DYSLEXIA

Title

• To give you information about how pupils with Dyslexia are supported at school.

• To discuss Primary / Secondary transitions for pupils with Dyslexia.

• To give you some ideas about how parents can support school pupils with Dyslexia.

AIMS - LM

Definition

Dyslexia can be described as a continuumof difficulties (ranging from mild to severe) inlearning to read, write and/or spell, whichpersist despite the provision of appropriatelearning opportunities. These difficultiesoften do not reflect an individual's cognitiveabilities and may not be typical ofperformance in other areas.

(Addressing Dyslexia Toolkit)

School was a struggle. Teachers didn’t understand my dyslexia.

Jamie Oliver

Being Dyslexic in school ...

I used to think ‘How do I get through this day’. Survival at school meant doing anything to avoid the gaze of my teachers. I was frightened of being called forward to read something. I was scared of my difficulties being exposed to other students. Shayne Lynch

I just hated going into school. Dad

used to drop me off at school and I used to run after him. I felt stupid.

Kara Tointon

Associated Difficulties

Auditory or Visual

Processing

Phonological Awareness

Oral Language Skills & Reading

Short Term & Working Memory

Associated Difficulties

Sequencing, Directionality

& Organisation

Number Skills

Motor Skills and

Coordination

Associated Strengths

Creativity

Critical Thinking Skills

Narrative Reasoning

Spatial Reasoning

Interconnected Reasoning

Worries…

organisation HOMEWORKKeeping up with workGETTING LOST

Teachers not knowing / understanding

Who will help?

Support at Primary School LM

• STINT Plan

• Strategies Passport

• Additional Support

Support at Primary School LM

Support at Primary School LM

Support at Primary School LM

• Toe by Toe

• Resource Boxes

• Co-writer

• Dance Mat typing

• Dyslexia Matters Club

P6 pupils from Kirkhill

Support at Primary School LM

Primary - Secondary Transition for pupils with Dyslexia FM

There is an extensive programme of transition between all primary / secondary schools. Kirkhill / Mearns Castle Transitions:

SEPTEMBER-MAY• Meetings between PT Support for Learning and

DHT with responsibility for ASN / transfer of information.

• Class observations with specific pupil focus.• Transition meetings with school staff, pupils and

parents (not all pupils need this).

Transition• Extended Transitions• Other groups eg craft group

MAY / JUNE• All pupils experience ‘induction days’.• Sport Day for all primary schools

AUGUST / SEPTEMBER• Information passed to all staff (Confidential File)• STINT Plans• Case Conferences as required• Settling-in reviews for some pupils

Transitions

Good Evening We are in fourth year at Mearns Castle High School.

To make us feel more confident about coming up to high school lots of things were put in place.Some teachers visited our primary classes to get to know us. This helped as we got to know them.We had several class induction days to get a tour around the school and attend some classes. This helped us to realise that secondary school was not as scary as we first thought.To make everyone feel confident we all had a sports day to meet people who were going to be in our year group and classes, to make new friends and to get a taster of P.E in high school.This was a great experience because we met lots of new friends who were just as nervous as we were.

On the first day of high school S6 pupils met us at the front door and guided us to the theatre.In the theatre we were split into our point classes and we were given our time tables. The S6 (Academic Family) helped us to get to each class for the first week.We were also given an S6 buddy who we could talk to if we had any problems or just for a chat.

To help us All of our teachers were told that we were

dyslexic.We got to know the support teachers – some of

them helped us in our classes.Our support teacher gave us a card to say we

might need extra time or a reader to help in some of our subjects.

This helped us to feel confident and we knew our teachers understood what we found difficult because of our dyslexia.

We found out there are lots of other pupils in the school who have dyslexia.

Because we have dyslexia, the thought of moving to secondary school was even scarier.

However, the transition was MUCH easer than we thought!

We have made it to S4 at Mearns Castle High School and I think that all the transition support has helped to make my time there great.

Even though we have dyslexia, we feel very well supported and confident.

We hope you have enjoyed our presentation.

ThanksThanks again

Support in Secondary School FM

Depending on the needs of the individual, pupils with Dyslexia can be supported in different ways.

DHT – overall responsibility for a yeargroup

Pupil Support (Learning) – focus on learning - caseloads / monitoring / arranging support

Educational Psychologist – work with SfL / monitoring / advising / direct work if needed

Pupil Support (Pastoral)– work with SfL Department / pastoral wellbeing

Currently 128 pupils with Dyslexia at MCHS

Support in Secondary School FM

Difficulties with organisation:• Subject specific checklists• Homework written clearly on the board or stuck into Logbooks (many

teachers now issue stickers)

Lacking confidence with reading:• Paired reading – often with S6 support• Worksheets read over with the whole class• Extra time for some class-work and assessments• Reader for some assessments if required

How Dyslexic pupils can be supported...

Lacking confidence with spelling / writing:• Subject wordbanks with key vocabulary• Use of personal dictionaries• Differentiated assessments for some pupils• Printed notes instead of copying from the board• Scribe for some assessments

ICT support:• Co-writer• Use of laptops in class• Alphasmarts• Digital papers

How Dyslexic pupils are supported...

Other support:• Study skills input – Pupil Support Pastoral / PSE lessons• Specific tutorial support if needed – short term• Monitoring of Alternative Assessment Arrangements• Homework / lunch clubs• S6 peer support in some classes• Every young person with dyslexia is different – we

encourage pupils to develop independence wherever possible.

