1

Click small speaker if intro music required (Robbie Williams let me entertain you) if you are still waiting on people who are late

2

Domestics

� Fire Alarms / Escapes

� Breaks

� Smoking

� Toilets

� Feel free to ask Questions

3

Introduction

� It is the law that companies cannot discriminate against persons with disabilities and that, reasonable adjustments must be carried out to enable disabled people to have the same opportunities as everyone else.

� Most places of work and learning:

• Have wheel chair access

• Provide special chairs for employees with back problems

• Provide higher tables, wrist supports, back supports and also glasses for people who struggle to read PC screens etc.

It is law that companies cannot discriminate against persons with disabilities

And that reasonable adjustments must be made to enable the disabled person to

function the same as everyone else.

Most places of work have wheel chair access, most places of work provide

special chairs if a person has a bad back,

Places of work often provided higher tables, wrist rests, glasses for individuals

with difficulty reading PC screens etc.

This is usually easy because its physically possibly to see the individuals problem

and disability

4

Introduction continued

Making provision is usually easy because it is physically possibly to see the individuals problems, difficulties or disabilities.

BUT

� What is done to help people with learning difficulties?

� What provisions do we give to a disability that we can not see?

But what is done to help people with learning difficulties, what provision do we give to a disability we cannot see.

5

Aims

� The aim of this session is to raise awareness of Dyslexia in the work place and training environment

� What are our legal obligations

� Give some guidelines to what as a business or training provider, we can do to aid individuals who suffer with learning disorders such as Dyslexia.

6

Objectives

� After this session you will:

– Have gained awareness of our legal obligation under the Disability Discrimination Act

– Understand how the brain works and how it may be effected by Dyslexia.

– Have gained an awareness of language based problems effecting some adults.

7

Objectives

– Be able to recognise the signs common to certain learning disorders

– Know how to adapt the working environment to aid someone who suffers with learning problems

8

Trainers Obligation

� Please remember - We are not here to diagnose dyslexia

� You must never say to any delegate or employee that he or she suffers with a learning disability. As a trainer / employer you only have the ability to support and adjust your training course in making learning easier for candidates who may struggle.

� If during this course you feel concerned that you may have some or all of the problems discussed

9

•Feel free to air any concerns you may have with any of the trainers during break times or after the session

•We are also available for questions and support, once the course is complete

10

Dyslexia comes from the Greek dys,

implying ‘difficulty’ and lexis, meaning ‘word’

11

How do every day people view Dyslexia

� How would you define Dyslexia ?

12

Facts

““1010”” It is estimated 1 in 6 people in the UK have some formIt is estimated 1 in 6 people in the UK have some form

of learning disorder !of learning disorder !

So how many in your training room or work place?So how many in your training room or work place?

There are 60 people in this room.There are 60 people in this room.

On average how many do you think could potentially have On average how many do you think could potentially have

a Learning Difficulty ?a Learning Difficulty ?

13

Facts

� A large company like RWE Employ 127,000-

People world wide

That means 21,000 members of staff could

Potentially have some form of learning disorder,

Most wont even know it.

What effect could not providing support for these people have upon the business ?

14

Our Legal Obligation

The Disability Discrimination Act

Covers people whose ability to carry out normal day-to-day activities is adversely affected by a physical or mental impairment on a long term basis.

Under the terms of the Act, an employer or training provider must make reasonable adjustments, to accommodate a disabled persons needs. This includes Learning difficulties.

Possibly use DVD talk by the disability rights commission

A disability does not mean a person should be treated any differently with regards

to work or education

15

What is a learning difficulty

Most experts agree that a learning difficulty is a disorder involving………..

� Full range of intelligence

� Differing capabilities – difficulty in certain academic areas but not in others, example – good at art and design but not English and Maths

� Can effect brain input (the brains ability to process incoming information) or output (the persons ability to use information in practical skills- maths, reading, spelling etc)

People with learning difficulties are of normal or above average IQ and often excel in some fields but not others

Learning difficulties occur when the brain cannot process information effectively

16

� What is the difference between a learning disability and

developmental disability?

