Equity and Inclusion into Action:Developing the Dyslexia-friendly Classroom

Dr Dominic Griffiths Centre for Inclusive Education & Disability Studies

Manchester Metropolitan University

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Learning outcomesYou will:• understand current definitions of dyslexia• know some of the barriers to learning for

dyslexic pupils• be able to recognise when to modify learning

objectives for dyslexic pupils• know some access strategies, teaching styles

and approaches for dyslexic pupils including using ICT

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Activation of prior learning: - activity

In pairs, match up the grey to the coloured cards to complete statements about dyslexia

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Dyslexia Quiz

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often hereditary

Since 2010Since 2010

Up to 10% of the population Up to 10% of the population

may be affected enough to require specialist help

People with dyslexiaPeople with dyslexia

linked to general ability

Dyslexia isDyslexia is

it is a cluster of differences

Dyslexia particularly affectsDyslexia particularly affects

dyslexia has been covered by the ‘disability’ category of the

UK Equality Act

No two people with dyslexia are the same

No two people with dyslexia are the same

roughly as many females as males may be affected

Dyslexia is notDyslexia is not

Up to 4% Up to 4%

over time, different coping strategies are learnt and are

effective

Recent research suggest thatRecent research suggest that

The handling of symbolic information, especially written

language

It cannot be ‘cured’ but It cannot be ‘cured’ but

are dyslexic to some degree

Often think in a different way and our teaching has to take

that into account

Dyslexia quiz: reflection point

• In wat ways was / wasn’t that activity dyslexia-friendly?

• How could I have made it more dyslexia-friendly ?

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SpLD/ Dyslexia: BPS Definition

•“Dyslexia is evident when accurate and fluent word reading and/or spelling develops very incompletely or with great difficulty. This focuses on literacy learning at the word level’ and implies that the problem is severe and persistent despite appropriate learning opportunities. It provides a the basis for a staged process of assessment through teaching. (BPS 2005)

Rose Report Definition

• 'Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling.

• Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed.

• Dyslexia occurs across the range of intellectual abilities.• It is best thought of as a continuum, not a distinct category, and there are

no clear cut-off points.• Co-occurring difficulties may be seen in aspects of language, motor co-

ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia.

• A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well founded intervention.'

Rose Report 2009

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Impact focussed development of Practice in schools

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Difficulties associated with dyslexia

• Reading• Spelling• Writing• Sequencing /organisation• Word-finding• Visual stress (Irlen)• Short-tem and working memory

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Presenting written information: Mears-Irlen Syndrome

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Talents and abilities that often accompany dyslexia• Creativity• Thinking laterally and making unexpected

connections• Problem-solving skills• Seeing the ‘bigger picture’ /learning

holistically rather than step by step• Good visual skills, thinking easily in 3D• Good oral skills• Good social skills• Making personal, meaningful connections to

secure things in long-term memory• Remembering patterns rather than sequences• Remembering landmarks rather than directions

rather than step by step• Learning by doing.

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Learning outcomes

You will:• consider when to modify learning

objectives for dyslexic learners, and• become familiar with some of the

teaching approaches and access strategies that are appropriate for dyslexic learners.

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Activity 3

Supporting dyslexia in the classroom: word level work 1

• Structured, Cumulative, Multisensory Phonics

How can I read the vowel digraph ‘ou’ What about ‘ow’

Give me some spelling choices for the long a soundWhat is the soft c rule?

This phonic work is the supplemented by work in etymology and morphology

Dyslexia-friendly classroom layout

• Watch the Teachers TV clip on the dyslexia friendly classroom.

• make note on the techniques resources and layout

• How might you apply these principles in your own subject area?

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Dyslexia friendly text layout

Display of pupils’ work

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Slide 1.19

Science words

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Slide 1.20

Desktop prompts

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Watch the Teachers TV clip on allowing for dyslexic sequencing difficulties

Note resources and strategies used

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English work

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Visual timetable

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Using mind maps

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Assessing learning: traffic lights

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Learning outcome

You will consider some teaching styles and approaches appropriate for dyslexic learners.

Watch the Teachers TV video clip on Alternative recording strategies.

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Activity 4

ICT prompts

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Using ICT to enhance the dyslexia-friendly classroom 1

• PC DimensionHardware:- PCs /Laptops/ tablets/ notebooks- headphones / headsets/ microphones- Talking postcards/ talking tins/ talking

calculator / dictaphones

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Using ICT 2

• Software-Individual programmes:Wordshark (Numbershark) : Nessy; Memory Booster;-Classroom programmes:Dancemat Typing (BBC Education)Textease2Connect /KidspirationsClicker My Study Bar

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ICT 3

• iPods / iPads

• Apps: (see BDA list Handout)

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School as community of Inquiry

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A Dyslexia-friendly school Staff Learning Wall

• Queries• Ideas• Resources• Articles / papers• Images

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Dyslexia quiz: reflection point

• In wat ways was / wasn’t that activity dyslexia-friendly?

• How could I have made it more dyslexia-friendly ?

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Learning outcomes

You will:• identify key points of action for yourself.

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Activity 6

Next steps

Look again at the audit from Pavey, Meehan & Davis (2013)

Complete it, then…… Consider one change that you could make to your practice• In the next week• In the next term• In the next yearConsider dates for the review of these changes to your

practice

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Final Words

• Good dyslexia and friendly teaching is good general teaching

• Find out what works and do more of it !

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