Post on 16-Feb-2019
TEACHING RESOURCES TO
ASSIST STUDENTS WITH
DYSLEXIA IN THE CLASSROOM
Benjamin Owen, Dylan Agnew, Paul Bartley,
Oliver Baggiano & John Connell
WHAT IS DYSLEXIA?The International Dyslexia Association present the following definition:
“Dyslexia is a specific learning disability that is
neurobiological in origin. It is characterized by difficulties
with accurate and/or fluent word recognition and by poor
spelling and decoding abilities. These difficulties typically
result from a deficit in the phonological component of
language that is often unexpected in relation to other
cognitive abilities and the provision of effective classroom
instruction. Secondary consequences may include problems
in reading comprehension and reduced reading experience
that can impede growth of vocabulary and background
knowledge.”http://eida.org/definition-of-dyslexia/
WHAT IS DYSLEXIA?The International Dyslexia Association present the following definition:
“Dyslexia is a specific learning disability that is
neurobiological in origin. It is characterized by difficulties
with accurate and/or fluent word recognition and by poor
spelling and decoding abilities. These difficulties typically
result from a deficit in the phonological component of
language that is often unexpected in relation to other
cognitive abilities and the provision of effective classroom
instruction. Secondary consequences may include problems
in reading comprehension and reduced reading experience
that can impede growth of vocabulary and background
knowledge.”
http://eida.org/definition-of-dyslexia/
WHAT IS DYSLEXIA?The International Dyslexia Association present the following definition:
“Dyslexia is a specific learning disability that is
neurobiological in origin. It is characterized by difficulties
with accurate and/or fluent word recognition and by poor
spelling and decoding abilities. These difficulties typically
result from a deficit in the phonological component of
language that is often unexpected in relation to other
cognitive abilities and the provision of effective classroom
instruction. Secondary consequences may include problems
in reading comprehension and reduced reading experience
that can impede growth of vocabulary and background
knowledge.”
http://eida.org/definition-of-dyslexia/
Students with dyslexia may have issues with:
• Processing and working with the sounds in words
(phonological difficulties)
• Word recognition
• reading and comprehension (slow/lack of fluency,
difficulty decoding words)
• Writing (spelling, grammar and forming sentences)
• Multi-tasking (especially involving reading/writing)
• Remembering lists or series of information
• Retaining verbal instructions
• Memory, Organisation and Time-management
http://www.speld-sa.org.au/faq/dyslexia.html
LESSON PLANS AND STRATEGIES
Wealth of available information
Teachers are time poor
Resource: a reference sheet
A reminder when planning lessons
Example
Will there be opportunities to articulate ideas aloud?
Plenty of notice given for any up front presenting by the
student?
LESSON PLANS AND STRATEGIES
Could be developed further and tailored to the
student (NEP)
Does not give specific learning activities
A helpful reminder and a quick reference
Example Have I given clear and specific instructions? Have I engaged a range of senses in assignments or projects?
PAUL BARTLEY
Resource: TES Australia – Designing and
Preparing Worksheets for Students with Dyslexia.
WHERE TO GET WORKSHEETS?
Many available sites
One example TES Australia (Free to join)
Teacher resources
Student activities
www.tesaustralia.com/specific-learning-difficulties-sen-
teaching-resources
TES AUSTRALIA
Tried, tested and reviewed worksheets and
resources
Advantages – free to join, lots of content
Disadvantages – Lots of content (need to examine
individually)
NON-DYSLEXIC WORKSHEETS ARE ALSO
AVAILABLE, BUT REMEMBER …….
Use headings
Avoid blank ink on white paper (eyestrain) Soft colour paper
Not Glossy
Use appropriate font type, size and colour, and paragraph formatting
Important information (ie instructions) Bold to highlight (not underline or italics)