� What effects may having a learning difficulty have on an individual?

Experience of failure, frustration, anger, misunderstanding, humiliation, ridicule, low self esteem, stress, social problems, lack of promotion (not achieving their potential), criticism even when working hard, may appear lazy, may use evasive tactics and avoidance skills to get out of awkward situations etc

� Can someone with learning difficulties succeed ?

Questions

A person with learning difficulty has average or above average intelligence but has difficulty learning in the normal fashion

A person with developmental problems has overall below average intellectual

functioning.

How does having a learning difficulty make a person feel (see slide)

Can I make a difference as a trainer- Yes, by finding out as much information

about learning difficulties as possible, we may not change the world but we can make a massive difference to an individual by making the smallest changes to

our training sessions (we will look at this in more detail later).

Can someone with a learning difficulty succeed ? (see next slide)

17

Tom Cruise Richard

Branson

Whoopi

GoldbergPablo Picasso

Leonardo

Da VinciThomas Edison Cher

Winston

Churchill

Here are some successful people with learning disabilities or trHere are some successful people with learning disabilities or traitsaits

Robin Williams

Louis Pasteur

Hans ChristianAndersen

Henry WinklerSteve Redgrave

Jackie

StewartDuncanGoodhew

All the people shown above have a form of learning disability and all have become successful in their own field.

The list of famous people with disabilities is endless

We all have strengths and talents but some of us find it easier than others to

achieve our potential.

We may be lacking in one skill but more than make up for it in others.

With the right kind of help who knows what a person can achieve.

All above Dyslexic with exception of robin Williams ADHD Attention DeficitHyperactivity Disorder

Some of the above have traits of both ADHD and Dyslexia

18

Language Based Disorders� Dyslexia - difficulties in learning to read, write and spell.

Short-term memory, mathematics, concentration, personal organisation and sequencing may be affected, poor sense of direction

� Dysgraphia - difficulty in expressing thoughts in writing and graphing (poor writing skills)

� Dyscalculia is a term meaning "specific learning disability in mathematics." People who suffer with a poor memory for all things mathematical

� There are others and some overlap (ADHD) Dysgraphia

Dyslexia

Dyscalculia

Mild Extreme

Common traits are-

Poor hand writing

Poor sequencing

Poor short term memory

It is in most cases very difficult to tell the difference between these disabilities because of the many overlaps

Dysgraphia – use missing word sheets if testing knowledge e.g. The boy

_______ to high school (answer goes.) this means the student gains knowledge

by reading and not having to struggle with large amounts of writing.

Typical symptoms of dyscalculia.

Counting: Dyscalculic children can usually learn the sequence of counting

words, but may have difficulty navigating back and forth, especially in twos and

threes.

Calculations: Dyscalculic children find learning and recalling number facts

difficult. They often lack confidence even when they produce the correct answer.

They also fail to use rules and procedures to build on known facts. For example, they may know that 5+3=8, but not realise that, therefore, 3+5=8 or that 5+4=9.

Numbers with zeros: Dyscalculic children may find it difficult to grasp that the

words ten, hundred and thousand have the same relationship to each other as

the numerals 10, 100 and 1000.

Measures: Dyscalculic children often have difficulty with operations such as

19

How the brain functions

This is a very simple diagram explaining brain function

The left side of the brain processes language and reasoning functions such as

reading, writing, listening to instructions and sequencing, also mathematics

The right side of the brain is the artistic, creative, visual side.

Both sides work together by transferring information.

Some people with learning difficulties have difficulty processing information from

one or both sides of the brain

They maybe exceptionally good at art and design and be very creative, but not be good at reading, writing, mathematics.

20

What happens What happens

when we readwhen we read

Left brainLeft brain

functionfunction

Right brainRight brain

Function Function

producesproduces

Use of phoneticUse of phonetic

language skillslanguage skills

ProducesProduces

KK--ahah--tt

VisualsVisuals

InformationInformation

BridgeBridge

(Creates

visual memory)

When we read, the left side of the brain processes text, using language and phonetic information (K-ah-t)

This information is transferred without thinking to the right side of the brain, which

processes it in to visual information.

