Transcript Deacrachtaí foghlama sa ghaelscoil (Disléicse) Deirdre Nic Gabhann, Gaelscoil Riabhach Herta Ní Dhochartaigh, Gaelscoil Chnoc na Ré Comhdháil Bhliantúil TEO 20 & 21 Samhain 2009, Óstán Ormonde,

Deacrachtaí foghlama sa
ghaelscoil (Disléicse)
Deirdre Nic Gabhann, Gaelscoil Riabhach
Herta Ní Dhochartaigh, Gaelscoil Chnoc na
Ré
Comhdháil Bhliantúil
TEO
20 & 21 Samhain 2009, Óstán Ormonde, Cill
Chainnigh
‘Ag Cothú Gaeloideachas den Scoth’
Cad is disléicse ann?
Dyslexia is manifested in a continuum of
specific learning difficulties related to the
acquisition of basic skills in reading,
spelling and/or writing, such difficulties
being unexpected in relation to an
individual’s other abilities and educational
experiences.
Dyslexia can be described at the
neurological, cognitive and behavioural
levels.
…….
It is typically characterized by inefficient
information processing, including
difficulties in phonological processing,
working memory, rapid naming and
automaticity of basic skills.
Difficulties in organisation, sequencing, and
motor skills may also be present.
(Taskforce on Dyslexia, DES 2001)
Comharthaí Disléicse…
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b/d
Treoracha
Díchodú
Litriú
Amscaíocht
Cuimhne-éistitheach/ gearrthéarmach
Peannaireacht
Fadhbhanna urlabhra agus teangan
Struss
Conspóid: …..
“Many definitions, but no consensus”
“Even if we accept one or more biological
theories that seek to explain dyslexia, this
is little help when we are confronted by an
individual with reading difficulties”
 The Death of Dyslexia, Julian Elliot (2005)
Riachtanais Speisialta Oideachais i
nGaelscoileanna (2007/2008)
Réimsí tacaíochta
pa
ot
r
hú
ch
án
ac
h
M
Io
m
at
a
M
e
G
ae
ilg
Bé
ar
la
1200
1000
800
600
400
200
0
Líon na bpáistí
Deacrachtaí Foghlama éagsúla
Disléicse
Diospraicea
Imeallach mionmhíchumas foghlamtha
ginearálta
Mion mhíchumas Foghlamtha ginearálta
Meán mhíchumas Foghlamtha Ginearálta
Dian mhíchumas / Domhan mhíchumas
Foghlamtha Ginearálta
Uathachas / Mí-Oird Speictrim um
Uathachas
Mí-Ord Sainiúil Urlabhra agus Teanga
Míchumas Coirp
Bac Amhairc
Bac Cloisteála
Suaitheadh Mothúchánach
Dian Suaitheadh Mothúchánach
Siondróm
Eile
Disléicse- an fhadbh foghlama is mó atá
againn sna Gaelscoileanna…
30%
70%
Dicléicse
Eile
Faoi bhláth..
Reading studies provide no evidence to
support the argument that students at risk
for reading difficulty are likely to be at
differentially greater risk in immersion
(Genesee 2007 p. 677)
Díolúine…….
 Approximately 1/5 of candidates
sitting the leaving certificate in
2008 had such exemptions in
place.
Interestingly almost half of the
students in receipt of the
exemption studied another
language for examination”.
(Irish Independent, 13/08/08)
 This year, only 84pc of Leaving
Certificate candidates are taking
Irish, a drop from 86.4pc two
years ago, putting it in third place
after maths and English, where
the take-up is around 95pc
(Irish Independent, 01/06/2009)
An bhfuil páistí le discléisce faoi
míbhuntáiste i nGaelscoil?
 Múinteoir A: “When parents ask me if their child should
remain in a Gaelscoil following a diagnosis of dyslexia, I
do not know what advice to give”
 Tuismitheoir: “The Educational psychologist, and the
Speech and Language Therapist did suggest moving the
children to an English medium school…. I didn’t (move
them).. Because I knew the problem wasn’t “Irish”..
Their problems, were in their thinking and
processing….. sure they were already able to speak
Irish”
An gcuireann “An Ghaeilge” isteach ar an
disléisce?
 Measúnú
“bilinguals in many
countries tend to be
discriminated against
in testing and
assessment”
Baker (2006)
 Scrúdaithe i
nGaelscoileanna…
 Caighdeánaithe
 Diagnóiseach
 Síciméadracht
Taighe Idirnáisiúnta
“Generally speaking, at least 50
percent of instruction during a
given academic year must be
provided through the second
language for the program to be
regarded as immersion.
Programs in which one subject
and language arts are taught
through the second language
are generally identified as
enriched second language
programs"
(Genesee 1987, p.1)
Idirnáisiúnta…
 Baker (2006)
suggests that
Bilingual children are
often over
represented in
Special Education,
being seen as having
a language deficit.