Text boxes
Number vs dot points
DYSLEXIA: RIGHT BRAIN LEARNER
1. Think in “images” (Visual intelligence)
2. Think in whole: whole lessons, chapters, concepts, etc.
3. Struggle with topics taught over multiple days
4. Need to see the forest before the tree
5. Lesson best learned if completed in one sitting
6. Top/down processing
7. Need help to put individual parts in a sequential order
Right Brain Learner
http://www.dyslexiavictoriaonline.com/how-teachers-can-
accommodate-the-dyslexic-student/
DYSLEXIA: RIGHT BRAIN LEARNER
1. Think in “images” (Visual intelligence)
2. Think in whole: whole lessons, chapters, concepts, etc.
3. Struggle with topics taught over multiple days
4. Need to see the forest before the tree
5. Lesson best learned if completed in one sitting
6. Top/down processing
7. Need help to put individual parts in a sequential order
Concept
Map
http://www.dyslexiavictoriaonline.com/how-teachers-can-
accommodate-the-dyslexic-student/
BENEFITS OF CONCEPT MAP
1. Visual memory stronger
2. Non-linear information
3. Demonstrate relationship
4. Free of grammatical structure
5. Colour and images act as anchor
1. Facilitate recall
2. Stimulates memorization
6. Planning and organisation tool
Lami, G. (2008) Dyslexia And Concept Maps: An Indispensable Tool for Learning. Proc. of the
Third Int. Conference on Concept Mapping
APPLYING CONCEPT MAP
Introduction to
unit/lesson
Student activity/
assessment
Group projectClass-wide brainstorming
CONCEPT MAP WITH XMIND
• Free software / Easy to use
• Present topic/unit as a whole
• Many templates available
• Allows for “floating ideas”
• Relationship labeling
• Notes, images, symbols, etc.
• Student learning tool(share)
• Email and further brainstorm
https://www.xmind.net/
THE WAY FORWARD
Strongly use visuals to teach maths (Sunderland,
2014)
“activities that involve visualizing, walking, and
talking out problems are effective” (Woodin,
2015)
i.e. Link the concrete and spatial with the
abstract
Numbers demonstrated
in multiple visual ways
Colours
Spatially
Numbers
Emphasizes multiple
ways to achieve a
problem
Give students the
opportunity to discover
relationships by
exploring
Costs money $2.99:
school or parents to pay
for it?
Apple only product –
need an IPad or IPhone
Only goes up to 10.
Pros Cons
Dyslexia is recognised under the Disabilities Discriminations Act 1992 and Disabilities Standards for Education 2005 as a disability and so there is a legal obligation that Educational institutions:
“make reasonable adjustments to enable children and students
with disability to participate in an education program or service on
the same basis as children and students without disability.”
DECD Policy Statement - Children and Students with Disability
Students who meet the eligibility criteria for the
disability support program require a Negotiated
Education Plan (NEP) which documents the needs
of and the required support for the student.
CONCLUDING REMARKS
Resources presented in this talk:
Cheat sheet (lesson plan aid)
TES Australia
Concept map
Dexteria Dots
USEFUL SITES WITH GENERAL INFO ON
DYSLEXIA (BEN)
http://eida.org/
http://dyslexiaassociation.org.au/
http://dyslexia.yale.edu/teachers.html
http://www.bdadyslexia.org.uk/
http://www.dyslexia-australia.com.au/index.htm
http://www.speld-sa.org.au/faq/dyslexia.html
http://www.adelaidespeech.com/dyslexia-and-apd-
are-they-related/
LIST OF RESOURCES WITH LINKS TO
FURTHER INFORMATION
Dylan – Handout sheet
Paul – Tes Australia: www.tesaustralia.com
Marking document www.tesaustralia.com/ResourceDetail.aspx?storyCode=629488
3
Olivier Tutorial for XMind:
https://www.youtube.com/watch?v=meqQJsRnzwM
Download XMind: https://www.xmind.net/
John Tutorial on Dexteria Dots:
https://www.youtube.com/watch?v=9c2wg7dHHDc
Buy Dexteria Dots: https://itunes.apple.com/au/app/dexteria-dots-get-in-touch/id815345306?mt=8
BEN’S REFERENCES
Dyslexia | SPELD SA. 2015. Dyslexia | SPELD
SA. [ONLINE] Available at: http://www.speld-
sa.org.au/faq/dyslexia.html. [Accessed 11 August
2015].
International Dyslexia Association, 2015.
Definition of Dyslexia [ONLINE] Available at:
http://eida.org/definition-of-dyslexia/ [Accessed 11
August 2015].
DECD, 2015. Policy. Children and Students with
a Disability. [ONLINE] Available at
http://www.decd.sa.gov.au/policy/pages/OSPP/474
27/?reFlag=1 [Accessed 11 August 2015].