“Cat”

So the brain interprets the text in to the fury animal.

This is done instantly in a nanosecond !

21

(What happens (What happens

With Dyslexia)With Dyslexia)

Left brainLeft brain

functionsfunctionsRight brainRight brain

FunctionsFunctions

Poor use of phoneticPoor use of phonetic

language skillslanguage skills

??

Visual skillsVisual skills

??

BridgeBridge

Out !Out !

(No visual memory)

With some people with learning difficulties such as dyslexia, the brain works differently.

The bridge linking right and left brain function is not connecting/functioning

normally.

This can cause problems with both reading and writing and instantly processing

information, because information from one side of the brain is not recognised by the other. (Slow response in processing time)

K-ah-t = ? Example the word cat does not bridge across from the left brain

function to produce the image on the right and the word becomes unrecognised.

It is a myth that people with dyslexia cannot read and write, every dyslexic is

different.

22

exercise?

Simply read the words as they appearSimply read the words as they appear

are you ready ?are you ready ?

CatCat FrogFrog

SuccessSuccessEnglishEnglish

KinaestheticKinaesthetic

SpondelogicalSpondelogical

RubbishRubbish RegrestalightRegrestalight

CutragustedCutragusted

KnowledgeKnowledgeAbundanceAbundance

undregatilatedundregatilated

Was this easy ?

Your brain processed the words you recognised instantlyleft / right brain function (language and visual memory)

You probably struggledto pronounce the nonsense words.

Left side function (because you had no visual memory to back it up)

Imagine if it was like this for every word you tried to read

LognogisticatedLognogisticatedrepustilatedrepustilated

Exercise to show a normal learner how it can feel to have a learning problem. (highlights problems with memory and phonetics)

Read and then click for animation of words ( not easy)

23

Exercise

� Here is another example to show that word recognition is reliant on (visual) memory

Simply read the text quickly……..

Aoccdrnig to rseearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteerbe at the rghit pclae. The rset can be a toatl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseaethe huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe.

Can you read it “Quite amazing isn't it “!

(Click for animation).

You can read it even though it is jumbled, that’s because your brain does not

actually read every letter it works on memory

something the dyslexic brain struggles with.

You may think problems with writing can be overcome with the use of a spell

checker.

A spell checker will help,” however” a spell checker is not fail safe.

(Use FOUR YORE I Hand out to put point across)

24

YELLOWYELLOW BLUEBLUE

ORANGEORANGEREDRED

PURPLEPURPLEGREENGREEN

YELLOWYELLOWPINKPINK

BLUEBLUEYELLOWYELLOWPINKPINK

BlackBlack

PURPLEPURPLE

Here is another exercise !Here is another exercise !

In a moment you will be shown several words in quick succession.

Simply say the colour and not the word

This tests the left and right of your brain(both language and visual processing)

Are you ready !Are you ready !

GREENGREEN

Did you find this exercise easy?Did you find this exercise easy?

Here is another exercise which hopefully shows normal brain functioning.

(Read and click for animation.)

Was this simple it should be !

25

YELLOWYELLOW BLUEBLUE

ORANGEORANGEREDRED

PURPLEPURPLEGREENGREEN

YELLOWYELLOWPINKPINK

BLUEBLUEYELLOWYELLOWPINKPINK

BlackBlack

PURPLEPURPLE

ExerciseExercise

I am now going to give you an example of how difficultit can be for a dyslexic person to process

written information

You will be shown several words in quick succession

say the colour and not the wordAre you ready !

Here is a similar exercise,

however it should give you an idea of “ how difficult the previous slide can be for

someone with dyslexia”.

Do you still find it easy ?

(follow instruction click to animate)

Get group to use cards

26

Questions

� How difficult did you find this exercise ?

� Why did you find it difficult ?

� Imagine if you had this problem every time you tried to process language or written information, would you find it difficult to learn?

