Riachtanais Speisialta in Iarbhunscoil lnGhaeilge - PowerPoint PPT Presentation

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Riachtanais Speisialta in Iarbhunscoil lnGhaeilge

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Title: Riachtanais Speisialta in Iarbhunscoil lnGhaeilge

1
Riachtanais Speisialta in Iarbhunscoil
lán-Ghaeilge

Disléicse agus an Foghlaimeoir
Teanga
Matthias Maunsell
Comhdháil Oideachais
GAELSCOILEANNA TEO.
15 Samhain 2008

2
Outline of Presentation

Special Educational Needs
Specific Learning Difficulties
Dyslexia Explained
Dyslexia Observed A Case Study
Issues and Implications
Further Research

3
Special Educational Needs

The term special educational needs
refers to all those children and youth
whose needs arise from disabilities or
learning difficulties
(UNESCO 1994)
Three major groups with SEN
Students with disabilities
Students with difficulties
Students with disadvantages
(OECD, 2002)

4
Specific Learning Difficulties

Dyslexia
Dysgraphia
Dyspraxia
Dyscalculia
ADD or ADHD

5
Higher Incidence Special Educational Need

Definition a borderline mild and mild
general learning disability and specific learning
disability and those with learning support needs
(that is functioning at or below the 10th
percentile on a standardised test of reading
and/or mathematics
DES, SpED 24/03 02/05

6
So what is .. DYS.LEX.I.A?

Classified as a high incidence special
educational need/learning difficulty
No agreed definition

7
Explanation of Dyslexia

Dyslexia is manifested in a continuum of specific
difficulties related to the acquisition of basic
skills in reading, spelling and/or writing, such
difficulties being unexpected in relation to an
individuals other abilities and educational
experiences. Dyslexia can be described at the
neurological, cognitive and behavioral 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 organization, sequencing and
motor skills may also be present
Task Force on Dyslexia, DES 2001

8
Indicators of Dyslexia

Poor working memory
Poor organisational skills
Poor auditory sequencing
Confusion over syntax
Difficulty with motor skill and automaticity
Slow speed of information processing
Limited attention span
Literacy impairment (reading, writing, spelling)

9
Some Key Points on Dyslexia

No two dyslexics are the same
Some indicators are more common than others
Severity is not determined by number of
indicators
Discrepancy model of dyslexia
Continuum
Co-morbidity of learning difficulties

10
Prevalence - Dyslexia

No conclusive research has been carried out in
Ireland to determine how prevalent it is
International studies suggest up to 10 of
population likely to be affected
4 severely affected by dyslexia, further 6
moderately (Lindsey Peer, 2001)

11
Dyslexia at Second-Level

Transition from primary to post-primary
Supports even more necessary at second-level
(Ball, Hughes, McCormack 2007)
Further literacy skills development
State exams accommodations

12
Research Study
13
Research Design

Research Design
Case Study approach
Methods
Qualitative
Interviews, Field notes, Diary entries, Writing
scripts, Formal assessment documents

14
A Bi/Multilingual Dyslexic
Profile

Background of Subject
Observations on Reading and Writing
Spelling Difficulties
Strengths in Coping with Dyslexia

15
Background of Subject

Bhí an dalta Aisling, a bhí sé bliana déag ag an
am, ag freastal
ar iar-bhunscoil lán-Ghaeilge. Tógadh í le
Gaeilge agus cé go
raibh cumas maith Gaeilge aici déirigh a cumas
sa Bhéarla
níos láidre ná a cumas Gaeilge de réir a chéile.
Ar an iomlán
ba dhátheangach cothrom í.
Fuarthas amach ag aois 8 trí mheasúnú
síceolaíochta go raibh
disléicse uirthi. Dfhreastail sí ansin ar scoil
trí mheán na Béarla
ina raibh aonad léitheoireachta le haghaidh dhá
bhliain. Ní
raibh Gaeilge ar an gcuraclam mar ábhar sa scoil
sin.
Chuaigh sí ar aghaidh chuig iar-bhunscoil
lán-Ghaeilge ina
dhiaidh sin, áit ar thosaigh sí ag foghlaim dhá
nuatheanga,
Fraincis agus Gearmáinis. Déirigh sí as na
ranganna
Gearmáinise tar éis tamaill, áfach, chun freastal
ar ranganna
tacaíochta. Ba iad na teangacha do ndearna sí
staidéar orthu
ar scoil mar sin ná Gaeilge, Béarla agus
Fraincis.

16
Reading

Tá mé go breá á léamh i mo cheann ach nuair
atáim ag léamh os ard is ansin a bhíonn an fhadhb
agam
(Aisling)

17
Observations on Reading

Problem with decoding words
Slow reading rate
Much self-correction
Comprehension more advanced than Accuracy and
Rate
Difficulty across the three languages

18
Neale Analysis of Reading (Source Learning
Support Teacher)

Figure 1 NA Chronological Age 15.09

19
Writing

Tá sí go maith ó bhéal ach ní éiríonn léi é a
chur síos ar pháipéar
(Learning support teacher)

20
Observations on Writing

Expresses herself better orally than in written
work
Untidy handwriting and spelling errors can reduce
legibility
Problems with organisation

21
Spelling Difficulties

Uaireanta scríobhaim focail agus bíonn a fhios
agam go bhfuil siad mícheart ach níl mé in ann
smaoineamh ar an litriú ceart
(Aisling)
Bíonn sé deacair a idirdhealú a dhéanamh
uaireanta idir an gramadach agus botúin litrithe
(Irish Teacher)
Ní dóigh liom go bhfuil aon fhadhbanna aici le
gramadach i ndáiríre, baineann na fadhbanna le
litriú
(French Teacher)

