module 17_supporting dyslexic learners in different contexts_ppt.ppt

8/9/2019 Module 17_Supporting dyslexic learners in different contexts_PPT.ppt

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Support for English, maths and ESOL

Module 17

Supporting dyslexic learners in different contexts



Aims for the day

To raise awareness of dyslexia in a range of adultcontexts

To raise awareness of issues of equality and

diversity



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.



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



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



(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...



(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.



!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



!ontent of the day

ession '

• !ase studies4 %& ' A!(5 offender and or+place

• 6dentifying needs and strategies$

ession 3

rief introduction to !"# materials



Session 1

he main characteristics

f the dyslexic learner



!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

$



ould li+e to add that 6 am dyslexic$



&ddie 699ard



!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$



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



!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$



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



!aron Miles



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



"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



!luster of dyslexic difficulties

ard sort activity

3eading *riting

Fumber

(earning



Other conditions that may affect

learning

• /yscalculia

• /ysgraphia

• /yspraxia



Session )

/yslexia in relation to the adult

learner$s language, literacy and

numeracy



o, what is dyslexia9



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=



!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.



!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.



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.



"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



The effect of dyslexia on learning

e will now use the chart for the following

activities.



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



uditory digit span



isual digit span

dou"le-dou"le;



' @ # 3



1 A 3 % @ #



ا

چیست؟

مش



pelling



ictation



isa"ility *ccess Sign



eading exercise



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



Fumeracy4 long multiplication

#' C '@



Fumeracy4 estimation

DA.A% D.3@#



Fumeracy4 estimation Anser

88 18 F 38



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



Multi;sensory learning

http://www.google.co.uk/imgres?q=hearing+ear&um=1&hl=en&rlz=1T4SUNC_enGB355GB356&biw=1635&bih=637&tbm=isch&tbnid=uSU79qPrzmruUM:&imgrefurl=http://www.acupuncture.com/Conditions/tinnitusc.htm&docid=3PZ5epn3WlRnLM&imgurl=http://www.acupuncture.com/images/ear.gif&w=306&h=365&ei=0OkfT-rwCIOYOquY-bsO&zoom=1



*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



*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



Session ,

upporting the adult learner in a rangeof settings



he Equality *ct #818

& lit A t )B1B



&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



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



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



*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



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



&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 -



Session -

ase studies

!ase study guidance



!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



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



Session C

ntroduction to the &/ materials on the

Excellence Jateway



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!

module 17_supporting dyslexic learners in different contexts_ppt.ppt

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