� How did it make you feel ?

27

Simply read the text below ?

exercise?

Here is another exercise

(Read the text)

28

Because dyslexics think in pictures, and not with the sounds

of words, they mainly have trouble with words that don't

produce a mental picture. Example, words such as “the”

exercise?

So the same passage could look like this ?

(Click to animate)

As shown by the previous exercises dyslexics think in pictures and not words so

they have difficulty with words that do not produce a mental picture. Referred to

as trigger words

This is how the text can appear to some dyslexics.

Do you find this confusing would you be able to decipher the paragraph ?

Disorientation is a natural phenomenon. You experience it when you get dizzy and things seem to move on their own. A common occurrence is when you're

stopped behind another car and it rolls backward. You will sense that your car is

moving forward when it's not. You may press on the brake before you think about

honking the horn.

When reading, dyslexics become disoriented when they encounter trigger words.

29

So how do you visualise a non visual word like “the”.

� Example:

If you read the text “Give me the ball”

Is this is how you would visualise the sentence ?

30

How do you visualise a non visual word like “the”.

� Someone with extreme dyslexia would need to visualize the

word “the” in order to understand the text!

� “Give me the ball”

Would you find this difficult ?

Most dyslexics need to visualize what they read and learn in order to grasp concepts and move forward. How do you visualize non-visual words like "the". A

simple word like this can stump a dyslexic. Yet on the other end of the spectrum

they can understand complex information. Sometimes simple adjustments in

teaching helps bridge the gap, such as illustrating a point with simple stick figures

or using analogies of something known to a student. above, a student illustrated "the" to bridge the understanding in the sentence "give me the ball".

31

As explained earlier, Dyslexia, as with other learning

disorders can range in severity. With this in mind here are

some examples of how text can appear to some dyslexics

White rivers

32

Exercise ? Simply read the paragraph below

Can you tell me what the paragraph was about ?How does this exercise make you feel ?

Imagine if this was how text appeared every time you tried to read – could you read it – could you understandIt ?

33

Exercise? Handout Simulation 1

Difficulty Reading and understanding

text

Hand out simulation 1.

Optional - Small speaker can be clicked on for music to either aid ( via relaxation)

learning or cause a distraction. This will depend on the individual.

34

Example of dyslexia with regards to spelling- They spell it how it sounds

� Since then ther has been a lot of publicity about dyslexia and famus peple ho hav this problm: Susan Hampshire thactress, Duncan Goodhew th swimr, and th ex-govmmntministr Michael Heseltine, who likes th reports he gets to be very concise and suportd by visul aids. Anothr is Jackie Stewart th racing driver: he only found out wen he took his son for help with his extreme dificltis; Jackie Stewart himself cud presumably tel left from ryt! It is not uncomn for adults only to find out wen ther children ar diagnosed that dyslexia was also th reasn that they themselvs had had dificlty at scool, tho ther dificltis may hav been less severe. It has been sujestd that Leonardo da Vinci, Einstein wer dyslexics; and Winston Churchill did not do very wel at scool.

How do we get around this problem with spelling?

This is an extreme example

Because of the poor use of phonetics, words are often spelt wrong.

Even after being shown the correct spelling several times it appears the dyslexic

will still not use the correct spelling.

Sometimes this is only true of select words.

Learning dyslexics to spell – use strategies, example to teach the word ANY –

Ants Never Yawn something that sticks in the mind.

35

Spell Checkers do not always work

36

ExerciseHandout Simulation 2

Problems with writing ?

Hand out simulation 2

For timing of simulation 2

Click –an alarm clock appears – bell sounds time up at 2 minutes

37

Exercise

The problems highlighted in the previous exercise also apply to writing down spoken language (note taking)

Simply write down the following two spoken language examples ?

Did you manage to write anything ?

You could hear the phonetics'So why did you struggle to write down the words ?

The same problem can occur with verbal language.

Simply write down the following information.

