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Support for English, maths and ESOL
Module 17
Supporting dyslexic learners in different contexts
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Aims for the day
To raise awareness of dyslexia in a range of adultcontexts
To raise awareness of issues of equality and
diversity
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Objectives
1. dentify the !ey characteristics and cluster of
difficulties faced "y learners with dyslexia.
#. Outline how dyslexia impacts on adult learners$access to learning and training.
%. &onsider issues of equality and diversity.
'. Suggest further sources of support and
information.
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Target audience
• Literacy and numeracy teachers in a range of
settings, including (E ) *&L, wor!place, offender
and em"edded
• +ocational teachers and assessors
• Employers
• nion learning representatives
• Teachers delivering apprenticeship programmes
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The dyslexia aareness day and !"#
support materials
• * one-day awareness raising session
• Online &/ modules and video snapshots set in fourcontexts0
1$ %& ' A!(
)$ *or+place,$ Offender
-$ &mbedded learning
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(earning outcomes
aised
awareness of0
•The
characteristics of dyslexia.
•The
"arriers and strengths of dyslexia.
•The
importance of identifying the individual needs of dyslexic learners.
•The
importance of issues of equality and diversity.
continued...
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(earning outcomes .continued/
• 2ow the distance learning modules and video
snapshots can provide further information a"outdyslexia and strategies to support adult dyslexic
learners in different settings.
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!ontent of the day
Session 1
•Main
characteristics of the dyslexic learner
Session #
•#yslexiain relation to the adult learner0s literacy and numeracy
Session %
•Sharing
good practice or+shop
•&2uality
Act•3ose
recommendations
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!ontent of the day
ession '
• !ase studies4 %& ' A!(5 offender and or+place
• 6dentifying needs and strategies$
ession 3
rief introduction to !"# materials
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Session 1
he main characteristics
f the dyslexic learner
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!8
Strength
s
6 am
imaginative and can create good stories inthe oral
tradition$ 6 can ma+e people laugh ith my
bi9arre
flights of fancy and 6 can do it in %rench
and:erman too$ 6 consider myself to be a true
&uropean
$
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ould li+e to add that 6 am dyslexic$
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&ddie 699ard
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!8
Strengths
6 am good atproblem;solving and thrive in difficult
and demandingsituations$ My excellent visual and
spatial s+ills help meto contribute greatly in my
voluntary or+ iththe <endal Mountain Search
and 3escue team$
6n 1==> 6 or+ed itha team to devise strategies
for an expeditionthrough the deepest gully in the
orld in the orneo jungle$
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6 ould li+e to
add that 6 am dyslexic$
6 say that5
dyslexia does not stop you doing anything?
instead it ma+es
you focus on hat you can do$
Stephen <elly
Stephen or+ed
at the *estmorland :eneral @ospital
and had recentlyachieved level 1 in literacy$
Dyslexia Contact 45/*6
7anuary #883
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!8
Stre
ngths
6
have creative ideas and am a goodcom
municator$ 6 li+e or+ing as part of a team and
feel
that 6 have much to offer in discussions5
particularly hen the aim is to adapt or create
prog
rammes for broadcasting and television$
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6 ould li+e to add
that 6 am dyslexic$
!aron Miles
completed a A @ons degree in !ontent
!reation for
roadcasting and Media at 3avensbourne
!ollege of #esign
and !ommunication$
She received a first
class degree and ent on to or+for an independent
T8 production company$
#yslexia !ontact .#A/
anuary )BBC
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!aron Miles
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Strengths shared by many
dyslexic people
:ood interpersonal
s+ills
"roblem solvers
Often creative
6maginative
:ood visual and
spatial s+ills
:ood at practical
activities
(ateral thin+ers
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"ositive messages
When people are known for their gifts, their
difficulties remain unknown.