Supporting Pupils with Dyslexia

• Individual needs – every pupil is differentSevere dyslexic difficulties:• Extra support with literacy• Homework support• Differentiated coursework• Exam supportMild dyslexic difficulties:• Monitoring of progress• Advice to class teachers

Being Dyslexic

What I find difficult…

• Some of the times-tables in Maths are hard for me to remember. Problem solving is hard.

• Writing – spelling is very difficult. I know what I want to say, but often Ican’t spell it on paper.

• Reading – I find some words difficult to read but I’m much better at reading today than I used to be.

• Comprehension – I sometimes need to focus so much on reading that I miss out on understanding what I’m reading.

Moving to Secondary School

• I was worried about making friends and having lots of difficult homework to do.

• I was worried about people finding out I had dyslexia.

HOWEVER...• Lots of my friends also have dyslexia and I

have learned that it is not a big deal.• Lots of people in secondary school have

dyslexia and you are not alone.

S1 and S2

• I was not taken out of class for extra support very often. I got support in the class. This was either from the class teacher or Support for Learning.

• There were lots of different teachers who helped me with my learning.

• S6 reading

S3 and S4• I often use Digital Papers to help with reading

in exams.• Teachers don’t put too much pressure on me –

they just want me to do my best.• I recently sat my prelims and had extra time

for most subjects.• This allowed me to feel confident and gave me

time to check over my work.

How Teachers help:• They will read sheets and work on the board

to the whole class.• They don’t single me out.• They often ask me how they can help.• Teachers can print off notes instead of asking

me to copy from the board.• Teachers don’t put too much pressure on you

– they just encourage you to do your best.

Being Dyslexic in Secondary School

• It can sometimes be difficult being dyslexic at Secondary school, but most of the time it’s not.

• The support I get in classes and from my teachers really helps me.

• I know that I am coping as well as everybody else and not falling behind...but I do have to work extra hard!

Do you know these people?

Hans Christian Andersen

Orlando Bloom

Richard Branson

Cher Leonardo da Vinci

Thomas Edison Patrick Dempsey

Albert Einstein

Tom Cruise

George Washington

Robin williams

• That last slide was to show some famous people who have dyslexia

• These people can inspire us.

• They are successful.

• We can be too!

PARENTAL ROLE - FM

• You are the person who knows your child best and you have the greatest influence.

• Giving your children choice, autonomy, responsibility and teaching resilience gives them the best chance of development.

WORKING TOGETHER

Child

Home School

BEING A PARENT ISN’T ALWAYS EASY

• http://www.youtube.com/watch?v=_e6EWpAHahk&feature=related

• It is not easy being a parent – lots of parents worry about how their child will cope at school...especially if they have dyslexic difficulties.

• Almost every young person with dyslexia who makes the transition to Secondary School copes well.

How parents can help…by an S6 Student

• Earlier on I was talking about how the school helps me to get good marks in my tests, but my parents have also played a big part in helping me feel good about myself.

• It is important for you to give your child space to learn things for themselves.

• Don’t put too much pressure on your child.

How parents can help…by an S6 Student

• Try to be positive –if you worry you pass on your worry.

• Support your child with study and revision. • Ask questions. • Read and scribe if needed.• Don’t assume your child will need help –

wait for your child to ask. • Find a balance – allow your child to be

independent.

Support For Parents...

• We understand that many parents are concerned about their children if they do have dyslexia

• We have put together a list of what we, as pupils who have dyslexia, believe you, the parent, can do to help your child achieve their full potential.

• Try to encourage your children. • Be patient- it might be hard but it lets your

child know you want them to succeed.• Try to get them to try out new ways of

learning and try to help them find ways to do things themselves It is important to be as independent as possible.

• Try and set-up a place where they can do their work at home.

• Remember every child is different so they will have their own way of learning.

• It helps if you are calm and understanding – remember that a parent’s feelings about dyslexia can have a big influence on how the child feels!

• If you worry – your child will worry!

• Parents who keep going on about the child’s dyslexia.

• It takes a while to learn new things when you’re dyslexic. Becoming angry with them doesn’t help.

• Putting lots of pressure on your child.

• Don’t let your child worry about school because of your worries

• Spending hours and hours on schoolwork at home – we are exhausted after a day at school

What doesn’t help...

• Try to be patient

• Help with spelling

• Being positive about what they are good at

• Set aside a bit of time for them to look over their school work. This helps keep their learning in their minds.

• Try encouraging your child to try a different way of learning (mind maps, drawing, games...)

• Using bright colours can help draw attention to information

• Listening to music

• Help them with their organisation

What helps...

• Talking to your child about their dyslexia – but not all the time!

• Encouraging your child to be involved in extra curricular activities such as Music / Sport.

• Paired reading at home / helping them prepare for class tests

• Reassuring your child that you just want them to do their best.

What helps...

• Encouraging attendance and effort at school (remember a person with dyslexia will often need to work harder at school).

• Developing good routines with homework and studying.

• Being positive.• Allow your child to make mistakes.• Develop outside interests – extracurricular

activities / encourage your child’s strengths.• Good communication with school.• Don’t show your worries – share these with the

school rather than your child.

•HOW CAN PARENTS HELP? -

YC

BEING DYSLEXIC AT SCHOOL

• Pupils are supported in a number of different ways at school and most pupils make a very positive transition to Secondary school.

• Working in partnership with the school is essential.

• Most support is provided by class teachers.• Parents can make a huge difference.• Pupils with dyslexia may learn in slightly different

ways – but are as capable as any other young person of achieving success!!

famous dyslexics

QUESTIONS LM