Introduction to Dyslexia

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Transcript of Introduction to Dyslexia

Overview IntroductionWhat’s DyslexiaStrengths and weaknessesSimulation TestRole and Responsibilities of the SNOTeaching SuggestionsSuccessful Dyslexics

An Introduction to DyslexiaGreek termIt means difficulty(dys) with words (lexis)Also known as Specific Developmental

Dyslexia

What’s Dyslexia?A neurological- based specific learning

difficulty that is characterised by difficulties in one or more of reading, writing and spelling.

Accompanying weaknesses may be identified in areas of language acquisition, phonological processing, working memory, and sequencing.

Occur in learners with normal intelligence.

What Causes Dyslexia?Many theories but no consensus on the exact

causeResearch confirms that it can run in the familyMore common in males than females (4:1)

Areas of WeaknessesLanguage AcquisitionThere is evidence to suggest that dyslexics have

difficulty learning additional languages.Phonological Processing DifficultyMost common difficulty in dyslexicsDifficulty in learning the relationship between letters

and sounds.Working MemoryPoor ability to hold information in their short term

memoryMay affect mental arithmetic, remembering long list of

instructions, learning phonics and developing vocabularySequencingProblem sequencing letters and sounds

Areas of StrengthsGood reasoning skillsCreativeThink in big picture and multi-dimensional wayVisual and kinaesthetic learners

Indicators of Dyslexia in Primary LearnersGeneralPoor processing speed for spoken and/or

written languagePoor concentrationDifficulty following instructionsForgetful of words

Indicators of Dyslexia in Primary LearnersWritten workPoor standard of written work compared to

oral abilityPoor penmanshipMessy work with many cancellationsLetter reversalsInconsistent spelling of the same wordLetter confusionUnusual sequencing of letters or words

Indicators of Dyslexia in Primary LearnersReadingSlow, inaccurate or labored oral readingDifficulty in blending letters togetherDifficulty in establishing syllable divisionStrange pronunciation of wordsExpressionless readingDeletion/addition of wordsFailure to recognise familiar wordsPoor comprehension of text

Indicators of Dyslexia in Primary LearnersNumeracyNumber order and/or symbols confusionDifficulty with information in sequential orderDifficulty in memorising formulaeFind mental arithmetic at speed very difficult

Indicators of Dyslexia in Primary LearnersTimeDifficulty learning how to tell timePoor general awareness of time and time-

keepingConfuse concept such as yesterday, today or

tomorrowPoor personal organisation

Indicators of Dyslexia in Primary LearnersBehaviourEmploy work avoidance tacticsTend to dream in classEasily distractedDisruptive or withdrawnShow excessive tiredness

Simulation Test

Have a go.

The big brown fox had no dinner.Such was the quality of his existence

Approach to learningAs learners with dyslexia are often “whole

picture thinkers” ,they need to know how their new learning fit in with what they already know.

They often have excellent visual – spatial skills, and like to attach information to images

They learn best through multisensory approach

Role and Responsibilities of SNOProvides specialized remediation in

withdrawal settingProvides in-class supportScreening of at –risk pupils using Dyslexia

Screening Kit (Junior)Sets Individualised Education Plan

Role and Responsibilities of SNORemediation ProgrammeBased on Orton-Gillingham principlesLanguage based CognitiveStructured, sequential and cumulativeSimultaneously MultisensoryDiagnostic and prescriptiveEmotionally sound

Role and Responsibilities of SNOIn-class SupportRemind/prompt pupil to stay on-task, pay

attention and participateHelp pupil to follow class routineHelp pupil to understand lesson contentWithdraw pupil for time-out if disruptiveCommunicate pupil’s need to teachers

Role and Responsibilities of SNOScreening Test (Dyslexia)Use DST-J (Dyslexia screening toolkit-Junior)Collect supporting documents including work

samples, checklist or other informal assessment done

Work closely with EP, LSC, teachers involved and level head for special needs

Role and Responsibilities of SNOProvision of skill training to pupilsProvision of peer training and supportCommunicate with parents of child’s progressPrepare teaching and learning resourcesShare/discuss with teachers about strategies,

support and creating a special needs friendly environment for the pupils

Pre-Screening ProceduresGet samples of pupil’s workIssue teacher and parents checklistIssue consent form to parents for approval to

conduct screeningDyslexic at risk will be referred to EP

Teaching SuggestionsSit the child in frontProvide structure of lesson in advanceInstructions should be sequenced clearly. Do

not give too many instructions at once.Avoid giving instructions while pupils are

reading or copying.Get pupils to use highlighters to highlight key

pointsProvide time to think, organise and complete

Teaching SuggestionsProvide positive feedback encouragement and

praise to boost self-esteemInvolve peers who are -mature-helpful and sympathetic-willing-able to work within capabilities

Successful DyslexicsLeornardo da Vinci Believed to suffer from dyslexia

& ADD. He wrote his notes backwards,right to left in mirror image and his manuscript contain many spelling errors characteristic of dyslexia

Thomas Edison Was thrown out of school at

12 because he was thought to be dumb. Terrible in maths, words and speech and unable to focus.

Successful Dyslexics She remembers

being called dumb and stupid because she had a lot of problems reading. She went on to be nominated for an Oscar…

Whoopi Goldberg