Dyslexia - Butler.edublogs.butler.edu/core2integratedblock/files/2013/08/Dyslexia... · Types of...
Transcript of Dyslexia - Butler.edublogs.butler.edu/core2integratedblock/files/2013/08/Dyslexia... · Types of...
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Dyslexia
+What is Dyslexia?
n A learning disability that can hinder a person's ability to read, write, spell, and sometimes speak.
n Most common learning disability in children and persists throughout life.
n Types of Dyslexia: n Trauma
n Primary
n Secondary
n Visual
+Common Characteristics
n Letter and number reversals
n Difficulty copying from the board or a book can also suggest problems
n General disorganization of written work
n May not be able to remember content
n May appear to be uncoordinated and have difficulty with organized sports or games.
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n Difficulty with left and right is common.
n Recalling sequences of things or more than one command at a time can be difficult.
n Parts of words or parts of whole sentences may be missed.
n Words can come out sounding funny.
n May become withdrawn and appear to be depressed.
+Strengths
n Ability to create.
n Able to link abstract ideas together that many of their peers would not recognize.
n Natural ability to disorient from their surroundings and experience their ideas as if they were reality.
n Ability to see, hear, feel and sense what they are creating in their minds.
n Unique personalities.
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n Visual-spatial, or intuitive “global learning” style.
n Amounts of information may come very quickly, and sometimes even unconsciously, enabling them to arrive at simple answers and interpretations to complex questions much quicker than their peers.
n They can then piece together large pockets of information, and re-arrange ideas, and then work backwards to go and fill in the smaller details of their idea.
+Challenges
n Disorients so much in a day that they are unaware of amount.
n Delayed speech
n Hyperactivity
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n Attention deficits
n Allergies
n Reading difficulties
n Self-doubts, frustration and disappointment
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+Tips for Teachers
n Info structured in sequences moving from simple to complex
n Language and rules need to be directly taught
n One on one instruction
n Multi-sensory approach
+Accommodations with Materials n Tape recorder n Block out extraneous stimuli n Highlight essential info n Provide a glossary in content areas
n Develop reading guides
+Accommodations with interactive instruction n Maintain daily routines n Provide a copy of lecture notes n Provide a graphic organizer n Step by step instructions n Key points on the board n Mnemonic instruction n Emphasize daily review
+Accommodations involving student performance n Change response mode n Provide an outline n Place students close to teacher n Encourage calendars n Turn lined paper vertically n Cues to denote important items
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n Hierarchical worksheets n Allow instructional aids n Display samples n Peer learning n Encourage note sharing n Flexible work times n Assignment substitutions/adjustments
+Assistive Technology
n Abbreviation expanders on Word documents
n Alternative keyboards
n Audio books and publications
n Electronic math worksheets
n Graphic organizers and outlining
n Information/data managers
n Optical character recognition
n Personal FM listening systems
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n Proofreading programs n Speech recognition programs n Speech synthesizers/screen readers n Talking calculators n Electronic dictionaries n Variable speed tape recorders n Word prediction programs
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