 Rueda's (1983)
research suggests a
'cognitive advantages'
link may be found in
less able children
An Fhrainc…
(2004)
 MacCoubrey, Wade-Woolley, and Kirby (2004) sought to
determine whether early intervention in French can be
effective for English-speaking immersion students in
kindergarten who are at risk for reading difficulty.
Risk for reading difficulty was based on the students’
performance on tests of English phonological
awareness, English letter knowledge, and word reading.
Results indicated that students in the treatment group
had significantly greater improvement in phonological
awareness in both English and French than did the
control students, even though training had been in
French only.
Lazaruk (2007)
 The cognitive research reviewed here associates
bilingualism with heightened mental flexibility and
creative thinking skills, which may be linked to bilingual
learners’ greater metalinguistic awareness.
 Bilinguals also demonstrate greater communicative
sensitivity, as indicated by their responsiveness to verbal
and non-verbal cues and by their ability to attend to
listeners’ needs. Because cognitive benefits are
contingent on a bilingual learner’s proficiency in both
languages, it may be that immersion programs, which
promote heightened proficiency in both French and
English, foster in their students an underlying cognitive
advantage.
Mata…
De Courcy et al. (2002) found that, in
Australia, such children were successful in
immersion education (e.g. mathematics).
Indeed, in immersion classes they appear
to fare better partly due to “the attention to
language the teachers need to have”
(p.117). There is care with vocabulary,
sensitivity to language form and not just to
subject content.
Slán…………………..go fóill…
 Bruck’s (1985) studies suggest that switching to an English
programme may damage a child’s self-esteem and that a sense of
failure may adversely affect the child’s learning.
 Research evidence, although somewhat inconsistent, suggests that
transfer to an all-English program can be beneficial for students
experiencing difficulty in immersion; but this does not mean that
transfer is the only, or even the optimal, response to such cases,
since it may have been additional services in English rather than
transfer to English per se that benefited the students who switched.
Arguably, students experiencing difficulty in immersion would also
benefit from additional support, but this is seldom provided.
(Genesee 2007, p. 678)
RSO i nGaelscoileanna…
 “Within
the last
decade many
advances have been
made in special
education in Ireland.
Only a decade ago
there were essentially
no structures in Irish
Special Education".
(Carey 2005, p. 187)
 “there is some
evidence to suggest
that immersion
programmes are
suitable for almost all
children, including
those in the lower
ability range”
Baker (2006)
Taighde…..
Taighde…..
Taighde…..
Caroline Nolan (POBAL)
[email protected]
Tagairtí
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Baker, C., 2000, A parents' and teachers'
guide to bilingualism. Clevedon: Multilingual
Matters.
Baker, C., 2006. Foundations of bilingual
education and bilingualism. Clevedon:
Multilingual Matters
Bruck, M., 1978, The suitability of early
French immersion programs for the language
disabled child. Canadian Journal of
Education, 3, 4, 51-72.
Bruck, M., 1985a, Predictors of transfer out of
Early French immersion programmes.
Applied Psycholinguistics, 6, 1, 39-61.
Bruck, M., 1985b, Consequences of transfer
out of Early French immersion programmes.
Applied Psycholinguistics, 6, 2, 101-20.
Department of Education and Science,
2004a, Understanding dyslexia: a guide for
schools. Dublin: Dept. of Education and
Science.
Department of Education and Science,
2004b, Understanding dyslexia: challenges
and opportunities. Dublin: Dept. of Education
and Science.
Elliot, J. , 2005, Why we need to stop using
the term dyslexia, available:
http://www.cemcentre.org/documents/CEM%20Extra/SpecialInt
erests/Dyslexia/JOEdyslexiaCONF.ppt [accessed 1 October
2009)
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Genesee, F., 1987, Learning Through Two
Languages: Studies of Immersion and
Bilingual Education. Rowley, Mass: Newbury
House Publishers.
Genesee, F., 2007, French Immersion and
At-Risk Students: A Review of Research
Evidence. The Canadian Modern Language
Review, 63, 5, 655-688.
Genesee, F. & Jared, D., 2008, Literacy
Development in Early French Immersion
Programs. Canadian Psychology 49, 2, 140147
Lazaruk, W. (2007). Linguistic, Academic
and Cognitive Benefits of French Immersion.
The Canadian Modern Language Review
63, 5 (August), 605-628.
Mac Coubrey, S., Wade-Woolley, L., Klinger,
D. & Kirby, J.R., 2004, Early Identification of
At-Risk L2 Readers. The Canadian Modern
Language Review/La Revue canadienne
des langues vivantes .61, 1, 11-28.
Rueda, R., 1983, Metalinguistic Awareness
in Monolingual and Bilingual Mildly Retarded
Children. NABE: The Journal for the
National Association for Bilingual Education,
8, 1, 55-67
Task Force on Dyslexia & Department of
Education and Science, 2002, Report of the
Task Force on Dyslexia. Dublin: Stationery
Office.