Five packets of crisps

One loaf of bread

A cabbage

One bag of frozen prawns

Two tins of baked beans

A packet of soup

Now try and write down the following (Click on speaker icon for sound)

Did you manage to write anything ?

What was the problem

This is because you have no visual information to back up the words so you can not write anything down

Does that make you un-intelligent

this is an extreme example to show what it is like to have a learning difficulty

You have problems but you are by no means un-intelligent.

38

Problems with writing reports

.

Example shows possibility of Example shows possibility of

severe Dyslexia or Dysgraphia severe Dyslexia or Dysgraphia

People with dyslexia can struggle with writing reports this could be because of the poor use of word sounds (phonetics), short term memory (remembering the

correct way to write letters down letters, b d reversed) and general motor skills.

Dyslexics will often write things down as they perceive the word (see next slide)

39

Other problems

� Short term memory and sequencing can also be a sign of

learning difficulty – Dyslexia

Not able to remember who telephoned after just putting

down the phone

unable to remember a particular order of instructions

Loosing track of the conversation in meetings

Structuring reports

Another problem related to dyslexia, short term memory.

40

Exercise

sequencing and short term memory

You will soon hear some numbers being read out. When the voice stops - repeat the numbers in the reverse order

example – voice says 4,7 you say 7,4

Are you ready

9292

624624

14961496

1875218752

A person with mildA person with mild

dyslexia dyslexia

Would struggle at about 3Would struggle at about 3-- 4 digits4 digits

How did you do?How did you do?

189265189265

(turn up volume on PC)

(Follow instructions, when ready click once on each speaker icon repeat the

numbers backwards. Wait for answer then go on to the next.)

I hope these exercises as a whole have opened your mind to the every day

problems faced by some people.

41

Identifying trainer/employer strategies

- questions you should ask yourself

� How do I as a trainer / employer, identify someone with learning disorder?

� What should I do if I suspect someone has a problem?

� What can I do, so everyone gets the most out of my training

sessions?

� How do I provide support during and after training?

� Is it my responsibility and why should I care?

Identifying someone with learning difficulties is not going to be easy, especially if the person does not want you to know, they may not even know they have a problem.

It may be worth while sending out personal invitations to each individual attending your course explaining objectives for the day. This could include a discreetly placed line “ If you have any specific needs or requirements please let your trainer know, all information will be dealt with in the strictest confidence. Even then an individual may choose not to disclose a problem with learning.

Each type learning difficult has its own set of symptoms learn to recognize these.

If you suspect an individual has a learning difficulty, approaching that person may be very difficult unless you have strong bonds with that person, and how confident you feel about mentioning the subject.

The last thing we want to do as trainers is upset someone or make them feel inadequate or different in someway.

We need to build on strengths and not dwell on weaknesses.

If you feel an individual has an problem simply ask if they require addition help and see where the conversation goes.

I believe if we produce training material from the start that is suitable for learners with learning difficulties, its suitable for everyone!

It is much harder to change the material later to suit individuals.

Use different sense stimuli to put across the same point, make sure individuals are comfortable with the training and be flexible if they are not,

Offer extra support if needed.

Is it my responsibility and why should I care – legally we can not discriminate against disability so we have a responsibility to make reasonable changes.

It is your responsibility as a trainer to ensure everyone has a fair chance to develop, you should care because if training is poor it reflects on you.

It also builds your self esteem the first time an individual has confidence to:-

A) confide in you and tell you they have a problem

B) Seeing the individual grow in confidence when they understand and know they have continuing support.

42

What to look for if you suspect

someone has a learning problem?

The lack of visual characteristics often creates a

myriad of misperceptions such as 'all dyslexics have

difficulty with spelling'.

However learning difficulties can affect people in

many different ways.

In the workplace the most commonly reported

difficulties are:

It is not possible to visually see a learning difficulty so here are some common work place difficulties reported.

These can be used as a guideline.

