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Dyslexia Awareness in Adult Literacies Work Session Plan Introduction Session Plan Related Specific Learning Differences Case Studies: Features, Differences, Similarities Implications Definition of Dyslexia (Revised) Recognising Dyslexia Support and Response Strategies and Aids Teaching Approaches Main Points Related Specific Learning Differences Asperger’s Syndrome • Referred to as high functioning autism because it is only diagnosed where intellect is average or above average. ADHD • Identified by certain sets of behaviour – inattention/ hyperactivity/ impulsivity shown over a long period of time. • Onset is normally before age 7. • The condition can continue into adulthood - possibly more than 3% adults. Dyscalculia • Affects abilities with counting/ calculating/ with the concepts of maths processes/ with the ability to use numbers or symbols. • Language skills are normally unaffected but many of the other features of dyslexia are present. Dysgraphia • More than simply bad handwriting. • It is a neurological condition in which the muscles that enable us to write fluently do not learn the movements needed. Related Specific Learning Differences Dyspraxia • Called clumsy child syndrome because of problems with motor performance. • There may be similarities with dyslexia. • Speech difficulty/ hypersensitivity to touch/ intolerance of contact - clothes, plasters, hair/nail cutting - may also be present. PDD NOS (Pervasive Developmental Disorder – Not Otherwise Specified) • Used where there is verbal/ non-verbal communication/ social impairment. • Used where there are behavioural patterns showing an autistic condition without enough of the characteristics to make a positive diagnosis of autism or AS. Visual Difficulties • Inadequate convergence/ lack of eye dominance/ lack of sustained accommodation (focus)/ tracking difficulties Visual problems should be addressed by an eye specialist – optometrist Visual Perceptual Difficulties • Difficulties in the interpretation of visual information in the brain. • Can cause distortions of print/ perceived letter reversals/ confusion with left/right. • May occur only after the individual has been reading for a period of time and be more severe depending on tiredness or lighting conditions. Activity 2 - Case Studies Significant features, differences and similarities Case Study A • Steven is a highly unusual case of someone without a specific learning difficulty who has not learned to read and write. • Steven’s lack of literacy skills can be connected to his background and lifestyle where written language was not day to day currency. • Steven learns surprisingly fast once he begins to study. Case Study B • Russell shows indications of dyslexia. • Russell has adequate intellect, has had a reasonable education and opportunities but still has great difficulty with literacy acquisition. • Russell needs good coping strategies and technology to help him cope with learning and in his everyday life. Activity 2 - Case Studies Implications • Conditions that may have been a barrier to earlier learning will need to be addressed. This includes specific learning and perceptual (eyesight or hearing) differences. The learning programme must take account of this. • Very few adults will have an assessment of dyslexia. • In most cases the tutor, lecturer or worker will need to work with informally gained information from the adult. • It is important that staff are familiar with what to look out for – symptoms and signs. The simple starting point in recognising indications of dyslexia in adults is knowing that there will be learners who are much more intellectually able than their reading, writing and spelling may suggest. Activity 3 - Definition of Dyslexia (Revised) Dyslexia is a specific learning difficulty which mainly affects the development of literacy and language related skills. It is likely to be present at birth and to be lifelong in its effects. It is characterised by difficulties with phonological processing, rapid naming, working memory, processing speed, and the automatic development of skills that may not match up to an individual’s other cognitive abilities. It tends to be resistant to conventional teaching methods, but its effects can be mitigated by appropriately specific intervention, including the application of information technology and supportive counselling. British Dyslexia Association 17 October 2007 Activity 5 - Recognising Dyslexia What are the indications of dyslexia that you have noticed in an adult? • Discrepancy between general abilities and abilities with reading/ writing/ spelling/ handwriting/ pronunciation or ‘getting the right word out’ • Discrepancy between intellect and the ability to learn literacy skills • Low self esteem is common • Organisation difficulties that make structured writing a hard task but also affect life in general • Air of distraction • Timekeeping and directions may be a problem • Directional difficulties - left/right confusion/ map reading