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Dyslexia Friendly Powerpoint Template

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Dyslexia Powerpoint

Transcript: Rights History I was, on the whole, considerably discouraged by my schooldays. I was not pleasant to feel oneself so completely outclassed and left behind at the beginning of the race." - Winston Churchill Famous Dyslexics It is the most common learning disability ( estimated that 4-7% pf people have some type). Dyslexics use both sides of their brain in order to do things that most non-dyslexics only use one side of their brain to perform (may have to use about six times the effort of non-dyslexics). The majority of dyslexics are left-handed. Treatment Can be inherited. Hearing disabilites when young ('glue ear') causes delay in phonemic awareness resulting in difficulty processing verbal language cues. Cranial trauma. Dietary deficiencies during pregnancy. Faulty migration of brain cells in left and frontal parts of brain (help control reading and writing). May have smaller magnocellular area of brain (ability to see moving images). Defining Dyslexia Letter reversals ("d" for "p") and the inability to write symbols in the correct sequence. Difficulty with sounds or groups of letters. May talk later than most children. Word reversals ("tip" for "pit"). Transpositions ("felt" and "left"). Inversions ("m" and "w" and "u" and "n"). Substitutions ("house" and "home"). 1968: "a disorder in children who, despite conventional classroom experience, fail to attain the language skills of reading, writing, and spelling commensurate with their intellectual abilities." (World Federation of Neurologists) Trouble paying attention (hyper). May feel dumb and worthless. Good long term memory. May complain of dizziness, headaches or stomach aches while reading. Dyslexics are by no means less intelligent than non-dyslexics, they merely learn slower in some subjects, or learn in different ways. Other Information Tom cruise, Whoopie Goldburg, Thomas Edison, Albert Einstein, Leonardo da Vinci, Muhammed Ali, Nolan Ryan, John F. Kennedy, George Washington and Henry Ford. DYSLEXIA (a learning disability) Causes 1925: Samuel Orton (American physchiatrist and neurologist) studies ambidextrous children and saw that they often times reversed letters. He called this condition strephosymbolia. 1936: The foundation of the Ordblind Institute was develope for word blind children. 1962: The Invalid Children's Aid Association on Word-Blindness or Specific Development Dyslexia conference was held (dyslexia was used to describe the loss of reading ability, due to brain lesions). Not much of an understanding of dyslexia until 1980 (National Institute of Health began research) There is no cure (once one is diagnosed, they will always have it), but one can learn to live with it and work through it. Very important to find it at an early age. People of all ages need the help of specially trained educators (teachers, tutors, therapists). Computer assisted learning (writing on the computer). Recorded books and tests. More time to finish tasks. More resources (help in taking notes). Famous dyslexic quotes. Retrieved from History of Dyslexia. Retrieved from Dyslexia Symptoms, Test and Treatment. Retrieved from Dyslexia. Retrieved from Childrens Health. Dyslexia Syptoms by Age: Children and Adults. Retrieved from Dyslexia Basics. Retrieved from NINDS Dyslexia Information Page. Retrieved from Research Types Protected from discrimination under the Individuals with Disabilities Education Act of 2004 (IDEA, Section 504 of the Rehabilitation Act of 1973, and the Americans With Disabilities Act (ADA), which also provide special services (education programs). The National Institute of Neurological Disorders and Strokes (NINDS) and the National Institute of Health (NIH) are focusing on biological and genetic research, and on the neurophysiological processes and cognitive functions having to do with reading ability. April 22, 2012 Characteristics/ Symptoms By: Ryan Hart Professor: Mrs. Manning Osborn 1860: Adloph Kussmal (a german physician) stated that the ability to read may be a separate function of the brain, calling it alexia "word blindness." 1891: Dr. Dejerne studied a patient who had a cerebral vascular accident, who lost his ability to write and comprehend. 1895: James Hinshelwood (a British optic surgeon) studied a boy who had trouble reading and writing, diagnosing him with congenital word blindness and stating that cerebral damage and birth injuries may have played a role. "Dyslexia is termed as a learning disability that hinders an individual's ability to spell, read, write and sometimes even speak." (National Institute of