43

� Problems following written and spoken instructions

� Poor reading comprehension 'need to read something three or more times to understand it'

� Problems remembering and recording telephone numbers, messages and the content of meetings

� Reversing words, numbers or letters

� Poor visual memory, e.g. may find it difficult to copy from one page to another

� Filing and looking up entries in directories

� Dealing with maps, charts and tables

� Structuring and ordering memos, letters and reports in a clear and precise way. Paragraphs may be verbose.

� Poor sense of direction – difficulty with left and right

Verbose- excessive number of words

44

� Poor presentation of written work or figures

� Difficulty typing on a computer or calculator

� Difficulty keeping track of appointments and meetings

� Difficulty organising work and meeting deadlines

� Poor numerical skills

� Poor time management

Psychological difficulties may include:

�Being overly sensitive to criticism

�Over compensating in problem area

�Boundary issues - unaware of people's personal space

Problems may only become apparent when starting a new job

Use Simulation Exercise 3

45

Radio Interviewwith Dyslexia Sufferer and Expert

Click on speaker icon for sound

Interview with person with dyslexia and an expert on the subject.

46

What can be done ?

How do we help to build the bridge?

47

� It is also important to be aware of the strengths of having a learning difficulty in order to see the benefit that an employeecan bring to your organisation.

For example many people with learning difficulties excel in lateral thinking, they are creative and innovative, and are aware of links and associations that may escape the more linear thinker. They often have strong visual abilities, excellent practical skills and an untaught intuitive understanding of how systems work.

� Often sufferers excel in particular roles and are unaware of their disability. Problems become apparent when starting a new job or task.

Strengths

Concentrate on strengths

48

Exercise?Handout simulation 3

Dyslexic Strengths

Lateral, Spatial, Creative thinking

Use simulation exercise hand out 3 lateral and spatial thinking.

Optional - Small speaker can be clicked on for music to either aid ( via relaxation)

learning or cause a distraction. This will depend on the individual.

49

If normal learning If normal learning

would takewould take

4 goes4 goes

9 goes9 goes

100 goes 100 goes

Dyslexic learningDyslexic learning

would takewould take

8 goes8 goes

27 goes27 goes

1000 goes1000 goes

The longer the task, the worse the deficitThe longer the task, the worse the deficit

Therefore plenty of practice in small burstsTherefore plenty of practice in small bursts

What can I do as a Trainer / Employer to promote learning?

People with learning difficulties may need more time ( see slide)

If a person with normal learning take 4 goes to learn a task, a person with

dyslexia can take twice as long to learn it.

The longer it takes to learn a task the greater the deficit.

This could mean additional training or perhaps a later one to one session.

With this in mind take care when using testing or exams as a form of evaluation ?

50

� Gain a knowledge of learning disorders.

� Find out what learning disorders you could come up against

in your work place (bear in mind potentially 1/6 people could

be affected)

� Are there any common links between different problems

� Try to use as many sense stimuli as possible during training

and not just language. Think about all the five senses –

sight, hearing, smell, touch, taste. Is it possible to use two or

more of these to get the point across ! (learning styles)

� Allow for brain processing speed, and allocate time for feed

back

What can I do as a Trainer / Employer?

The more you know about learning difficulties, the greater your knowledge will be of what training requirements are needed.

Read up on information from leaflets, books, Internet, on signs and symptoms

and how to overcome them.

Try and put yourself in the position of your learners – what will work and what

wont.

Some forms of learning difficulties do have very similar characteristics such as

dyslexia and dysgraphia (brain functioning)

And also autism and Aspergers (social functioning) these can also be hereditary.

Five sense – use as many as possible to get point across

(possibility to use learning style handout – Rabbit mask) (discuss different learning styles Visual, auditory, kinaesthetic)

Allow time for brain processing speed. Dyslexics take longer to process verbal

and written information. All opportunity for feedback to be given

51

� The worst type of text for dyslexics to read is small spiky

fonts such as Times New Roman, seen here

Try and use rounded fonts such as Arial and Comic

sans ms with a minimum font size of 12pt

� Dyslexics often find reading difficult on white backgrounds often preferring cream or pastel colours. This could be because of glare –experiment with colour for hand outs and power point

Reading Strategies

Spiky fonts are very difficult to read, especially on a white background.