When people are known for their difficulties, their
gifts remain unknown$E
n the Mind0s &ye5 Thomas :$ *est5 1==1
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!luster of dyslexic difficulties
ard sort activity
3eading *riting
Fumber
(earning
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Other conditions that may affect
learning
• /yscalculia
• /ysgraphia
• /yspraxia
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Session )
/yslexia in relation to the adult
learner$s language, literacy and
numeracy
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o, what is dyslexia9
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3ose report5 )BB=
:/yslexia is a learning difficulty that primarily
affects the s!ills involved in accurate and
fluent word reading and spelling.;
dentifying and Teaching &hildren and <oung eople with /yslexia and
Literacy /ifficulties A
n independent report from Sir im 3ose to the Secretary of State for !hildren5 Schools
and %amilies5 )BB=
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!haracteristic features of dyslexia
• &haracteristic features of dyslexia are difficulties in
phonological awareness, ver"al memory and ver"al
processing speed.
• /yslexia occurs across the range of intellectual
a"ilities.
• t is "est thought of as a continuum, not a distinct
category, and there are no clear cut-off points.
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!haracteristic features of dyslexia
• &o-occurring difficulties may "e seen in aspects of
language, motor co-ordination, mental calculation,
concentration and personal organisation, "ut these
are not, "y themselves, mar!ers of dyslexia.
• * good indication of the severity and persistence of
dyslexic difficulties can "e gained "y examining how
the individual responds or has responded to well-
founded intervention.
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6ncidence of dyslexia
• * recent report estimates that dyslexia may
significantly affect the literacy attainment of
"etween '= and >= of children 4Snowling,
#88>6.• The accepted 5ritish /yslexia *ssociation
estimate of dyslexia is "etween '= and 18= of
the adult population.
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"attern of difficulties
• :*n unexpected, or surprising difficulty in
learning to read, write and spell.;
• &haracterised "y discrepancies "etween0- ability'attainment
; oral'ritten or+
; effort put in'2uality of output
; level of understanding'memory of facts
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The effect of dyslexia on learning
e will now use the chart for the following
activities.
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The effect of dyslexia on learning
nformation processing difficulties of dyslexia may affect0
•*or+ingverbal memory
•Speedand fluency of information processing
•8isual orspatial discrimination
• Auditorydiscrimination
• Auditory
and visual short;term memory
•Storageand retrieval in long;term memory
•Se2uencing
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uditory digit span
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isual digit span
dou"le-dou"le;
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' @ # 3
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1 A 3 % @ #
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ا
چیست؟
مش
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pelling
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ictation
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isa"ility *ccess Sign
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eading exercise
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3ead the folloing text
ote any hesitations, errors or other tendencies.
ehT $srehto eht fo ngis on llits sa erehT
$pmac eht dehcaorppa yeht sa deppots dah gnignis
yeht5 nehT $nees eb ot eno on sa ereht oFtaerg a sexob eht fo eno fo pot eht no as
tu $derbhguoroht on sa t6 $god etih
eht e+ilnu tsop sti ot +cuts dah ti
deraeppasid dah yehT $step rehtoyeht oF $nageb tsrif elbuort eht neh
$deppart ere yehT $tops eht no ere
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Fumeracy4 long multiplication
#' C '@
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Fumeracy4 estimation
DA.A% D.3@#
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Fumeracy4 estimation Anser
88 18 F 38
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Some people learn better by4
• Ga!ing meaningful connections to secure things in
long-term memory
• emem"ering patterns rather than sequences
• emem"ering landmar!s rather than directions• Thin!ing holistically H all at once H rather then step
"y step
• 5eing very interested in the su"Iect
• Learning "y experience rather than "eing told
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Multi;sensory learning
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*or+ing ith dyslexic adults
Gse of 6!T #yslexia;friendlyenvironment
"ractical day;to;daydifficulties
(in+s to the adult core
curriculum
Access for All
Teaching methods
and strategies
6mportance of multi;
sensory learning 6nformation processing
Memory
&xisting strategies
3ecognition and
development of
strengths
"referred ay of
learning
Self;esteem andmotivation
Self;confidence
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*hat e need from the learner
"referred ay of learning
&xperiences
Strategies already in
place
*hat has or+edbefore
Attitude toards
learning
%actors ' challenges
affecting learning
"riorities'reasonsfor learning
3eading and
spelling levels
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Session ,
upporting the adult learner in a rangeof settings
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he Equality *ct #818
& lit A t )B1B
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&2uality Act )B1B
Summar y
•The&2uality Act )B1B ma+es it unlaful for an employer or learning provider totreat a disabled job applicant5 employee or learner less favourably5 simplybecause of their disability$ This type of direct discrimination is unlaful$
•6t is alsounlaful for an employer or learning provider to treat a disabled person lessfavourably for a reason related to their disability ithout justification$
•The Actcovers all employers5 including learning providers5 apart from the armedservices$
Bote thathealth and safety legislation always ta!es precedence
overequality.
