www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

Using ICT to support dyslexic learners

Sarah Charles and Ros ClarkUniversity of Derby

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

A little bit about us…..

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

Aim of the session

• To raise awareness of ICT based strategies that can be used to reduce barriers to learning for students with dyslexia

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

What is dyslexia?

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

What is dyslexia?

“Although dyslexia was first reported over 100 years ago, there has been, and still is, much confusion as to what dyslexia actually is.”

(Milne 2005)

“Dyslexia is typically thought to be a reading and writing disorder.”

(Berninger 2008)

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

“Dyslexia is best described as a specific difficulty in learning, in one or more of reading, spelling and written language which may be accompanied by difficulty in number work, short-term memory, sequencing, auditory and/or visual perception, and motor skills. It is particularly related to mastering and using written language – alphabetic, numeric and musical notation. In addition, oral language is often affected to some degree.”

(BDA 2012)

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

The dyslexic myth?

“Dyslexia is a myth invented by education chiefs to cover up poor teaching methods.”

(Stringer 2009)

"Dyslexia, as commonly understood, is a myth, and a myth which hides the scale and scandal of true reading disability."

(Elliot 2005)

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

Areas of difficulty for students• “Letters jumping off pages and blurriness, not

being able to see gaps clearly between letters…..my spelling.”

• “I’m slow at reading compared to my peers… I have memory processing problems, poor short term memory…. too many questions in my head…. can’t remember formulas for maths.”

• “My organisation of thoughts is slow….reading is slow.”

• “Getting words and letters the right way round…. Letters and words are reversed when I read them.”

• “Can’t get ideas down on paper….speed and rate of learning is slow….spend longer processing information…..low reading age.”

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

Removing Barriers

A structured system of identification and

assessment needs to be developed for each university in order to support

dyslexic students effectively. (Reid 2009)

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

Traditional strategies/adjustments

Buff or cream background

Comic Sans or Arial in enlarged print

Minimal text/greater use of visual images

Writing on board in different coloured ink

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

Why ICT?

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

“… technological aids are revolutionising the efficiency of dyslexic people…”

(Close 2006)

“ICT is recognised as a key tool to help dyslexic learners in the classroom in both learning and teaching experiences, as well as accessing or recording written information. When ICT is used effectively, many of the barriers to and differences in learning can be reduced or overcome.”

(Crivelli 2006)

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

Benefits of ICT in Inclusive Teaching

• ICT can be used to:– Provide alternative forms of communication

for children– Enable access to the curriculum– Create differentiated and multi-sensory

resources– Present learning in an individually preferred

style

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

Key Considerations

• The ICT demands from activities must be appropriate to the ICT capability of the child

• Other children should not be denied access to using ICT in their learning

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

Speaking and Listening

Remove barriers to writing by

recording• Voice recorders• Easispeak• Talking tins• Windows voice recorder• Talking faces• Talking tutor

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

http://www.inclusive.co.uk/downloads/downloads.shtml#talkingfaces

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

http://www.emasuk.com/assets/files/modern-language---talking-tutor.pdf

Talking tutor

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

Screen readers

Examples of text to speech tools:• Oratohttp://www.fxc.btinternet.co.uk

• Claro Readhttp://www.youtube.com/user/ClaroSoftware#p/c/1A31CA479D1F8699/0/dG889VWJsB0

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

Talking word processors/ on screen word banks

Examples of talking word processors:• Clicker

http://www.cricksoft.com/uk/products/tools/clicker/special-needs/clicker-symbols/clicker-symbols.aspx

• Talking First Word• Textease

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

Other tools available:

T- Bar

Rapid set

Vu bar 4.5

http://www.fxc.btinternet.co.uk/assistive.htm

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

Spell checkers

• Franklin Children’s dictionary and spellchecker

‘Ginger’ is a freely downloadable spellchecker, with speech support, that may be a good alternative to spellchecking in MS word.

Available at http://www.gingersoftware.com/download/

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

27

Using Mind Mapping

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

Why mind map?

Why is mind mapping useful?

To plan, add and sort ideas:Into categoriesInto relationships

Visual information:Easier to digestCan add symbols/picturesCan add colour

For revision:Information easier to digestPictures/keywords trigger factsColour and visuals aid memory

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

Using Mind Mapping

• Inspiration 8 (free trial at www.inspiration.com)

• Sparkspace www.bdastore.org.uk

• Kidspiration 3 www.dyslexic.com

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

ICT and dyslexia

With appropriate programs and ICT tools pupils

will:• Gain confidence and have a go• Work independently on tasks• Demonstrate what they can do and know• Overcome frustration and raise self-

esteem• Become less tired

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

ICT that is ‘dyslexia friendly’

• Options for full speech• Opportunity to review or repeat• Options to alter font, size, colour, and

background• Record keeping where appropriate• Clear instructions, navigation tools and menus• Unclutter screens

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

IWBs can reduce visual stress

• Change the background colour

• Use dyslexia friendly fonts e.g. comic sans, Sassoon

• Use IWB tools e.g. reveal blind, spotlight, magnifier

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

Practical Strategies - Hardware

• Make icons on screen larger• Change size of fonts• Change contrast of text and background• Change speed of mouse• Change number of clicks on mouse• Letters on keyboard/use of concept

keyboards/textured keys

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

Software

• Remove tools from toolbars• Choose simple or advanced set-ups• Create document templates• Specific SEN software • Supporting the wider role of the teacher -IEP

Writer

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

www.derby.ac.uk

ED

UC

AT

ION

, HE

ALT

H A

ND

SC

IEN

CE

S

Close, S. (2006) Dyslexia and Technology Aids in the Workplace. Patoss,

19 (1), pp 62 – 68.

Crivelli, V. (2006) How Technology can Support Dyslexic learners Patoss,

19 (2), pp 65 – 68.

Keates, A. (2000) Dyslexia and information and communications

technology: a guide for teachers and parents. London: David Fulton.

Sands, S. and Buchholz, E. S. (1997) The underutilization of computers to

assist in the remediation of dyslexia.International Journal of Instructional

Media, 24(2), 153–175.

University of Nottingham Mental Health, Hidden Disabilities and Learning

Support Project (2001) Supporting dyslexic students in the use of IT: an

information literacy approach. University of Nottingham.