Dyslexia staff hui slide show

515 views

Published on

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
515
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
11
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Dyslexia staff hui slide show

  1. 1. DYSLEXIA <ul><li>What is Dyslexia? </li></ul><ul><li>Classic characteristics </li></ul><ul><li>So What Can I Do? </li></ul><ul><li>Where can I find more information? </li></ul>
  2. 2. DEFINITION <ul><li>Dyslexia is a specific learning preference which is constitutional in origin (part of the child) and which, for a given level of ability, may cause unexpected difficulties in the acquisition of certain literacy and numeracy skills. </li></ul><ul><li>A simple definition............... </li></ul><ul><li>Children who think and talk faster than they read, write and spell. </li></ul><ul><li>* ACTIVITY </li></ul>
  3. 3. CLASSIC CHARACTERISTICS <ul><li>Phonological processing difficulties </li></ul><ul><li>Variable performance </li></ul><ul><li>Poor retention of previously learned reading and writing skills </li></ul><ul><li>Unexpectedly poor output for considerable effort </li></ul><ul><li>Does not recognise familiar words </li></ul><ul><li>Difficulty with sequencing and with retaining a sequence over time, eg. has the right letters but in the wrong order or days of week etc. </li></ul><ul><li>Problems pulling out the answers and articulating it </li></ul><ul><li>Reads slowly and consistently makes decoding errors </li></ul><ul><li>Frustration or task avoidance of text tasks-class clown </li></ul><ul><li>Poor handwriting with reversals </li></ul><ul><li>Unsure of hand preference </li></ul><ul><li>Difficulty following instructions </li></ul><ul><li>Slow processing </li></ul><ul><li>May develop compensatory skills </li></ul><ul><li>Can have strengths in almost any other area that is not primarily literacy based </li></ul><ul><li>May develop great persistence and perseverance </li></ul><ul><li>Enjoy helping with chores or physical activities </li></ul><ul><li>Strengths is creativity and higher level thinking processes </li></ul><ul><li>Visual-spatial strengths </li></ul><ul><li>Famous Dyslexics </li></ul><ul><li>Thomas Edison </li></ul><ul><li>Albert Einstein </li></ul><ul><li>Alexander Graham Bell </li></ul><ul><li>Leonardo DaVinci </li></ul><ul><li>Pablo Picasso </li></ul><ul><li>Tom Cruise </li></ul><ul><li>Robin Williams </li></ul><ul><li>Whoopi Goldberg </li></ul><ul><li>Orlando Bloom </li></ul><ul><li>Cher </li></ul><ul><li>John Lennon </li></ul><ul><li>Difficulties </li></ul><ul><li>Strengths </li></ul>
  4. 4. FOOD FOR THOUGHT <ul><li>Teaching harder does not work, we need to teach differently </li></ul><ul><li>Multi-sensory tasks and activities wherever possible – Mike Scadden P.D </li></ul><ul><li>Differentiate by outcome as well as task </li></ul><ul><li>Success at school for dyslexic students should not depend on their being lucky enough to have a dyslexia-aware teacher </li></ul><ul><li>Dyslexics think differently. They think in pictures rather than words. </li></ul><ul><li>They prefer to receive, process and present information orally or visually rather than via the written word </li></ul><ul><li>Early detection is crucial </li></ul>
  5. 5. SO WHAT CAN I DO??? <ul><li>“ NOTICE AND ADJUST” </li></ul><ul><li>Close observation of students who are having difficulty learning via traditional methods </li></ul><ul><li>Create Parent Partnerships </li></ul><ul><li>Screen for dyslexia if necessary (4% of the 10% of estimated dyslexics will need more than the adjustments to the class programme) </li></ul>
  6. 6. “ ADJUSTING” TEACHING <ul><li>http://www.4d.org.nz/virtual/ </li></ul>
  7. 7. WHERE CAN I GET MORE INFO? http://www.4d.org.nz/school/download.html http://www.4d.org.nz/school/4d_main.html http://www.4d.org.nz/edge/ - watch video clips from Neil Mackay’s seminars http :// www.dyslexiafoundation.org.nz/index_flash.php
  8. 8. A QUICK BRAINSTORM

×