch between oral contributions and Mismatch between oral contributions and written workwritten work

• Late reading / ‘barking’ at printLate reading / ‘barking’ at print• Poor handwritingPoor handwriting• Heavily inscribed writingHeavily inscribed writing• Difficulty staying on-taskDifficulty staying on-task• Spelling problemsSpelling problems• Arithmetic problemsArithmetic problems• Conflict with adults / peersConflict with adults / peers• Poor organisation of work /day-to-day livingPoor organisation of work /day-to-day living

Using ICT can help by :Using ICT can help by :

• providing a multisensory learning providing a multisensory learning environmentenvironment

• being non-judgementalbeing non-judgemental• facilitating individualised work for a childfacilitating individualised work for a child• bypassing some co-ordination obstaclesbypassing some co-ordination obstacles• supporting home/school collaboration in supporting home/school collaboration in

the learning processthe learning process• raising self-confidence / esteemraising self-confidence / esteem

What sort of software?What sort of software?

The young child does not need The young child does not need specialist software, but access to:specialist software, but access to:

• good multisensory early years good multisensory early years software software

• more regular access to the more regular access to the computercomputer

• extra supported practice in areas of extra supported practice in areas of weaknessweakness

TIZZY’S TOYBOXTIZZY’S TOYBOX

IN SOUND

INSOUND

FIRST KEYS TO LITERACY FIRST KEYS TO LITERACY

CLAUDE AND MAUD CLAUDE AND MAUD

The older child often feels a ‘failure’ , so The older child often feels a ‘failure’ , so needs software to provide access to :needs software to provide access to :

• independent readingindependent reading• writing more independentlywriting more independently• recording diagrammatic informationrecording diagrammatic information• self-remediation for spelling/mathsself-remediation for spelling/maths• organising ideasorganising ideas

Penfriend (Penfriend Ltd) with Pages(Semerc)Penfriend (Penfriend Ltd) with Pages(Semerc)

Type and Talk Type and Talk (TextHelp!)

Talking spellcheckerTalking spellchecker

Predictive lexicon Predictive lexicon

Wordsmith (textHelp!) used in WordWordsmith (textHelp!) used in Word

INCLUSIVE WRITER

What sort of hardware? - 1What sort of hardware? - 1

The young child does not need The young child does not need specialist hardware, but access to :specialist hardware, but access to :

• good multi media computer good multi media computer • more regular access to the more regular access to the

computer than the class normcomputer than the class norm• alternative access devices alternative access devices

(rollerball, touchscreen), if needed(rollerball, touchscreen), if needed

ROLLERBALLROLLERBALL

KidtracKidtrac

KIDTRAC

touchscreen touchscreen TOUCHSCREEN

big keysbig keys

BIG KEYS

What sort of hardware? - 2What sort of hardware? - 2

• The older child may need:• A simple writing aidA simple writing aid• A hand-held spellcheckerA hand-held spellchecker• A hand-held voice recorderA hand-held voice recorder• A laptop with sound and picturesA laptop with sound and pictures• A roller or trackerballA roller or trackerball

spellmasterspellmaster

FRANKLIN SPELLMASTER

spellcheckersspellcheckers

spellcheckers

talking calculator

laptop laptop notebooksnotebooks

palmtops

handheld tape handheld tape recordersrecorders

handheld tape recorder

mini disk recordermini disk recorder

AttentionAttention

• Most of these children are ‘forgetful’Most of these children are ‘forgetful’• Have difficulty staying on-taskHave difficulty staying on-task• Have auditory and/or visual sequencing Have auditory and/or visual sequencing

problemsproblems• Benefit from :Benefit from :

learning strategies to help them learning strategies to help them rememberremember

repeating instructions out loudrepeating instructions out loud

making up their own mnemonicsmaking up their own mnemonics

Attention developmentAttention development

Accele Read Accele Write is a teaching Accele Read Accele Write is a teaching programme using a talking programme using a talking wordprocessor and cards to:wordprocessor and cards to:

• improveimprove readingreading skills skills • improveimprove writingwriting skills skills • improveimprove concentrationconcentration and ability to and ability to

stay on task while working : stay on task while working : on the on the computercomputer

on on other activitiesother activities

Handwriting supportHandwriting support

• Handwriting for WindowsHandwriting for Windows• School fontsSchool fonts• Claude and MaudClaude and Maud• Eye for SpellingEye for Spelling• THRASS ITTHRASS IT

FIRST KEYS TO LITERACYFIRST KEYS TO LITERACY

Touch TypeTouch Type

Developing keyboard skillsDeveloping keyboard skillsChildren who will be keyboard users need

to learn the keyboard!• First Keys to LiteracyFirst Keys to Literacy• Speedy KeysSpeedy Keys• Type to LearnType to Learn• Mavis BeaconMavis Beacon• DisneyDisney• KazKaz• Ultra-TypeUltra-Type• TypeQuickTypeQuick

Preparing for readingPreparing for reading

• Use the multisensory aspects of talking books to:

• foster success in readingfoster success in reading• support tracking skillssupport tracking skills• reinforce relationships of image, reinforce relationships of image,

sound and letterssound and letters• encourage independenceencourage independence• foster rhythm, rhyme and pitch skillsfoster rhythm, rhyme and pitch skills

ORTORT

LEARN MORE ABOUT WORDSLEARN MORE ABOUT WORDS

MAKE SENSE WITH WORDS

CATCH UPCATCH UP

ELECTRONIC LIBRARYELECTRONIC LIBRARY

ICT supports writing ICT supports writing through:through:

• on-screen grids on-screen grids • screen readers screen readers • predictive typing predictive typing • VAS /SRS (for some users)VAS /SRS (for some users)

