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Dyslexia

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Title: Dyslexia


1
Dyslexia
  • Level 3 Literacy Subject Support
  • M Daybell

2
AIMS
  • To raise awareness of dyslexia, its problems and
    indicators
  • To provide experience of what it is like to be
    dyslexic
  • To explore ways of helping learners with dyslexia

3
OUTCOMES
  • You will be able to
  • Recognise and explain some common problems and
    indicators associated with dyslexia
  • Identify some available facilities for learners
    and staff
  • Suggest some appropriate reaching and learning
    strategies

4
Key principles for Curriculum delivery
  • In twos or threes take the four principles
    assigned to you and suggest examples from your
    practice of how you deliver there key principles.
  • Record your suggestion son the paper provided and
    be prepared to feedback to the group.

5
Dyslexia
  • Dyslexia is one of the most common difficulties
    experienced by learners in most courses in
    post-16 education

6
What is Dyslexia?
  • a specific set of learning difficulties most
    commonly a difficulty with processing written
    language
  • Greek dys lexia
  • a veritable syndrome of language impairments
    (Critchley)

7
What does it affect ?
  • Reading
  • Spelling
  • Problems with written expression
  • Difficulties with order and organisation
  • ACTIVITY Try the Am I dyslexic? Checklist from
    Demystifying Dyslexia by Marysia Krupska
    Cynthia Klein, with a partner

8
What are the causes of dyslexia?
  • No clear agreement
  • Useful perspectives are educational, cognitive,
    neurological and developmental
  • Social and emotional consequences and the
    importance of diagnosis

9
Incidence
  • affects between 4 per cent and 10 per cent of the
    population
  • the incidence in FE, the prison population is
    higher
  • early identification and appropriate support is
    paramount

10
A definition?
  • A (specific) difficulty with automatic language
    processing affecting reading, writing and
    spelling
  • A difference in cognitive style affecting
    learning, organisation and memory

11
Dyslexia
  • One facet of a cluster of difficulties i.e. it
    can coexist and overlap with other difficulties

12
Language processing
  • Visual
  • Auditory
  • Motor

13
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14
Experiencing dyslexia
  • Nasrudin
  • Read the hand out you have been given silently
  • Answer the questions you will be given on the
    text
  • Reflect on your ability to answer

15
The dyslexic learning style-implications for
learning
  • Holistic or right brain
  • Problems with order, sequence , connections,
    parts - but good at seeing simultaneous
    connections and patterns
  • Difficulties with linguistic coding when
    dealing with the written word
  • A difference which can offer alternative routes
    to success

16
This means
  • Limited strategies for storing and retrieving
    language based tasks
  • A reliance on meaning
  • A need to take a more roundabout route
  • Poor short term memory

17
This also means
  • An emphasis on long term memory
  • Easily overloaded
  • Lack of flexibility in linguistic tasks
  • Learning from lots of specific examples rather
    than rules e.g. spelling
  • Problems with structure rather than content and
    ideas

18
All this implies.
  • A highly personalised approach to learning
  • A need to have the learning process and
    conventions made explicit
  • a need to understand how and why-metacognition

19
Finding out
The earthquake of diagnosis
I felt relieved
I also felt angry
I felt cheated
I wanted to talk to somebody
My husband is still very sceptical
20
Help in the classroom
  • Samples of Student Writing AB Sheet 10
  • Use the selection as the basis for a group
  • discussion.
  • Refer to Access for All and
  • The Ten Top Tips Handout for Supporting
  • Adults with Dyslexia and/or
  • related specific learning difficulties
  • Report your findings to the group

21
Who else can help?
  • All learners are entitled to an initial
    assessment of their difficulties under the DDA
    and to appropriate support
  • This can mean additional specialist support,
    examination provision , access to equipment,
    access to funding for HE.

22
What happens at your place of work ?
  • Have staff received awareness training in
    identifying and supporting learners with possible
    dyslexia?
  • Are learners who disclose dyslexia on enrolment,
    or who are later thought to have dyslexic
    difficulties, referred to a specialist or
    Co-ordinator?
  • Do they receive an assessment interview?
  • Do they receive group or one to one support as
    required?
  • Is a full assessment by a specialist trained
    tutor or a psychologist available if necessary?
  • Is there access to specialist software etc.?

23
What you should do?
  • Refer to Access for All for teaching strategies
    and resource information. Cross refer from
    sections on other difficulties to see how
    strategies can overlap
  • Find out what the procedure for assessing and
    supporting dyslexic learners is in your
    organisation
  • Aim for success with dyslexic learners

24
Finally, name .
  • One effect of late diagnosis (i.e. post 16)
  • One indicator of possible dyslexia
  • One facility available to you to support
    dyslexic learners
  • One appropriate teaching strategy for a dyslexic
    learner who gets anxious in groups

25
Further reading
  • A Framework for Understanding Dyslexia
  • http//excellence.qia.org.uk/page.aspx?o124856
  • This is a comprehensive overview which you can
  • dip into selectively
  • Access for All
  • http//www.dcsf.gov.uk/curriculum_literacy/access/
    dyslexia/
  • For background and practical teaching approaches-
    a
  • companion to your curriculum documents
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