Dyslexia Awareness Seeing Through The Mist

Aims and outcomes Aim: To demystify dyslexia and encourage application to own contexts and roles Outcomes consider the impact of dyslexia on people in consider the impact of dyslexia on people in own contexts own contexts identify approaches and strategies for identify approaches and strategies for working with learners with dyslexia working with learners with dyslexia introduce Access for All and the ‘Framework ’ introduce Access for All and the ‘Framework ’

Skills for Life 2001 All adults who want to improve their literacy and numeracy skills are entitled to free training in a format that reflects their individual needs. (Skills for Life 2001) Need to have ‘due regard to promote equality of opportunity between disabled and non- disabled learners’ (Learning and Skills Act 2000)

Skills for Life A national strategy for improving adult literacy and numeracy skills in all contexts. Not an education only strategy Covers all post-16 programmes (pre-entry to level 2) Links with other initiatives such as Success for All

Examples of impact since 2001 Literacy, Numeracy and ESOL core curricula Access for All Adult Pre-entry curriculum framework New teaching standards and qualifications Professional development including leadership and management training Facilitator support for organisations

Skills for Life Quality Initiative Main aims ( ) Increasingly well trained, professional workforce Supporting the development of a whole organisational approach to Skills for Life Respond to regional and local needs

Whole organisation approach Everyone contributes to the learner Everyone contributes to the learner experience (recruitment – progression) experience (recruitment – progression) Coherent systems, ways of working andCoherent systems, ways of working and procedures support the process procedures support the process Continuous professional developmentContinuous professional development available for all staff (includes links to available for all staff (includes links to local and regional networks) local and regional networks)

What does this mean to you? All staff working with the learner need to be aware of what they can do to help learners learn effectively (Disability Discrimination Act) All teachers need an awareness of the indicators of dyslexia and dyscalculia and know how to respond when they recognise them. (A Framework for Understanding Dyslexia)

Is there a problem? One of the key ‘dyslexia’ indicators A discrepancy between ability and achievement Who are your underachievers? How do you know? Why do they underachieve?

Signs of Underachievement Avoids / delays written work Work not completed Work does not reflect ability Inconsistency in performance or achievement Poor concentration

When do problems show? Your role? Induction Enrolment InitialAssessment Portfolios DraftAssignments MockTests

Dyslexia - What is it? Dyslexia comes from the Greek words: Dys = difficulty Lexis = language Thus, dyslexia is difficulty with language

Famous dyslexics Jackie Stewart, Benjamin Zephaniah, Robbie Williams, Steve Redgrave, Thomas Alva Edison, Eddie Izzard, Brian Conley, Tom Cruise, Albert Einstein, Zoe Wanamaker, Noel Gallagher, Tommy Hillfiger, Jamie Oliver.

Dyslexia Awareness - A Quiz Why not give it a try and see how much you may already know?

How can dyslexia be assessed? Informal use of screening tools/checklists (can be used by non-specialists) In-house specialist screening and/or diagnostic assessment Software assessments and national screening materials Educational psychologist assessment

What learners say (1) Most of us have weaknesses in one area or another The most important thing is to find your own strengths and work to them. Think of yourself as having a learning difference rather than a difficulty.

Mathematics Relatively new recognition Sometimes referred to as dyscalculia Language of mathematics Symbols used in maths can confuse

Dyscalculia 40% of dyslexic adult might have difficulty with maths Between 3% and 6% of the population Dyscalculia affects the ability to acquire arithmetical skills. (DfES)

What learners say (2) Use the help that is there for you Use technology to make your life easier Don’t hide your difficulties Don’t give up

Impact of Learning Styles Usually, a strong visual Learner: o Likes drawing, writing & seeing images o Is very observant o May have a good photographic memory o Likes to use flow charts, spider diagrams, etc.

Impact of Learning Styles Usually, a strong auditory learner: o Is good at explaining things to others o Is an attentive listener o Has good recall of spoken information o Enjoys role play, debates, interviewing and oral comprehension

Impact of Learning Styles Usually, a strong kinaesthetic learner: o Likes hands-on practical activities, e.g., experiments, model making, trying things out o Learns best by doing and making things o Likes plenty of tactile learning experiences o Can become restless when tasks are not practical

Effective Differentiation Differentiation happens when those who teach or support learning: –listen to what people with dyslexia say about the way they learn best –know the different strengths of each learner –break down learning into smaller steps –work closely with team members, colleagues, learning support staff, etc.

What helps Well structured and organised sessions Short, focused tasks with clear rationale and purpose Varied pace Group work, paired work, feedback, seminars Range of methods Thought showers, mind maps, writing frames

Methods of Differentiation Content/task Interest Pace Level Access/resources Response Depth/sequence Structure Support Teaching style Grouping By outcome

Final Words... Approaches and strategies which enhance the achievement of people who have dyslexia usually benefit all learners.