Dyslexia Awareness by ert554898


									Dyslexia Awareness

Seeing Through The Mist
       Aims and outcomes
Aim: To demystify dyslexia and encourage
application to own contexts and roles

• consider the impact of dyslexia on people in
 own contexts
• identify approaches and strategies for
 working with learners with dyslexia
• introduce Access for All and the ‘Framework’
         Skills for Life 2001
All adults who want to improve their literacy
 and numeracy skills are entitled to free
 training in a format that reflects their
 individual needs. (Skills for Life 2001)

 Need to have ‘due regard to promote equality
 of opportunity between disabled and non-
 disabled learners’
(Learning and Skills Act 2000)
              Skills for Life
• A national strategy for improving adult literacy
  and numeracy skills in all contexts.
• Not an education only strategy
• Covers all post-16 programmes (pre-entry to
  level 2)
• Links with other initiatives such as Success
  for All
    Examples of impact since 2001
• Literacy, Numeracy and ESOL core curricula
• Access for All
• Adult Pre-entry curriculum framework
• New teaching standards and qualifications
• Professional development including
  leadership and management training
• Facilitator support for organisations
Skills for Life Quality Initiative
         Main aims (2004-2005)
• Increasingly well trained, professional
• Supporting the development of a whole
  organisational approach to Skills for Life
• Respond to regional and local needs
     Whole organisation approach
• Everyone contributes to the learner
 experience (recruitment – progression)
• Coherent systems, ways of working and
 procedures support the process
• Continuous professional development
 available for all staff (includes links to
 local and regional networks)
 What does this mean to you?
All staff working with the learner need to be aware of
   what they can do to help learners learn effectively
   (Disability Discrimination Act)

All teachers need an awareness of the indicators of
   dyslexia and dyscalculia and know how to respond
   when they recognise them. (A Framework for
   Understanding Dyslexia)
       Is there a problem?
One of the key ‘dyslexia’ indicators
A discrepancy between ability and
• Who are your underachievers?
• How do you know?
• Why do they underachieve?
    Signs of Underachievement
• Avoids / delays written work
• Work not completed
• Work does not reflect ability
• Inconsistency in performance or
• Poor concentration
When do problems show?


                   Your role?

         Draft                    Initial
     Assignments                Assessment

       Dyslexia - What is it?
Dyslexia comes from the Greek words:
Dys = difficulty
Lexis = language
Thus, dyslexia is difficulty with language
         Famous dyslexics
• Jackie Stewart, Benjamin Zephaniah, Robbie
  Williams, Steve Redgrave, Thomas Alva
  Edison, Eddie Izzard, Brian Conley, Tom
  Cruise, Albert Einstein, Zoe Wanamaker,
  Noel Gallagher, Tommy Hillfiger, Jamie
Dyslexia Awareness - A Quiz

Why not give it a try and see how
 much you may already know?
 How can dyslexia be assessed?
• Informal use of screening tools/checklists
  (can be used by non-specialists)
• In-house specialist screening and/or
  diagnostic assessment
• Software assessments and national
  screening materials
• Educational psychologist assessment
      What learners say (1)
• Most of us have weaknesses in one
  area or another
• The most important thing is to find your
  own strengths and work to them.
• Think of yourself as having a learning
  difference rather than a difficulty.
• Relatively new          • Language of
  recognition               mathematics

• Sometimes referred to   • Symbols used in maths
  as dyscalculia            can confuse
• 40% of dyslexic adult might have difficulty
  with maths

• Between 3% and 6% of the population

• Dyscalculia affects the ability to acquire
  arithmetical skills. (DfES)
      What learners say (2)

• Use the help that is there for you
• Use technology to make your life easier

• Don’t hide your difficulties
• Don’t give up
     Impact of Learning Styles

• Usually, a strong visual Learner:
  o Likes drawing, writing & seeing images
  o Is very observant
  o May have a good photographic memory
  o Likes to use flow charts, spider diagrams, etc.
     Impact of Learning Styles
• Usually, a strong auditory learner:
  o Is good at explaining things to others
  o Is an attentive listener
  o Has good recall of spoken information
  o Enjoys role play, debates, interviewing and oral
     Impact of Learning Styles

• Usually, a strong kinaesthetic learner:
  o Likes hands-on practical activities, e.g.,
    experiments, model making, trying things out
  o Learns best by doing and making things
  o Likes plenty of tactile learning experiences
  o Can become restless when tasks are not practical
     Effective Differentiation
• Differentiation happens when those who
  teach or support learning:
  – listen to what people with dyslexia say about the
    way they learn best
  – know the different strengths of each learner
  – break down learning into smaller steps
  – work closely with team members, colleagues,
    learning support staff, etc.
                What helps
Well structured and organised
 Short, focused tasks with clear rationale and
Varied pace
Group work, paired work, feedback, seminars
Range of methods
Thought showers, mind maps, writing frames
    Methods of Differentiation
•   Content/task       •   Depth/sequence
•   Interest           •   Structure
•   Pace               •   Support
•   Level              •   Teaching style
•   Access/resources   •   Grouping
•   Response           •   By outcome
           Final Words...
Approaches and strategies which
 enhance the achievement of people
 who have dyslexia usually benefit all

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