ICT supports writing ICT supports writing through:through:

• personalised handwriting practice personalised handwriting practice sheetssheets

• talking wordprocessing talking wordprocessing • rebus support rebus support • talking wordbanks talking wordbanks • a portable wordprocessora portable wordprocessor

I CAN WRITE

I can Write I can Write (Resource)(Resource)

INCLUSIVE WRITER

INCLUSIVE WRITER

CLICKER CLICKER

Inclusive Writer (Widgit / Inclusive Technology)

Handwriting Handwriting for Windows for Windows (KBER)(KBER)

School Fonts School Fonts (Inclusive (Inclusive Technology)Technology)

Wordbar (Crick) with Word

RomeoRomeo

• He went to the ballthe ball at the Capulet’s house• He killed killed Tybalt • He fell in and out of lovein and out of love too easily • He bought the poisonbought the poison on his way back to Verona

• He asked Juliet to marry himmarry him too quickly • He rushed to Juliet’s tombJuliet’s tomb without thinking • He didn’t try to talkdidn’t try to talk to his parents about Juliet

Glaciated Valleys

 When the ice covered an area of mountains, it

flowed down the valleys as glaciers.

Pieces of rock in the base and edges of the ice, gouged away at the bare rock. Melt water would percolate into cracks and split them wider. Splinters of the rock became embedded into the ice and continued the scraping action.

The interlocking spurs of the old river valleys were worn away, making a long, straight u shaped valley, with truncated spurs. The tributary valleys lost their lower courses and were left hanging above the main valley. Once the ice had gone, waterfalls flowed from the hanging valleys into the main valley.

 

All the rock and soil that was used by the glacier was dropped as moraine : at the snout as terminal moraine; along the valley sides as lateral moraine; along the valley floor as low snaking hills called eskers.

Glaciated Valleys When the ice covered an area of mountains,

it flowed down the valleys as glaciers.Pieces of rock in the base and edges of the

ice, gouged away at the bare rock. Melt water would percolate into cracks and split them wider. Splinters of the rock became embedded into the ice and continued the scraping action.

The interlocking spurs of the old river valleys were worn away, making a long, straight u-shaped valley, with truncated spurs. The tributary valleys lost their lower courses and were left hanging above the main valley. Once the ice had gone, waterfalls flowed from the hanging valleys into the main valley.

 All the rock and soil that was used by the

glacier was dropped as moraine : at the snout as terminal moraine; along the valley sides as lateral moraine; along the valley floor as low snaking hills called eskers.

Glaciated Valleys

glaciersmelt water percolate interlocking spurs u-shaped valleytruncated spurstributary valleys lower courses hanging valleys  moraine the snout terminal morainelateral moraineeskers

ICT helps remediation ICT helps remediation through:through:

• simple reviewing and simple reviewing and editing editing

• regular spelling practice regular spelling practice

• regular numeracy practiceregular numeracy practice

LexiaUKLexiaUK (Lexia Learning (Lexia Learning Systems)Systems)

My WorldMy World

MathsPageMathsPage (Inclusive Technology)(Inclusive Technology)

Maths activities, with Maths activities, with built–in checking and built–in checking and no writing, so child no writing, so child can concentrate on can concentrate on the arithmetic, not the arithmetic, not recordingrecording

My World My World (Semerc)

Interactive Calculator Interactive Calculator (Inclusive Technology)

Foundation tables (E-Soft)Foundation tables (E-Soft)

MY WORLD SCREENS FOR RECORDING WORK

       

  

Alternative recording of diagrams Alternative recording of diagrams

for science throughfor science through My World My World (Semerc)

Alternative recording Alternative recording of diagrams for of diagrams for science throughscience through

My World My World (Semerc)

Using strengths to help Using strengths to help weaknessesweaknesses

These young children have not failed, but These young children have not failed, but need to develop strategies to support their need to develop strategies to support their differences in learning through schooling:differences in learning through schooling:

• use speech and sound to support visual use speech and sound to support visual strengthsstrengths

• use images to support auditory strengthsuse images to support auditory strengths• encourage handling of objects alongside encourage handling of objects alongside

looking and listeninglooking and listening• encourage the child to articulate and encourage the child to articulate and

repeat new words / ideasrepeat new words / ideas

Promoting confidence and Promoting confidence and self-esteemself-esteem

For all children with dys-abilities it is For all children with dys-abilities it is essential to provide the means of:essential to provide the means of:

• Getting round their Getting round their problemsproblems, so , so they become only they become only differencesdifferences

• Boosting their sense of self-worthBoosting their sense of self-worth• Making support as unobtrusive as Making support as unobtrusive as

possiblepossible

Helpful hintsHelpful hints• provide a multisensory learning environmentprovide a multisensory learning environment• establish the child’s preferred learning style to establish the child’s preferred learning style to

facilitate more focused learning /teachingfacilitate more focused learning /teaching• use the child’s strengths to support any use the child’s strengths to support any

learning differences learning differences • make use of the variety of equipment / make use of the variety of equipment /

teaching aids, especially in the early years teaching aids, especially in the early years classroomclassroom

• use the technology as and when appropriateuse the technology as and when appropriate• regularly monitor and review its suitabilityregularly monitor and review its suitability• foster close home /school links for good foster close home /school links for good

collaborative support, especially for collaborative support, especially for remediation / extension activitiesremediation / extension activities

Useful WebsitesUseful Websites

www.carr.demon.co.ukwww.clickergrids.comwww.djsn.u-net.comwww.DyslexiaAssessments.comwww.dyslexia.com.ukwww.dyslexiacentre.co.ukwww.iamdyslexic.comwww.inclusive.netwww.semerc.comwww.r-e-m.co.uk