& lit A t )B1B
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mployers must not discriminate against a
isa"led person in0
• recruitment and retention
• promotion and transfers
• training and development
• the dismissal process
&2uality Act )B1B
& lit A t )B1B
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n the *ct, someone has a disa"ility if0
hey have a physical .e$g$ sensory impairment/ or mental
impairment .e$g$ learning difficulty5 such as dyslexia and
others/? and
he impairment has a substantial and long;term adverseeffect on their ability to perform normal5 day;to;day
activities$
&2uality Act )B1B
*h t d thi H
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*hat does this meanH
• Substantial more than minor or trivial
• Long-term means that the effect of the impairmenthas lasted or is li+ely to last for at least telve months
.dyslexia is lifelong /
• Normal, day-to-day activities include everyday thingsli+e eating5 ashing5 al+ing5 going shopping and accessto learning$
/yslexia is clearly covered "y the *ct.
3 bl dj t t
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3easonable adjustments
The purpose of a reasona"le adIustment is toena"le an employee or learner to perform to the"est of their a"ility and to ma!e a valua"le
contri"ution to the organisation.
*n employee or learner can as! for reasona"leadIustments and should not "e denied them.
&xamples of reasonable adjustments
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&xamples of reasonable adjustments
• ensuring that oral instructions are also provided in
writing or can "e recorded
• additional time in the induction process
• written information provided on coloured paper andin an appropriate font
• a computer with appropriate software
• extra time for assessments
• a "uddy or mentor
• required reading sent out well in advance
Session -
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Session -
ase studies
!ase study guidance
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!ase study guidance
&onsider one case study related to setting 4(E ) *&L, wor!place, offender6.
• Appoint a scribe ithin each group to ma+e notes on flipchart paper$
•Fot
e the dyslexic learner0s ' or+er0s strengths and ea+nesses$ •#iscuss and note the demands ' challenges posed by the setting$
•#iscuss and note hy the dyslexic learner ' or+er is challenged by these$
•#iscuss and note hat might be done to help5 including reasonable adjustments$
•One person from each group gives feedbac+ from the case studies to the hole group$
*llthe information you need is in the case study, "ut you should also call on yourexperience and !nowledge of the setting.
3ose report and teaching strategies
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3ose report and teaching strategies
Specialist teaching programmes should incorporate thefolloing features4
• Structured programme with small, lin!ed steps
• Gulti-sensory teaching
• einforcement through regular practice, "uilding automaticity
• S!ill teaching, focusing on the development of transfera"les!ills
• Getacognition, developing a range of learning strategies andapproaches to use in different circumstances
• Social and emotional "arriers to learning ta!en into account
Session C
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Session C
ntroduction to the &/ materials on the
Excellence Jateway
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Overvie of all dyslexia materials on
&xcellence :ateay4
• (ramewor! for nderstanding /yslexia
• /yslexia support pac! 4Em"edded6
• Online &/ materials
• +ideo snapshots
• /iagnostic assessment materials
• *ccess for *ll
www.excellencegateway.org.u!
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