52

� The worst type of text for dyslexics to read is small spiky

fonts such as Times New Roman, seen here

Try and use rounded fonts such as Arial and Comic

sans ms with a minimum font size of 12pt

� Dyslexics often find reading difficult on white backgrounds often preferring cream or pastel colours. This could be because of glare –experiment with colour for hand outs and power point

Reading Strategies

Spiky fonts are very difficult to read, especially on a white background.

53

exercise?Do you find this difficult to read ?Lets change the back ground colour

Glare from white background can cause reading problems

54

This is how a small change such as colourcan help someone suffering with dyslexia

Take away the glare the words are often much easier to read and letters stand out more.

Fact - 20% of people read better with coloured backgrounds

What do you think !

55

Dyslexia and Irlens syndrome (Affects up to 20% of the population)

Which colour background is best for you?

Fifteen men on the Dead Man's ChestYo-ho-ho, and a bottle of rum!

Drink and the devil had done for the restYo-ho-ho, and a bottle of rum!

Fifteen men on the Dead Man's ChestYo-ho-ho, and a bottle of rum!

Drink and the devil had done for the restYo-ho-ho, and a bottle of rum!

Fifteen men on the Dead Man's ChestYo-ho-ho, and a bottle of rum!

Drink and the devil had done for the restYo-ho-ho, and a bottle of rum!

Fifteen men on the Dead Man's ChestYo-ho-ho, and a bottle of rum!

Drink and the devil had done for the restYo-ho-ho, and a bottle of rum!

Fifteen men on the Dead Man's ChestYo-ho-ho, and a bottle of rum!

Drink and the devil had done for the restYo-ho-ho, and a bottle of rum!

Fifteen men on the Dead Man's ChestYo-ho-ho, and a bottle of rum!

Drink and the devil had done for the restYo-ho-ho, and a bottle of rum!

Which is easier to read ?It is estimated 20% of the population would benefits visually from coloured

backgrounds

Irlens Syndrome is a visual problem (caused by light sensitivity) which affects reading and writing based activities. Having work printed on pastel colours instead of white or having colour overlays for reading helps incredibly.

Hand round reading rulers and mention coloured lenses.

56

Use visuals such as pictures and role play to back up the written word.

Your presentations will be bolder and more interesting and easier to remember

Example below

� The canteen opening time is 12.00pm until 4.00pm

� On site we have two training rooms

� The Company smoking policy

Memory Strategies

Examples showing bullet points in written text backed up by verbal language from

trainer ( left side brain functioning only)

57

The canteen

12.00 pm12.00 pm 4.00pm4.00pm

OpensOpens ClosesCloses

Example showing written text backed up with verbal language (left side brain functioning)

And also pictures and graphics (right side brain function)

Both complement each other.

58

We have two

Training rooms on site

Room 1Room 1Room 2Room 2

Example showing written text backed up with verbal language (left side brain functioning)

And also pictures and graphics (right side brain function)

Both complement each other.

59

The company smoking policy

Example showing written text backed up with verbal language (left side brain functioning)

And also pictures and graphics (right side brain function)

Both complement each other.

Note use of humour this will aid memory retention.

60

Memory Strategies Exercise? Visuals memory game.

BreadFootballBagSockSweetsFrisbeeSoupElephantGolf ClubShoeStrawberrySausage

The correct answers are :

Bread + Visual

Bag + Visual

Elephant + Visual

Sweets + Visual

Shoe + Visual

Strawberry + Visual

Sock

Frisbee

Football

Soup

Golf clubSausage

Did You remember:

�More with visuals

�More without visuals

�About the same

Watch the slide.

Now write down as many items as you can remember

It is often the case that the items backed up with visuals are usually easier to

recall

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� Try to use plain English and not long over complicated words, jargon and acronyms –

Here is an example actual taken from a large energy suppliers training document

“We receive data via the data transfer network from a field based data retrieval agent. This data is then validated on the NHHDC system”

Translation-

“We receive meter reads from the meter reader and the system checks them for accuracy”

Memory Strategies cont

Sometime big words are used to make things seem difficult or important, this just confuses the learner.

