Assignment 2 DYX403A Ruth Jaksa

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by Ruth Jaksa1 view·Updated Nov 15, 2021
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This is a presentation assignment - Early Intervention for Dyslexia in a international bilingual school.

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  1. Hi. My name is Ruth JAXA. I'm a special education consultant.
  2. It is great to be here with you.
  3. I'm excited to be speaking to not just a group of preschool teachers,
  4. but at an international school with bilingual students.
  5. Before we begin,
  6. can you please complete the survey monkey questionnaire on the iPad provided
  7. you'll get the results emailed to you to reflect upon later?
  8. We are here to grow the knowledge you
  9. already have and gain new knowledge about dyslexia.
  10. I want to leave you with tools and resources to support you and your students.
  11. We will discuss how dyslexia can be present in bilingual students.
  12. As you are in a preschool environment,
  13. we will learn the importance of early intervention.
  14. Dyslexia occurs in all countries in the world with written language,
  15. including both alphabetic and logo graphic languages.
  16. While in English, the primary difficulty is accurate decoding of unknown words
  17. in languages with more transparent off the growth fees.
  18. The bigger problem tends to be with auto. Metis City.
  19. What causes dyslexia? There are many theories about the cause of dyslexia.
  20. Let's talk about what it is
  21. and what it isn't
  22. true.
  23. The exact cause of dyslexia is unknown.
  24. However,
  25. there is known to be a genetic factor and hereditary influence on dyslexia.
  26. Both mothers and fathers can pass dyslexia onto
  27. their Children if either parent has it.
  28. There is roughly a 50 to 60% chance of a
  29. child developing dyslexia if one of their parents have it.
  30. False
  31. people often perceive dyslexia as a mental illness
  32. associated with a low IQ.
  33. This is incorrect,
  34. and many people with dyslexia can actually have
  35. average low and high level of intelligence.
  36. The neurological basis of phonological
  37. processing difficulties is independent of
  38. the consensus, based on a large body of research,
  39. is that dyslexia is best categorised as a
  40. problem with processing the sound of language,
  41. not a problem with vision.
  42. Boys and girls are equally affected by dyslexia.
  43. Girls are not often early diagnosed as they tend to struggle quietly,
  44. and the difficulties may go unnoticed.
  45. So what is dyslexia?
  46. Dyslexia is commonly described as a lifelong,
  47. your neurodevelopmental learning difficulty,
  48. which affects reading and spelling
  49. difficulties in phonological processing.
  50. Also implicated in the wider language skills
  51. phonological processing.
  52. I will give you some examples now
  53. when it comes to reading, you've probably heard of phonological awareness
  54. it is a matter
  55. cognitive skill
  56. i e. An awareness ability to think about one's own thinking
  57. for the sound structure of language.
  58. Here are some examples at each level sentence level.
  59. How many words are in the sentence she sells. She sells by the seashore
  60. at a word level. Do these words Ryan distribution and retribution
  61. syllable level?
  62. What is the last syllable in the word discrimination?
  63. Phone? I'm level.
  64. What is the final sound in photo
  65. dyslexia traits. Common misconception is dyslexia.
  66. Traits are only in reading and writing.
  67. However, there are many more that affect everyday life.
  68. They include
  69. poor short term memory,
  70. lost for words
  71. can feel overwhelmed at times high sensitivity
  72. and difficulty maintaining attention.
  73. There are other conditions
  74. that a child with dyslexia quite often
  75. may have.
  76. For example, according to the Dyslexia Research Trust,
  77. roughly half of Children with dyslexia have a PhD symptoms,
  78. and more than half of dis Brexit have dyslexic problems.
  79. The conditions most commonly paired with dyslexia are
  80. a D H D
  81. autism spectrum disorder.
  82. Dysgraphia
  83. discount clear
  84. to express here.
  85. Tesfaye Asia
  86. legislation In Australia,
  87. Children have rights in terms of access to education and curriculum,
  88. regardless of any learning difference they might have.
  89. Dyslexia was recognised in Australia and the
  90. disability in disability discrimination at in 1992
  91. and the Human Rights Commission in the 19 hundreds.
  92. So how does dyslexia affect our brain?
  93. Here is a comparison side by side of a dyslexic and non dyslexic students. Brain.
  94. There are three key areas that you can see are affected.
  95. These areas are the left frontal region, which is important for comprehension.
  96. The left temporal parietal region,
  97. which is important for theological processing.
  98. And the left optic Oh temporal region,
  99. which is important for Ortho graphic protests.
  100. There are many dyslexics Children who grow up to do amazing things.
  101. Some even contribute their dyslexia to their success.
  102. These include some famous people such as Richard Branson,
  103. Tom Cruise and Whoopi Goldberg.
  104. So what's next?
  105. In order to support our students
  106. with dyslexia, we need to understand dyslexia.
  107. A summary of dyslexia,
  108. a brain based problem into coding of written language,
  109. genetics and hereditary.
  110. If you have it, there is approximately a 50% chance your child will have it.
  111. It's not caused by low intelligence
  112. not caused by seeing words backwards
  113. often occurs with a PhD but is a separate condition.
  114. With the right kind of programme, the brain can be rewired to read more efficiently.
  115. Some specific genes have been identified that play a
  116. role but no genetic fixes on the horizon.
  117. It is certainly possible to identify a student at risk of literacy
  118. learning difficulties from as early as four or five years of age,
  119. and it is important to do so.
  120. Early identification provides schools and allied health professionals
  121. with an opportunity to intervene early and prevent,
  122. in most cases, long term difficulties.
  123. It is, however, not possible to confidently diagnose dyslexia
  124. until sometime after the student has been provided.
  125. With both systematic reading instructions and appropriate intervention,
  126. it is always important to screen and intervene first
  127. and assess and diagnose second.
  128. So finally, I would like to provide some support for you.
  129. If you are looking for some support within the school environment,
  130. please contact your school leadership.
  131. I have provided you today with a handout with many resources and links,
  132. which you can look out after today's session
  133. and all schools have access to the government's special education resource unit.
  134. Thank you for attending.
  135. If you do,
  136. you are more than welcome to contact me after today's session and
  137. my details will be on the surveymonkey survey that you completed today.
  138. Thank you very much.