problems – may use tricks, strategies for remembering • Forgetting instructions – esp oral instructions. Poor short-term memory • Sequencing problems - alphabetical order/ months/ telephone numbers/ number sequences/ times tables • Family history of similar difficulties • Difficulties with co-ordination – catching a ball/ riding a bike/ late to learn to tie shoe laces or tie a tie Activity 6 - Support and Response What is the current system for responding to and supporting learners with indications of dyslexia in your area? Current System Screening or assessment • differences • who offers / provides each service Specialist information • agencies • helplines Specialist services • local optometrists • hearing tests Support • who offers ‘counselling’ - good listening skills What may be needed in order to respond to and support learners with indications of dyslexia in your area? What May be Needed • • • • • • Dyslexia screening Eyesight tests Hearing tests ‘Counselling’ Special equipment Working methods Activity 7 - Strategies and Aids What can be done / is available to make reading or writing easier? Handouts / Materials Visual Aids • Coloured paper - buff/cream • Hand held magnifiers – reading/ writing • Lowercase - block capitals • Highlighter pens – useful for are difficult to read reading small areas of text • Plain English - short sentences; bullet points; left • Card/ ruler (can be coloured) - keeps the line while reading alignment; no justification • Intuitive (coloured) overlays • Simple, clear fonts • Graphs / pictures / charts – • Coloured screen - computer • Computer default settings break up reading material to plain type • White space / line spacing – (1.5 / double) creates space • Computer icons set to larger size between lines of print • Use of colour coding as well • Use the computer as referencing ‘magnifying tool’ • Tutors notes - in printing style not ‘real writing’ • Info given in a variety of ways: reading/audio/visual Dyslexia cannot be cured but Assistive Technology • • • • • • • • • • Computer Spellchecker (computer) Screen reading software Voice recognition software Word prediction software Calculator Spellmaster Dictaphone Audio tape / cd Special keyboards/ mouse fine motor skills • Change settings of computer mouse - left handed users can be made easier with useful, relevant coping strategies. Activity 8 - Teaching Approaches As every learner is unique so each will learn differently some will prefer learning through reading, others through hearing; some prefer lecture style while others prefer discussion. Learning styles are made up of a range of factors: • Sensory preferences • Learning environment • Learning medium • Style of teaching It is important that, despite general preferences, we can use different learning styles as these may vary with content of learning. Activity 8 - Teaching Approaches Learning styles Will be individual and possibly unusual. Learners may not be aware of how they learn best. It is important to help them discover their learning styles to maximise their learning opportunities. Multi-sensory teaching approaches Information taken in through different sensory modalities visual, auditory, touch, movement. This approach will increase the number of learning pathways and reinforce learning through a range of senses. Presentation Variety is important. Plain English; lower case; text broken up with images/ charts/ ‘white space’. Information should be ‘chopped up’ into memorable patterns. Main Points Dyslexia Awareness in Adult • The simple starting point in recognising indications of dyslexia is Literacies knowing that there will be learners whoWork are much more intellectually able than their reading, writing and spelling may suggest. • Some features will be noticed in an initial interview with the learner, others will emerge over the time of working with the learner but not Activity 8 -be Teaching all features of dyslexia will presentApproaches and, in isolation, no single feature would indicate dyslexia. • There are many individual differences between dyslexic adults and there is no single response or method that will work with everyone – response needs to be individual! • Dyslexia cannot be cured but can be made easier with useful, relevant coping strategies. Activity 8 - Teaching Approaches Pace of learning Effective learning means short bursts with planned breaks. It is useful to break up learning with a variety of activities. For example: reading or writing then listening/ using images then talking. Use a range of sensory modalities. Regular reinforcement of learning Short-term memory difficulties need continual reinforcement. ‘Over-learning’ means rehearsing learned material even after it has been committed to memory which is necessary for learning to be stored in the long term memory. Studying for 10 minutes daily is more beneficial than for hours once every so often. Organisational methods Mind mapping / spider plans/ chunking learning material/ index cards. It will be useful to spend time showing ways to organise work.