Date post: | 23-Dec-2015 |
Category: |
Documents |
Upload: | bernard-white |
View: | 216 times |
Download: | 0 times |
29 October 29 October 20122012
Identifying andIdentifying andSupporting Supporting
DyslexiaDyslexiaMoira Moira Thomson & Thomson & Anne WardenAnne Warden
Dyslexia Scotland South EastDyslexia Scotland South East
Contextual Contextual referencesreferences Education (Scotland) Acts Education (Scotland) Acts
Additional Support for Learning Additional Support for Learning 2004 & 20092004 & 2009
Supporting Children’s Learning Supporting Children’s Learning Code of Practice 2010Code of Practice 2010
Equality Act 2010Equality Act 2010
HMIe Report 2008 Education HMIe Report 2008 Education for Learners with Dyslexiafor Learners with Dyslexia
AimsAimsTo consider why all dyslexia is To consider why all dyslexia is not identified at schoolnot identified at school..
To consider why dyslexia may be To consider why dyslexia may be misidentified by teachers and misidentified by teachers and parents.parents.
To explore ‘hidden’ dyslexia and To explore ‘hidden’ dyslexia and behavioural issuesbehavioural issues
Definition of Definition of DyslexiaDyslexia
http://www.scotland.gov.uk/Topics/Education/Schools/welfare/ASL/dyslexia
Difficulties resulting from dyslexia:
often do not reflect an individual's cognitive abilities
may not be typical of performance in other areas
The impact of dyslexia as a barrier to learning varies in degree according to the learning and teaching environment.
Scottish Government 2008
Dyslexia DefinitionDyslexia DefinitionDyslexia exists in all cultures and across the range of abilities and socio-economic backgrounds. It is a hereditary, life-long, neuro-developmental condition.
Unidentified, dyslexia is likely to result in low self esteem, high stress, atypical behaviour, and low achievement.
Dyslexia DefinitionDyslexia DefinitionLearners with dyslexia will Learners with dyslexia will benefit from early identification, benefit from early identification, appropriate intervention and appropriate intervention and targeted effective teaching, targeted effective teaching, enabling them to become enabling them to become successful learners, confident successful learners, confident individuals, effective individuals, effective contributors and responsible contributors and responsible citizenscitizens.
Scottish Government 2008
Difficulties associated Difficulties associated with dyslexiawith dyslexia
auditory and /or visual processing of auditory and /or visual processing of language-based information language-based information
phonological awareness & oral language phonological awareness & oral language skills skills
short-term and working memoryshort-term and working memory
sequencingsequencing
number skills number skills
organisational abilityorganisational ability
Motor skills/co-ordination may also be Motor skills/co-ordination may also be affectedaffected.
The impact of The impact of dyslexia on dyslexia on learning learning . . .. . . . . . .is on a continuum - varying from. .is on a continuum - varying from
mildmild moderatemoderate severesevereDepending on the learning Depending on the learning
environment and any coping environment and any coping strategies in placestrategies in place
Each child has aEach child has adistinctive distinctive pattern ofpattern ofdifficultiesdifficulties
ComparisonsComparisonswith otherwith other
dyslexic childrendyslexic childrenmay not helpmay not help
Not all dyslexic childrenNot all dyslexic childrenwill experience allwill experience alldyslexic problemsdyslexic problems
Dyslexia is not Dyslexia is not always apparent always apparent
becausebecause
At primary schoolAt primary school
OnlyOnly about half about half of all dyslexiaof all dyslexiacan be identified at primarycan be identified at primary
Dyslexia having a severe adverse Dyslexia having a severe adverse impact on literacy is impact on literacy is alwaysalways
identifiedidentified..
Dyslexia in able children who Dyslexia in able children who manage to keep up manage to keep up is rarely is rarely
identifiedidentified
. . . but not necessarily as . . . but not necessarily as dyslexiadyslexia
concentratioconcentratio
nn
difficultiesdifficulties
delayed delayed speechspeech
These includeThese include::
visual/visual/
perceptual perceptual
problemsproblems
asthmaasthma
Early developmental Early developmental problems may prevent problems may prevent early identification of early identification of
dyslexiadyslexia
Dyslexia at Dyslexia at secondarysecondary
Some aspects of dyslexia Some aspects of dyslexia do not become apparent do not become apparent until pupils begin to until pupils begin to experience difficulties experience difficulties within the secondary within the secondary curriculumcurriculum
Dyslexic Dyslexic pupils are pupils are
used to used to having all having all the time the time
they needthey need..
The secondary The secondary timetabletimetable
creates problems creates problems
outweigh outweigh pupils pupils coping coping
strategiesstrategies
The demands of the The demands of the secondary subject secondary subject
curriculumcurriculumHelHelp!p!
Dyslexia may not be Dyslexia may not be identified by identified by
secondary subject secondary subject teachers teachers
They may mistake They may mistake manifestations of dyslexia for manifestations of dyslexia for
other issues.other issues.
They may see pupils for They may see pupils for only 1 or 2 periods a weekonly 1 or 2 periods a week
Dyslexia is Dyslexia is often mistaken often mistaken
for:for:Low abilityLow ability
ill-healthill-healthClumsinessClumsiness
Social/emotionalSocial/emotional issuesissues
CarelessnessCarelessness
Dyslexia often Dyslexia often appears to be a appears to be a behaviour issuebehaviour issue
weak concentrationweak concentration
lazinesslaziness
poor attitudepoor attitudeinsolenceinsolence
It is often mistaken forIt is often mistaken for
Indications of Indications of ‘hidden’ dyslexia‘hidden’ dyslexia
inability toinability totake notestake notes
low self esteemlow self esteem
illegibleillegiblewritingwriting
lack of readinglack of readingfluencyfluency
weak short-weak short-term memoryterm memory
inefficientinefficientsearch skillssearch skills
inconsistent inconsistent spellingspelling
inability to copyinability to copy
weakweakconcentrationconcentration
Coping Coping strategiesstrategies
Often mistaken for low-level disruptionOften mistaken for low-level disruption
Talking - notTalking - notreading/writingreading/writing
‘‘forgetting’forgetting’homeworkhomework
Asking peersAsking peersfor helpfor help
CopyingCopyingfrom peersfrom peers
Feeling illFeeling ill
Messy deskMessy deskLost workLost work
Avoidance Avoidance strategiesstrategies
forgettingforgettinghomeworkhomework
Head/tummyHead/tummyachesaches
Behavioral manifestations of dyslexiaBehavioral manifestations of dyslexia
absence/absence/truancytruancyRunning awayRunning away Tears/Tears/
tantrumstantrums
DisruptiveDisruptivebehaviourbehaviour
Refusal toRefusal toco-operateco-operate‘‘losing’losing’
booksbooks
Low self-esteemLow self-esteemaffects learning affects learning
and and performanceperformance
Dyslexia + stress canDyslexia + stress canresult in low self-result in low self-
esteemesteem