Dyslexia Action      Summer Conference    Thursday 28th June 2012Empowering the 10%                                       ...
“If Britain is to recovereconomically it has to invest inthe whole of its workforce not        just the young”  Alan Tucke...
".... so, teaching adults is                       dead easy. All you have                       to be is an empathetic,  ...
training@dyslexiaaction.org.uk
“In the UK, a selective difficulty in                acquiring a skill is referred to as a                “specific learni...
“Slow reading acquisition has                 cognitive, behavioral, and                 motivational consequences that   ...
… she seems in a world of her own… herwork is peppered with clerical errors.           training@dyslexiaaction.org.uk
training@dyslexiaaction.org.uk
Bad Apples And The Performance           Equation          training@dyslexiaaction.org.uk
1. Why is John having such                   problems using spread-                   sheets?                2. Is John ex...
If we take a „widely                        realised‟ view (Wilson                        2001), we look at the           ...
“I find that my early educationalexperience comes back tohaunt me on bad days. Whenexperiencing a problemespecially if com...
training@dyslexiaaction.org.uk
“To a person with only a                    hammer, every problem                    looks like a nail.”                  ...
Empowerment  training@dyslexiaaction.org.uk
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Seminar 6

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Seminar 6

  1. 1. Dyslexia Action Summer Conference Thursday 28th June 2012Empowering the 10% Tina Horsman Victoria Matthews-Patel training@dyslexiaaction.org.uk
  2. 2. “If Britain is to recovereconomically it has to invest inthe whole of its workforce not just the young” Alan Tuckett, NIACE Chief Executive training@dyslexiaaction.org.uk
  3. 3. ".... so, teaching adults is dead easy. All you have to be is an empathetic, sympathetic, highly organised, well-planned, praising, praiseworthy, encouraging, knowledgeable, comedic manager with decent presentation skills. It‟s a piece of cake....“ (Corder, 2002, p. 27)training@dyslexiaaction.org.uk
  4. 4. training@dyslexiaaction.org.uk
  5. 5. “In the UK, a selective difficulty in acquiring a skill is referred to as a “specific learning difficulty.” The term learning difficulty makes it clear that the skills must be learnt, specific means that the difficulty occurs in a restricted domain. Dyslexia is one of the best known and best understood examples of a specific learning difficulty…” (Hulme & Snowling, 2009, p. 2)training@dyslexiaaction.org.uk
  6. 6. “Slow reading acquisition has cognitive, behavioral, and motivational consequences that slow the development of other cognitive skills and inhibit performance on many academic tasks. In short, as reading develops, other cognitive processes linked to it track the level of reading skill… Reading affects everything you do.” (Stanovich, 1986, p. 390)training@dyslexiaaction.org.uk
  7. 7. … she seems in a world of her own… herwork is peppered with clerical errors. training@dyslexiaaction.org.uk
  8. 8. training@dyslexiaaction.org.uk
  9. 9. Bad Apples And The Performance Equation training@dyslexiaaction.org.uk
  10. 10. 1. Why is John having such problems using spread- sheets? 2. Is John experiencing any difficulties with his computer screen? 3. Is his transposition of numbers symptomatic of a deeper problem? 4. Should I talk to John to see how things are from his perspective? 5. Am I part of the problem or part of the solution?training@dyslexiaaction.org.uk
  11. 11. If we take a „widely realised‟ view (Wilson 2001), we look at the attributes of a person, the details of performance and the operating environment. Such appraisals should get us much closer to a true understanding of the situation and the person in that situation.training@dyslexiaaction.org.uk
  12. 12. “I find that my early educationalexperience comes back tohaunt me on bad days. Whenexperiencing a problemespecially if comments aremade by observers I can attimes experience a kind ofemotional flashback ofparticularly painful and fearfulclassroom experiences....” (Miles & Varma, 1995, p.112)
  13. 13. training@dyslexiaaction.org.uk
  14. 14. “To a person with only a hammer, every problem looks like a nail.” (Reason, 2007, p. 78)training@dyslexiaaction.org.uk
  15. 15. Empowerment training@dyslexiaaction.org.uk

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