DYLAN’S REFERENCES
Dyslexia Victory Online Teaching Solutions for Dyslexics. 2015.
Dyslexia Victory Online Teaching Solutions for Dyslexics.
[ONLINE] Available at: http://www.dyslexiavictoriaonline.com.
[Accessed 11 August 2015].
Helping dyslexic children within the classroom.. 2015. Helping
dyslexic children within the classroom.. [ONLINE] Available at:
http://www.dyslexia.com/library/classroom.htm. [Accessed 11
August 2015].
Practical tips for teachers in enhancing learning experiences -
Dyslexic Students' Guide for Academics - The University of
Melbourne. 2015. Practical tips for teachers in enhancing learning
experiences - Dyslexic Students' Guide for Academics - The
University of Melbourne. [ONLINE] Available at:
http://www.unimelb.edu.au/accessibility/guide/dyslexia-2.htm.
[Accessed 11 August 2015].
PAUL’S REFERENCES
TES Australia - Free F-12 Resources By Teachers, For Teachers . 2015. TES Australia - Free F-12 Resources By Teachers, For Teachers . [ONLINE] Available at: http://www.tesaustralia.com/. [Accessed 11 August 2015].
Dyslexia-Friendly Marking Guidelines - Resources -TES Australia . 2015.Dyslexia-Friendly Marking Guidelines - Resources - TES Australia . [ONLINE] Available at: http://www.tesaustralia.com/teaching-resource/Dyslexia-Friendly-Marking-Guidelines-6294883/. [Accessed 13 August 2015].
Dyslexia Support Services, 2015. How to Prepare handouts for Dyslexic Students [ONLINE] Available at: http://dyslexiasupportservices.com.au/pdf_files/HowtoPrepareHandoutsforDyslexicStudents.pd[Accessed 13 August 2015].
OLIVIER’S REFERENCES
HOW TEACHERS CAN ACCOMMODATE THE DYSLEXIC STUDENT. 2015. HOW TEACHERS CAN ACCOMMODATE THE DYSLEXIC STUDENT. [ONLINE] Available at: http://www.dyslexiavictoriaonline.com/how-teachers-can-accommodate-the-dyslexic-student. [Accessed 11 August 2015].
Course: Supporting Students with Dyslexia v2. 2015. Course: Supporting Students with Dyslexia v2. [ONLINE] Available at: http://dlb.sa.edu.au/specedmoodle/course/view.php?id=10. [Accessed 11 August 2015].
ThinkBuzan, Mind Mapping. Scientific Research and Studies [ONLINE] Available at: http://b701d59276e9340c5b4d-ba88e5c92710a8d62fc2e3a3b5f53bbb.r7.cf2.rackcdn.com/docs/Mind%20Mapping%20Evidence%20Report.pdf [Accessed 11 August 2015]
Sellers, C., Dyslexia and Mind Mapping. [ONLINE] Available at https://pkab.files.wordpress.com/2008/06/chrissellersarticledyslexia.pdf [Accessed 11 August 2015]
Lami, G., 2008 Dyslexia and Concept Maps. An Indispensable Tool for Learning [ONLINE] Available at http://cmc.ihmc.us/cmc2008papers/cmc2008-p223.pdf 9 Accessed 11 August 2015]
JOHN’S REFERENCES
Dyslexia: Mastering Math - Homeschooling with Dyslexia. 2015.
Dyslexia: Mastering Math - Homeschooling with Dyslexia.
[ONLINE] Available at:
http://homeschoolingwithdyslexia.com/dyslexia-mastering-math/.
[Accessed 11 August 2015].
Dyslexia - Crystalinks. 2015. Dyslexia - Crystalinks. [ONLINE]
Available at: http://www.crystalinks.com/dyslexia.html. [Accessed
11 August 2015].
Dexteria Dots - Get in Touch with Math - YouTube. 2015.
Dexteria Dots - Get in Touch with Math - YouTube. [ONLINE]
Available at: https://www.youtube.com/watch?v=9c2wg7dHHDc.
[Accessed 11 August 2015].
Demystifying Math Struggles * The Yale Center for Dyslexia &
Creativity. 2015. Demystifying Math Struggles * The Yale Center
for Dyslexia & Creativity. [ONLINE] Available at:
http://dyslexia.yale.edu/math.html. [Accessed 11 August 2015].