Consider sending out course material such as handouts prior to the course, this

will give the learner the opportunity to process and get a grip of course content

and requirements at their leisure.

Hand out simple English words

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Memory Strategies Exercise?

Use Concrete Words where possible – words that provoke an image - make things easier to

remember

Alligator – Apple – Arrow – Baby – Bird – Book – Butterfly

Car – Corn – Flower – Hammer – House – Money – microscope –

Ocean – Pencil – Rock – Shoes – Table - Window

Abstract Words – words that do not provoke an

image – Difficult to rememberAnger – Belief – Boredom – Chance – Concept – Effort – Fate

Freedom – Glory – Happiness – Honour – Hope – Idea – Interest

Mercy – mood – Moral – Theory - Truth

Nonsense Words – words that do not provoke an image- can you remember any ?

ator - botam - crov - difim - firap - glimoc - ricul- hilnim - jolib - kepwin –leptav - lumal - mib - natpem - peyrim - rispaw - stiwin - tubiv –

vopec - yapib

Give one minute per section

Ask attendees to look at each set of words for one minute, then ask attendees to

write down as many word as they can

Do this for each section (presentation timings in place)

Did you remember more concrete words, Abstract words, nonsense words

Remember concrete words are always easier to remember

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Memory Strategies continued - Mind Maps

Mind Maps are a good way to remember information. These can be added to over a period of time. Good for meetings

This was used while putting together this presentation

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BreadFishMilkEggsSoupIceWaterNewspaper

Exercise?Memory and sequencing Strategies continued - Implanting Memory

You wake up one morning because someone is hitting you over the head with a loaf of bread .

You go to the bathroom and notice a drowning fish in the sink.

To save the fish you fill the sink with milk.

You go down stairs an someone throws eggs at you. The only thing you can find

to clean off the egg is soup. The soup is very hot so you cool it down with Ice. The ice melts and turns to Water . you put down newspaper to soak up the

water.

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Spelling Strategies

�Dyslexics often spell a word the way it sounds - example HENY ( ANY)

Certain trigger words will constantly be spelt wrong

Simple strategies can be introduced to help with this

Example

Ants Never Yawn

Use multi sensory methods to teach difficult to learn letters such as b and d.

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� Dyslexics sometimes reverse certain letters such as “b” and “d”

� A good way to help with this is to use strategies to jog the

memory. Here are some examples for “b” and “d”

mirror-opposites: s/he might see

p instead of q,

d instead of b,127 instead of 721

saw instead of was

lion instead of loin

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� It may be worth while for your operational training department to

have a pool of recourses or learning difficulty aids.

� These can be borrowed by trainers / staff if needed

Resources could include :-

Coloured cellular overlays, recording device (digital recorder)

Coloured note paper, lap top and printer, PDA

Books , information about learning difficulties, list of support groups

(possibility of screening software)- these are just some suggestions

What can I do as a trainer / employer ?

If they don’t learn the way we teachWe must teach the way they learn

Try different teaching methods

Hands on

Lecture

One to one

Mentor

Others - each has advantages and disadvantages

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Further aids

Coloured pens

Highlighters

Post its

Coloured paper

Index cards

Files / dividers

Dictionary for spelling / spell checker

Handouts guides and manuals

Aids that can assist a dyslexic in the work or training environment

If plenty of time available use Dyslexia case file exercise – ask students what help could be provided for each case file

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Final statement

Learning difficulties……..

A cloak over intelligence.

An unexpected weakness in a sea of strengths.

If we design training with learning disabilities in mind,

the training will be suitable for everyone.

It is far more difficult to change training later to suit an individual.

If we get this project right it can change lives……..

Any Questions ?

Given the right training and environment people with learning difficulties can became very valued employees and often excel in there chosen field.

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Learning Difficulties Awareness

Special Thanks to the Scarman Trust