1. Equity and Inclusion into Action: Developing the Dyslexia-friendly Classroom Dr Dominic Griffiths Centre for Inclusive Education & Disability Studies Manchester Metropolitan University 1

2. Learning outcomes You will: understand current definitions of dyslexia know some of the barriers to learning for dyslexic pupils be able to recognise when to modify learning objectives for dyslexic pupils know some access strategies, teaching styles and approaches for dyslexic pupils including using ICT 2

3. Activation of prior learning: - activity In pairs, match up the grey to the coloured cards to complete statements about dyslexia 3

4. Dyslexia Quiz 4 often hereditary Since 2010 Up to 10% of the population may be affected enough to require specialist help People with dyslexia linked to general ability Dyslexia is it is a cluster of differences Dyslexia particularly affects dyslexia has been covered by the ‘disability’ category of the UK Equality Act No two people with dyslexia are the same roughly as many females as males may be affected Dyslexia is not Up to 4% over time, different coping strategies are learnt and are effective Recent research suggest that The handling of symbolic information, especially written language It cannot be ‘cured’ but are dyslexic to some degree Often think in a different way and our teaching has to take that into account

5. Dyslexia quiz: reflection point In wat ways was / wasn’t that activity dyslexia-friendly? How could I have made it more dyslexia- friendly ? 5

6. SpLD/ Dyslexia: BPS Definition “Dyslexia is evident when accurate and fluent word reading and/or spelling develops very incompletely or with great difficulty. This focuses on literacy learning at the word level’ and implies that the problem is severe and persistent despite appropriate learning opportunities. It provides a the basis for a staged process of assessment through teaching. (BPS 2005)

7. Rose Report Definition 'Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across the range of intellectual abilities. It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points. Co-occurring difficulties may be seen in aspects of language, motor co- ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia. A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well founded intervention.' Rose Report 2009 7

8. Impact focussed development of Practice in schools ReviewReflectionActionImpact 8

9. Difficulties associated with dyslexia Reading Spelling Writing Sequencing /organisation Word-finding Visual stress ( I rlen) Short-tem and working memory 9

10. Presenting written information: Mears-Irlen Syndrome 10

11. Talents and abilities that often accompany dyslexia Creativity Thinking laterally and making unexpected connections Problem-solving skills Seeing the ‘bigger picture’ /learning holistically rather than step by step Good visual skills, thinking easily in 3D Good oral skills Good social skills Making personal, meaningful connections to secure things in long-term memory Remembering patterns rather than sequences Remembering landmarks rather than directions rather than step by step Learning by doing. 11

12. Learning outcomes You will: consider when to modify learning objectives for dyslexic learners, and become familiar with some of the teaching approaches and access strategies that are appropriate for dyslexic learners. 12 Activity 3

13. Supporting dyslexia in the classroom: word level work 1 Structured, Cumulative, Multisensory Phonics How can I read the vowel digraph ‘ou’ What about ‘ow’ Give me some spelling choices for the long a sound What is the soft c rule? This phonic work is the supplemented by work in etymology and morphology

14. Dyslexia-friendly classroom layout Watch the Teachers TV clip on the dyslexia friendly classroom. make note on the techniques resources and layout How might you apply these principles in your own subject area? 14

15. Dyslexia friendly text layout

16. Display of pupils’ work 16 Slide 1.19

17. Science words 17 Slide 1.20

18. Desktop prompts 18

19. Watch the Teachers TV clip on allowing for dyslexic sequencing difficulties Note resources and strategies used 19

20. English work 20

21. Visual timetable 21

22. Using mind maps 22

23. Assessing learning: traffic lights 23

24. Learning outcome You will consider some teaching styles and approaches appropriate for dyslexic learners. Watch the Teachers TV video clip on Alternative recording strategies. 24 Activity 4

25. ICT prompts 25

26. Using ICT to enhance the dyslexia-friendly classroom 1 PC Dimension Hardware: -PCs /Laptops/ tablets/ notebooks - headphones / headsets/ microphones -Talking postcards/ talking tins/ talking calculator / dictaphones 26

27. Using ICT 2 Software -Individual programmes: Wordshark (Numbershark) : Nessy; Memory Booster; -Classroom programmes: Dancemat Typing (BBC Education) Textease 2Connect /Kidspirations Clicker My Study Bar 27

28. ICT 3 iPods / iPads Apps: (see BDA list Handout) 28

29. School as community of Inquiry 29

30. A Dyslexia-friendly school Staff Learning Wall Queries Ideas Resources Articles / papers Images 30

31. Dyslexia quiz: reflection point In wat ways was / wasn’t that activity dyslexia-friendly? How could I have made it more dyslexia- friendly ? 31

32. Learning outcomes You will: identify key points of action for yourself. 32 Activity 6

33. Next steps Look again at the audit from Pavey, Meehan & Davis (2013) Complete it, then…… Consider one change that you could make to your practice In the next week In the next term In the next year Consider dates for the review of these changes to your practice 33

34. Final Words Good dyslexia and friendly teaching is good general teaching Find out what works and do more of it ! 34