22
Litriú Gaeilge

Fágann sí amach an h ag tús focal agus an
comhartha iolra í ag deireadh focal
m.sh. mo baile (mo bhaile), cailín (cailíní)
Litríonn sí an focal céanna i mbealaí difriúla
m.sh. aisleaní, aiseana (áiseanna)
deilim,dulaim (dfhoglaim)
Litriú Foghraíochta
m.sh. tres tact aras (tar éis teacht ar ais),
ariget (arigead)

23
Litriú Gaeilge (ar lean)

Fágann sí amach litreacha i lár focal ach go
háirithe nuair a thagann ghuta le chéile
m.sh. Chuigh sé (chuaigh sé), frisin
(freisin)
Deacrachtaí le taoilitreacha (silent letters) .i.
nuair nach bhfuaimnítear an f nó fh
m.sh. go bhuil (go bhfuil), dan (dfhan)
Cuireann sí isteach litreacha míchuí
m.sh. ibair (obair), sbriobh (scríobh)
Meascann sí litriú Gaeilge agus Béarla
m.sh. sail (saol), could (chuaigh)

24
English Spelling

She mixes up vowels and omits vowels especially
when two vowels come together
e.g dose (does), hart (heart)
Phonetic Spelling
e.g Patric Kavina (Patrick Kavanagh)
wen (when) meens (means)
She sometimes inserts a d instead of a softer
consonant sound
e.g Wudering Hights (Wuthering Heights),
admosfere (atmosphere)

25
English Spelling (Cont.)

When two consonants are together she will often
leave out one
e.g attemps (attempts), afair (affair)
Three consonants together also pose problems
e.g lots of rabbit (lots of rabbits)
She often spells the same word in several ways
(even within the same writing piece)
e.g hosital, hospitail, hoispatal (hospital)

26
French Spelling

Adding inappropriate letters
e.g il plelut (il pleut), le paitient
(patient)
Omitting letters within words
e.g peite (petite), pisine (piscine)
Phonetic Spelling
e.g notic (nautique), music (musique)
Writing letters in wrong order
e.g un chein (un chien), le parnets (les
parents)
Difficulty with contiguous vowels
e.g beacoup, beucoup, boutcoup (beaucoup)

27
Strengths in Coping with Dyslexia

Previously developed coping strategies
Self-awareness
High self-esteem and confidence
Systematic and methodical work ethic
Active learning style

28
Issues and Implications

Review of Study
Immersion Education
Dyslexia Across Different Languages
Foreign Language Learning by the Bilingual
Dyslexic
Approach to Teaching

29
Review of Study

Moderate Dyslexia
Clear discrepancy between written and
oral communication
Reading and Spelling Problems
Difficulties transcend all three languages

30
Immersion Education

No indication in study that the immersion
environment exacerbates difficulties for
dyslexics in the mild to moderate deficit range
Immersion programmes can provide a fulfilling
education for those with learning difficulties
Obstacles likely to be greater for dyslexics
without an Irish language background
Need for comprehensive empirical investigation to
fully support or refute the appropriacy of
immersion education for those with learning
difficulties.

31
Dyslexia Across Languages

Dyslexia usually (though not universally)
transfers across the language constellation
Dyslexia manifests differently in different
languages
Orthographic variation contributes to the
diversity of literacy difficulties
Some languages are seen as easier to learn than
others
Most research on dyslexia has been conducted in
the English language or a monolingual setting
Objective should be to identify typical reading,
writing and spelling difficulties characteristic
of each language to arrive at language specific
recommendations for assessment and remediation.

32
Foreign Language Learning by the Bilingual
Dyslexic

The study of foreign languages is generally
challenging for dyslexics
Students are not immersed in the L3
Based on a continuum of need the pattern of
difficulties vary
The linguistic system is widened both
quantitatively and above all, qualitatively
Reading and writing abilities in the previous
languages rather than oral proficiency is linked
to more efficient L3 acquisition
Dyslexia specialists generally agree that FLL
should be encouraged

33
The Approach to Teaching

Challenge to advocates of a purely oral/aural
approach
Importance of the reading and writing elements
Support for the principles of direct instruction
and the Multisensory Structured Language (MLI)
approach
Appreciation of the development of literacy in
languages of different orthographies
Teaching and resources need to account for the
target languages specific linguistic features

34
Further Research

Title
Bi/Multilingualism, Literacy and Dyslexia in Post
Primary all-Irish Education (Phd research)
Aim
To investigate the extent to which literacy
acquisition is impeded by a specific learning
difficulty among bi/multilingual acquisitors and
the overall consequences for language
competency that accrue.
Method Collective Case Study

35
Key Research Questions

How does the study of dyslexia in all-Irish
secondary schools contribute to our understanding
of bi/multilingualism?
To what extent are the beneficial effects of
bilingualism in third language learning
undermined by the presence of dyslexia?
Do literacy problems transfer differently across
the language constellation?
How can teaching and resources be effectively
adapted to allow for these differences?

36
Key Research Questions (Cont.)

Are immersion students being adequately supported
to maximise language learning development in a
truly inclusive educational environment?
Are key aspects of literacy/language development
being neglected and expectations lowered here due
to the availability of exemptions in State exams?
Should the basis for granting a complete
exemption from the study of Irish and/or a
foreign language at second-level be also
re-examined?

37
Contact Details