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Dyslexia

Disability Presentation
by

ToRena Webb Thomas

on 20 June 2013

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Transcript of Dyslexia

Life long challenge
by: Erin Dickerson
Margaret LaBonte'
ToRena Webb Thomas

Etiology
How Does Reading Happen?
To understand dyslexia, it helps to understand reading. Reading is a real workout for your brain. You need to do the following steps - and all at once:

1.Understand the way speech sounds make up words.

2.Focus on printed marks (letters and words).

3.Connect speech sounds to letters.

4.Blend letter sounds smoothly into words.

5.Control eye movements across the page.

6.Build images and ideas.

7.Compare new ideas with what is already known.

8.Store the ideas in memory.
Warning
Signs

•Trouble learning common nursery rhymes such as “Jack and Jill” and “Itsy Bitsy Spider”
•Mispronounced words: persistent baby talk
•Difficult in learning (and remembering) names of letters
•A lack of appreciation of rhymes
•Failure to know the letters in his/her own name
Preschool
•Failure to understand that words come apart
•Inability to learn to associate letters with sounds, such as the letter b with the /b/ sound
•Reading errors that show no connection to the sounds of the letters
•Inability to read common one syllable words or to sound out even the simplest of words, such as mat, cat, nap
•Complaints about how hard reading is or running and hiding when it is time to read
•A history of reading problems in parents or siblings
Kindergarten & First Grade
Treatment
Adaptations
Accomodations
Works Cited/ Websites
http://kidshealth.org/teen/school_jobs/school/dyslexia.html#
http://specialed.about.com/od/managementstrategies/a/dyslexic-friendly-classroom.htm
http://www.ncld.org/students-disabilities/ld-education-teachers/accommodating-students-dyslexia
http://dyslexia.yale.edu/DYS_DyslexiaDeclarations.html
http://www.cnn.com/2009/LIVING/10/30/mf.dyslexia.famous.celebrities/
http://www.crystalinks.com/dyslexia.html
www.apluslearningtexas.com/blog/38-dyslexia-facts-and-statistics.html#sthash.dNGAnScn.dpuf

Did You Know...
Dyslexia is a gift
People with dyslexia are:
highly creative
intuitive
excel at three-dimensional problem solving and hands-on learning
learn best through the creative process, with methods that focus on mastery of the meanings of words and symbols
are intelligent
need encouragement
The true
gift
of
dyslexia
is the
gift
of
mastery
. When we use learning methods that fit our thinking style, we can excel in academics and read and write efficiently
D Y S L E X I A
(pronounced: dis-lek-see-ah)
type of learning disability that makes it difficult to process words or numbers
The word dyslexia comes from two Greek words:
dys, which means abnormal or impaired
lexis, which refers to language or words
Dyslexia

is not a disease.
It's a condition that you are born with,
and it often runs in families.
“Dyslexia robs a person of time; accommodations return it.”
Dr. Sally Shaywitz

Diagnosis
Reading Process
Advice for Future Educators
Who Is Qualified to Make the Diagnosis of Dyslexia?
What Does It Mean to Be Diagnosed With Dyslexia?
Most common learning disability
Varied levels of Dyslexia
Dyslexia is a specific learning disability that is neurological in origin.
Characterized by difficulties with:
- accurate and / or fluent word recognition
-poor spelling and decoding abilities
These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.
When Should Individuals Be Tested for Dyslexia?
What is Used to Evaluate Individuals
When Testing for Dyslexia?
No one specific test
Assessment is done using a test with multiple sub-sections

The more varied the test, the more knowledge a specialist will gain through collecting the data.
Individuals can be tested for Dyslexia at any age.
Professionals with expertise in several fields, such as psychology, reading language and education are best qualified to make the diagnosis.
Testing can be done by a team of professionals/ specialists or by an individual.
Standard 1: Advocacy for Social Justice
Standard 4: Educational practices that foster learning, development, and achievement in all of the nation's children
Standard 4: Educational practices that foster learning, development, and achievement in all of the nation's children
Standard 2: Understanding all children in their many dimensions
Standard 7: Family, community, and professional partnerships in a diverse society
inability to alternate feet when walking down stairs
Family history is one of the most important risk factors; approximately
50%
of children, have a parent or sibling with dyslexia.
Best Teaching Practices
Repeat directions.

Maintain daily routines.

Provide students with a graphic organizer.

Use step-by-step instruction.

Simultaneously combine verbal and visual information.

Write key points or words on the chalkboard.

Use balanced presentations and activities.

Emphasize daily review.

Do not require a student with dyslexia to read aloud in class.

In the beginning of the school year, work closely with a student to assess their knowledge of phonics and set up a plan and specific practice sessions to help strengthen weak areas.

Assess a student's strengths and weaknesses. Use teaching methods to help build on strengths and use these as building blocks.

Praise a child's achievements, no matter how small.

Use positive reinforcement programs, instituting rewards and consequences to help a child learn to cope with symptoms of dyslexia.

Above all, remember that students with dyslexia are not stupid or lazy.
Teaching Implications
The IDEA is the federal law that requires public schools to provide a Free Appropriate Public Education to children with disabilities.
Environment
Have an area of the room designated as a quiet area.
Place analog and digital clocks on the wall, right next to each other.
Supply a schedule of the school day. For younger children include pictures.
Post high frequency words and information that is used often around the room.
Have children with dyslexia sit near the teacher.
Assessments and Grading
Allow students with dyslexia to use electronic helpers when completing class work or tests.
Do not take off points for spelling.
Offer oral testing and extended time for formal assessments.
Student Performance
Change response mode.
Encourage use of assignment books or calendars.
Reduce copying by including information or activities on handouts or worksheets.
Have students turn lined paper vertically for math.
Allow use of instructional aids.
Display work samples.
Use peer-mediated learning.
Have assistive technology in your classroom

PREVALENCE
Dyslexia is the most common cause of reading, writing, and spelling difficulties

Of people with poor reading skills, 70-80% are likely to be Dyslexic.

1:5 or 20% of the population has a language based learning disability.

Nearly the same percentage of males and females have Dyslexia.

Nearly the same percentage of people from different ethnic and socioeconomic backgrounds have Dyslexia.

Less than 1/3 of the children with reading disabilities are receiving school services for their reading disability.

About 5% of the population will have enduring, severe reading disabilities.
Remember
Over
50%
of NASA employees are dyslexic
October
is Dyslexia Awareness Month
Over
40
million American Adults are dyslexic - and only
2
million know it!
Learning how to manage daily classroom structure using personal strengths and learned adjustments

Capitalizing on being unique, in and out of the classroom

Staying determined!
Medication:
(some may be connected to other LDs, i.e. ADD: Ritalin
Language Tool Kits
The Orton-Gillingham Children's Learning Center for Dyslexic Children
IEPs

Quiet classroom settings

Personal scribe to assist with in-class writing assignments/ activities

504 Plans

Special classroom/ testing environment accommodations

Shorter spelling lists

Preferential seating assignment

Classroom buddy system

Skill-building activities for reading/ retention approach
Learning how to manage daily classroom structure using personal strengths and learned adjustments

Capitalizing on being unique, in and out of the classroom

Staying determined!
Full transcript