Specific Learning DifficultiesDeveloping Awareness

This is how some Dyslexic lessons start …

“Today we are affects people in many ways .. Some people see letters reversed, some going to talk the Learning Objective

from how words get put together the Board Dyslexia is a, some people get Can you copy some people just can’t see words, some words muddled, about Dyslexia people cannot remember type of learning disability that people see light moving across the page the patterns of . There are lots of words dance, some ways to help a dyslexic person achieve.”

I look at the Board and the teacher is speaking and this is what I get …

Copying the L.O.When I copy from the Board I have to do it letter by letter … I don’t see words like I think you all do

It is very easy to lose my place

Many problems could result from global warming. One of the biggest problems is rising sea level. This could result in the flooding of low lying coastal areas and cities, such as Egypt, the Netherlands, and Bangladesh. Some countries might even disappear completely!

Without overlay

Withoverlay

Learning new wordsI don’t “know” what words look like … I recognise a bit of them and I guess the bits in between. Sometimes I will guess one way and sometimes another. Phonetics are not good for me.

If I see a word often it helps. If I type it a lot my fingers remember it, not my head.

It really helps when you write down key words and I can practice them.

Characteristics of Dyslexia• Unaware of sounds in words, rhymes or

syllables• Difficulty decoding and encoding words• Poor sequencing of letters e.g. sing/sign,

left/felt, soiled/solid• Difficulties comprehending text• Difficulty expressing thoughts and ideas

in a written form• Literal interpretation of spoken language• Word finding difficulties• Difficulty with hand writingThis is not definitive list

Our 4 types of Memory

Sequential Memory

Auditory Memory

Visual Memory

Working Memory

What can this mean to a student:1. May not recall what has been said2. May only remember the last instruction3. Has difficulty recalling subject specific vocabulary e.g

pieces of equipment 4. May have difficulty remembering what a key word means

The Many Qualities of a Dyslexic Person

Dyslexia – Support in the classroom• Think about seating in the class room Dyslexics may have limited concentration and may find copying from the board challenging and time consuming• Use different colours for different pieces of information on

the IWB as this aids concentration and focus.• Mark work for content avoiding mass correction of work.

Focus on one or two key word spellings.• Give a limited number of instructions as many dyslexics

have a poor working memory and will not remember large quantities of instructions.

• Do not expect the same volume of written work as the rest of the class, assess quality rather than quantity.

• Involve the student orally as much as possible to allow them to display their knowledge,

• Encourage alternative methods of recording work

Support In the Classroom Part 2

• Provide printed sheets of text to allow the dyslexic time to concentrate on reading and comprehending the text highlighting relevant points

• Use mind maps to help plan and structure work

• Use writing frames to scaffold work and aid planning and structuring.

• Supply a list of key words at the start of each new topic or beforehand if possible to allow pre learning to take place.

Examples of what dyslexic people see.

But often it is blurred too – this is what dyslexic people see without help.

How dyslexic people write and how they see handwriting

Dyslexia Friendly TextMany dyslexics experience visual discomfortwhen reading and will wear tinted glasses to reduce print ‘floating’ on the page (Irlene’s Syndrome)

Things to try and remember:• Use cream paper when printing, black on white tends

to glare. Put a cream shade on slides for the IWB• Write in short simple sentences• Use Arial or Comic Sans fonts at least size 12. Don’t

use a variety of fonts• Use bold to highlight rather than italics or underlying• Use bullets or numbers• Make use of headings• Keep background simple, lots of graphics can be

confusing• Use flow charts and mind maps to present

information• Provide key words with meanings

Strategies to Help with Spelling • Avoid marking every error instead underline

the part of the word which is mis-spelt• Look, say, cover, write, say, check• Simultaneous Oral Spelling (SOS)• Mnemonics e.g ‘what’ we have a tiger• Think of phrases e.g in Britain it rains• Note letter patterns by highlighting or

making larger e.g. accommodate

SeatingRoutinesLanguageBoardworkWorksheetsReadingWritingUse of TA

The Dyslexia Friendly Classroom

Consider the pupils you want to focus on and their needs.

Do you need to find out more from this pupil?

Select at least two aspects that you would like to focus

on in your classroom practice or chose a combination of

strategies.

Discuss with colleagues your next steps and be prepared to

feedback

The Dyslexia Friendly ClassroomSeating• Sit dyslexics near the front, near the teacher and facing

board• Ensure left handers don’t ‘crowd out’ right handers• Adequate lighting and a lack of glare

Routines• Explain clearly the objective of the lesson and refer to them

throughout the lesson• Encourage the use of dictionaries or hand held spell

checkers• Encourage active learning giving an opportunity for pupils

to share what they have learnt• Create opportunities to succeed, praise success and reward

frequently• Create an uncritical atmosphere where mistakes are seen as

learning opportunities

The Dyslexia Friendly Classroom Cont.

Language• Avoid rhetorical questions (dyslexics can take language

literally)• Speak slowly and clearly, using short sentences and

repeating key words.• Give verbal instructions clearly asking pupils to repeat

them back• Have key words visible on the board or in a display• Back up instructions visually• Set homework at the beginning of the lesson

Board Work• Read as you write• Writing should be clear and easy to read• Use different coloured pens to make text easier to track• Try to avoid copying vast amounts from the board• Provide printed sheets of written work to highlight or

read through.

The Classroom continued…Worksheets• Use bold headings, font 12, comic sans, Arial• More diagrams and pictures than writing• Highlight key words• Use coloured paper to reduce visual stress

Reading • Ensure text is an appropriate reading level• Encourage group/pair reading• Do not ask pupil to read aloud unless they volunteer or text

is pre prepared

Writing• Use ICT when possible• Use writing frames or sentence starters• Use mind maps to record initial ideas• Supply key words using mnemonics for tricky words

And finallyUsing Your TA• The TA should not be used as a substitute for

differentiation• Talk to your TA and involve them in the lesson• Your TA often sees students in many subject areas and

with different groups of pupils. Ask their advice and use their knowledge.

• Use a traffic light system to highlight who needs help• Beware of learned helplessness – the pupil who relies too

heavily on the TA• Use the TA for targeted input for specific pupils• Use the TA with the most able students giving you time to

work with pupils with learning difficulties• Give the TA time to write homework down for pupils who

need it• Use the TA to scribe/read to pupils in assessments

Benefits to pupil, Teacher and TAPupil:• Provide sound strategies for each individual pupil – Equip them with

excellent skills for now and in the future. • Confidence• Happier• Help reach their true potential• Thirst and desire to learn and increase their knowledge

Subject Teacher/TA• Personal satisfaction- happy, confident, help pupil to achieve to the

best of their ability.• Helped your pupil to enjoy your subject• Helped increase their knowledge and understanding