Transcript Document

SUPPORTING OFFENDERS WITH
SPECIFIC LEARNING DIFFICULTIES
Melanie Jameson
DYSLEXIA CONSULTANCY MALVERN, UK
[email protected]
www.dyslexia-malvern.co.uk
PLA WORKSHOP
April 25 2014
THE FAMILY OF SPECIFIC LEARNING DIFFICULTIES
A D (H) D
DYSPRAXIA
DYSCALCULIA
DYSLEXIA
ASPERGER
SYNDROME
TERMINOLOGY CONFUSION
Do not confuse SpLDs with LEARNING DIFFICULTIES / DISABILITIES
2
[‘LDD’ seems to include both LDs and SpLDs]
WHY DO WE NEED TO KNOW ABOUT SpLDs ?
PREVALENCE in the GENERAL POPULATION
Studies show that around 10% of the general
population is affected by SpLDs (5% severely)
RESEARCH STUDY on OFFENDERS
“The Incidence of Hidden Disabilities in the Prison
Population” (2005)
This study (by the Learning & Skills Council and Dyslexia
Action) investigated Specific Learning Difficulties in a
number of prisons
CONCLUSION: almost 20% have a hidden disability
(SpLD) such as Attention Deficit Disorder
SpLD DIFFICULTIES
Poor reading skills
POSSIBLE IMPLICATIONS
Reading aggravated by ‘Visual
Stress’
Unable to cope with written
information
Avoidance of training and
education opportunities
A weak short-term memory
Forgets info & instructions
Misinterpreting situations /
instructions / body language
Appears uncooperative or
cheeky
High levels of distractibility
Fails to take in information
May distract others
Poor organisation
Fails to turn up at the right
place, at the right time, with
the right papers
LOW SELF ESTEEM,
LACK OF CONFIDENCE
INABILITY TO ACQUIRE
NEW SKILLS
TYPICAL DYSLEXIC STRENGTHS
→ Innovative & creative thinking
→ Trouble-shooting
→ Lateral thinking approach to problem solving
→ Intuitive approach
→ Good at getting the bigger picture
→ Ability to recognise patterns and links
→ Often well-developed verbal skills
→ Affinity for colour and rhythm
ELEMENTS OF SUPPORT in LEARNING/TRAINING
Full details in Releasing Potential Guide
1. Awareness that these are largely visual learners
2. Teach the subskills (as well as the skills)
3. Break tasks into component parts
4. Teach appropriate study skills
5. Use technology (to compensate for poor literacy)
6. Memory and organisational strategies
7. Mentoring / ‘buddy’ system
8. Giving frequent feedback and encouragement
These elements of good practice will assist many learners
MODEL FOR IDENTIFICATION & SUPPORT
Screening for SpLDs
Assessment – Learner profile
Counselling
SUPPORT in education, training and work prep
(Assistive technology)
‘Access arrangements’ for tests and exams
Career advice to take account of SpLD issues
SpLDs may amount to disability, as defined in Equality Act
Entitlement to ‘Reasonable Adjustments’ in education/work
ISSUES relating to the immigrant population
Specific Learning Difficulties are present in people
of all nationalities
There is often a stigma surrounding learning
difficulties in the home country
Left-handedness is treated differently in some
education systems e.g. special educational
programmes
Language difficulties could be attributed to poor
English rather than to SpLDs as well
Assessment of SpLDs for those who speak English
as an additional language is a specialist area
SpLD - FRIENDLY APPROACHES
.. to whole organisation AWARENESS
.. to INDUCTION and ADMIN PROCDEURES
.. to GIVING INSTRUCTIONS
.. to LEARNING SUPPORT
.. to ACCREDITATION and TESTING
Full details in Releasing Potential Guide
+ ALWAYS TRY TO MINIMISE VISUAL STRESS
VISUAL STRESS - WHAT ARE THE ISSUES?
1. Dyslexic people are prone to certain eye problems
2. These can be treated by specialist practitioners
3. Use of colour can
make reading easier
4. Certain types of text make the problem worse
www.s4clp/org
www.ceriumoptical.com