Learning without whiteboards - Dyslexia Friendly Classrooms

Transcript: Research Definition used by the National Institutes of Health:- Dyslexia is a specific learning difficulty that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition, and by poor spelling and decoding abilities some facts & figures.. How Dyslexia friendly is your teaching? Doesn't matter where people are from, or what language they learn, it affects 15-20% of the world's population! Approx 1 in 10 people = more than 700 million children & adults worldwide. in 2012, study into Chelmsford prison showed 53% of prison pop. diagnosed as having dyslexia. WHY do you think this is? There are about 4 or 5 of us here with dyslexia - but you are part of an amazing group of individuals! In pairs look at the checklist. Discuss how many of these things you do now. Think how these things may help all children - not only the dyslexic learners. Best practice is to teach all students as if they are dyslexic BDA 2012 Learning without whiteboards - Dyslexia Friendly Classrooms Staff training 15th Jan 2017 Just what is Dyslexia? Year group task... Is our school dyslexia friendly? Don't forget your nose! Let's try it out! “Dyslexia-friendly‟ teaching techniques will be helpful to children without specific difficulties, while children who have dyslexia may not be able to learn effectively without particular consideration of their needs. What is essential for the learner with these specific difficulties will be helpful for all those developing their literacy”. Leicester City Council – Education and Lifelong learning Multisensory teaching Multi-sensory means that all parts of the brain are being stimulated at the same time, e.g. see………hear ……….say ……..write allowing the stronger senses to overcompensate for the weaker senses. A lesson that impacts on more than one sense is more memorable than one that is heard only or seen only. Multi-sensory teaching stimulates the auditory, the visual and the kinaesthetic (speech and touch) channel. Look at the sheet 'Examples of Multisensory teaching'. Using the sheet, review ONE lesson for this week together. What examples could you add to the lesson to make it MORE multisensory? Thank you!

Creating a Dyslexia-Friendly Environment

Transcript: OXFORD DICTIONARY: a general term for disorders that involve difficulty in learning to read or interpret words, letters, and other symbols, but that do not affect general intelligence. BRITISH DYSLEXIA ASSOCIATION: -Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word -reading and s -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. There is not one definite definition for Dyslexia. Dyslexia is such a complex condition that there is no universally accepted definition. What is your definition? Where to find information Examples of dyslexic writing Rose report Visual signs and labels if necessary to copy writing, use a samll whiteboard on the student's desk Choose appropriate texts Ensure worksheets are printed in large, clear font with sufficient spacing If possible, allow extra time to complete actitivites and provide support Break words down into small chunks for writing and spelling When reading, use a ruler or sheet of paper to block out other words and lines to allow the student to focus on a small section Creating a Dyslexia- Friendly Environent Signs to look for Definitions Living with Dyslexia Directional confusion Sequencing Difficulties Difficulties with little words What to avoid: -Asking students to copy from the board -Asking students to read aloud to a group if the student is not comfortable with the text -Signs and labels with lots of wrting but bo pictures - Creating a Dyslexia -friendly environment Intervntions and support What writing might look like to a someone with Dyslexia British Dyslexia Association Definitions of Dyslexia What to do if you suspect dyslexia: Trouble with: -Rhyming -Mastering the rules of spelling -Remembering facts and numbers -Handwriting or with gripping a pencil -Learning and understanding new skills; instead, relying heavily on memorization -Reading and spelling, such as reversing letters (d,b) or moving letters around (left, felt) -Following a sequence of directions -Trouble with word problems in math National Centre for Learning Disabilities

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Dyslexia friendly classroom strategies

Transcript: Dyslexia friendly strategies for the classroom Understand how it feels to be dyslexic Blockage at word and sentence level causes students to build strategies to overcome difficulties such as simplifying language Dyslexic children find it hard to transfer language in their head onto paper Dyslexic children will often find it easier to give up rather than persevere Create a dyslexia friendly environment that is inclusive Classroom strategies Writing: Teach students to organise ideas and plan in a kinaethsetic way by creating a narrative mind map with post-its or Popplet Comprehension: Teach a structured approach to reading and answering questions about a text Title Captions Pictures Questions Read Let students demonstrate evidence of learning in different ways mind maps storyboards flow charts dot points scribed work video presentation diagrams Practical considerations for children with dyslexia focus on what the child can do well provide frameworks to enable success use colour or off-white rather than white to cut down glare with IWB and paper writing skills should be matched by typing skills provide regular brain breaks during questioning, choose dyslexic children quickly as they often lose their train of thought not too many corrections on the page allow alternative evidence of achievement to demonstrate thinking gap Ask: What do I do that makes it easy to learn? What do I do that makes it hard? Neil Mackay/SPELD PD June 2012 Narrative mind map Reference: Neil Mackay, Action Dyslexia Creating a dyslexia friendly school

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