Transcript DYSLEXIA
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.’ What is Dyslexia? There may be associated difficulties in such areas as: Phonological processing Short term memory Sequencing Number skills Motor function Organisational ability (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: • • • • • • Talking and listening Reading Spelling Writing Memory Behaviour Indicators of Dyslexia Post Primary Difficulties with: • Speaking and listening • Reading • Spelling • Writing • Memory • Organisation and integrating thoughts • Motor coordination • Behaviour Memory Sensory Memory Lost discarded Working Short Term Memory Long Term Memory Retrieval Memory To remember something you must • • • • Understand it Get it into memory Think about it often Use it often 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 recognition of the learning difference commitment to awareness raising and training nurturing success developing the competence and capabilities of all learners promoting positive self belief effective measures in place to deal with harassment or bullying related to SEN a stress free environment School Policy Dyslexia Friendly Schools effective communication and liaison with parents ‘jargon free’ and collaborative communication with pupils on going collaboration with outside agencies allocation of time for communication among staff transition programme implemented Identification, Assessment and Monitoring Partnerships appropriate screening and assessment procedures IEP target setting appropriate monitoring and evaluation adequate allocation of funding for assessment resources access arrangements for exams (if applicable) agreed marking policy across all groups clear guidelines and effective use of multi-sensory teaching strategies appropriate assessment using effective monitoring and reviewing policies a commitment to putting policies into practice from all staff adequate resources and material matched to pupils needs appropriate use of ICT use dyslexia friendly fonts, colour and spacing on all documentation Staff Training 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’ for new staff Self Esteem Teaching Styles 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 for asking build on pupil’s strengths and interests time to listen, think and answer Dyslexia Friendly Primary Classrooms 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 for comprehension teach skimming and scanning skills use paired and peer reading methods use of overlays/reading rulers Writing introduce cursive writing at an early stage minimise copying and avoid lengthy dictation, encourage proofreading look for quality rather than quantity modelled, shared and guided writing use word walls and provide a ‘try page’ for all written activities provide pencil grips and a variety of writing tools use bullet pointing or scaffolding e.g. mind maps and writing frames shared learning objective structured, cumulative and multi-sensory tuition short, quiet and specific instructions, use pupil’s name practice and over learning are vital for success be prepared to explain things many times and in a variety of ways. modify homework format and expectations Spelling use a cumulative, structured and multi-sensory spelling programme teach ‘See it right’ spelling strategy (for use on the try page) accept logical spelling (do not overcorrect) highlight the tricky bits use mnemonics for phonically irregular words use games and ICT to develop spelling skills and knowledge avoid ‘spelling tests’- no failure only feedback Self Esteem Teaching Styles OK to ask questions, praise for asking, offer to help, show empathy adopt realistic and attainable targets with pupils build confidence by development of strengths and interests reward effort as well as success routine and clear instructions, using positive oral and body language time to listen, think and answer develop effective organisational skills Dyslexia Friendly Post-Primary Classrooms Reading extra time to complete reading tasks the right to pass check readability of texts (80%) abridged versions, DVDs rehearsal of subject specific vocabulary reading buddies/ peer tutoring provide photocopies for highlighting use dyslexia friendly fonts, boxes, coloured details on pastel paper Writing allow extra time / scribed work encourage the use of mind mapping minimise copying and avoid lengthy dictation, provide handouts look for quality rather than quantity provide word walls and encourage logical spelling (don’t over correct) highlight/underline and explain difficult spellings structuring and sequencing essays teach how to proofread, edit and redraft effective use of ICT and visual aids shared learning objectives provide for a range of responses, oral, written and practical differentiation learning styles and preferences skills teaching encourage by-pass strategies give clear instructions, use pupil’s name modify homework format and expectations Study Skills subject specific 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 information from text and bullet pointing revision strategies to suit learning styles 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 Resources Developing a Dyslexia Friendly learning Environment: DE Handbook Removing 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.uk www.patoss-dyslexia.org