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Similar to Tapatoru - Strategies to support ākonga with learning differences.pptx
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Tapatoru - Strategies to support ākonga with learning differences.pptx
- 1. TAPATORU The Tapatoru Ako Professional Practice Award 7.3 Strategies for supporting ākonga with learning differences
- 2. Whakataukī of the week!
- 4. Kōrero Think about the social and emotional impact How can we support ākonga with learning differences?
- 6. Some simple strategies • ask your ākonga • know your ākonga • increase awareness and understanding • room layout • sitting at the front the front • lighting • being organised • safe learning spaces • tuakana/teina • chunking information • bite sized learning • multisensory techniques • use of graphic organisers, flow diagrams, mind mapping • shared reading
- 7. Resources and assessments • limit text and white backgrounds • plain font and minimum 12 font size • 1.5 spacing between lines • use of bold to highlight • use of icons • plain English • visual resources • Technology and assistive technology • Assessment options: portfolios, oral, practical, visual Fonts, such as, Arial, Verdana, Century Gothic, Calibri, Roboto.
- 8. Where to from here? • Raised awareness and understanding • Style guides • Use of assistive technologies • Further PLD opportunities You don’t need to be an expert to help
- 9. The Tapatoru values are a perfect fit for better- supporting ākonga with learning differences.
- 10. annette.tofaeono@ako.ac.nz graeme.smith@ako.ac.nz Tēnā koutou He pātai? Kia ora! Thank you!
Editor's Notes
- Recap of email content – the underlying causes (include brain injury for dyslexia, genetic, lack of education, didn’t fit at school, reading approach taken does not cater for those with difficulties
- Learners – ask your ākonga, know your ākonga Environment – room layout, sitting at the front the front, lighting, being organised Teaching – strategies incorporated into learning – chunking information, bite sized learning, multisensory techniques, use of graphic organisers, flow diagrams, mind mapping, shared reading, tuakana/teina, shared reading Resources – how are they presented? Limit text and white backgrounds on powerpoints and handouts, plain font and min 12 font size, use bold to highlight, use of icons, simplified wording, visual resources, technology tools/assistive tech. Assessment – assessment options, portfolios, oral, practical
- Do you need to be an expert? Types of learning differences – Examples: -Programmes literacy levels overpitched e.g., level 3 content and resources pitched at level 5 (tauira might be at level 3 but now perceived low literacy because we’ve pitched too high). Flesh Kincaid. -Readability (is it plain English?) difficulty understanding assessment questions. -Layout, fonts, text heavy, complicated wording, pitched too high, is the content scaffolded? OR – are literacy levels low, lack of schooling rather than lack of adequate skills, is the tauira neurodiverse? Now what can we do? Failed initiatives at school, approach to teaching reading (whole language v bottom-up or letter-sound cues approach which also helps dyslexic tauira. What can help: multisensory approach (mix it up)
- Annette Look at style guide? Thinking about barriers ….Same information…what would you prefer? Think about layout…less text – can we make some small changes?
- This is just touching on this area and is not limited to these suggestions but points to consider These work for everyone not just those with difficulties
- Does this make a difference? Does it make a difference to educators? Would it help us? What diagnosis can mean for an adult with Dyslexia? Provide enormous relief A life changing event Condition is no longer mysterious, it is: “NAMED, CATEGORISED, ANALYSED and perhaps most important of all – RECOGNISED” (Bartlett, Moody, & Kindersley, 2010)
- In follow up send out a few of the courses available to further development (Dyslexia courses, ND COP, DFQM, ND series of webinars etc.)