29 october 2012 identifying and supporting dyslexia moira thomson & anne warden dyslexia...

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29 October 29 October 2012 2012 Identifying and Identifying and Supporting Supporting Dyslexia Dyslexia Moira Thomson Moira Thomson & Anne Warden & Anne Warden Dyslexia Scotland South East Dyslexia Scotland South East

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Page 1: 29 October 2012 Identifying and Supporting Dyslexia Moira Thomson & Anne Warden Dyslexia Scotland South East

29 October 29 October 20122012

Identifying andIdentifying andSupporting Supporting

DyslexiaDyslexiaMoira Moira Thomson & Thomson & Anne WardenAnne Warden

Dyslexia Scotland South EastDyslexia Scotland South East

Page 2: 29 October 2012 Identifying and Supporting Dyslexia Moira Thomson & Anne Warden Dyslexia Scotland South East

Contextual Contextual referencesreferences Education (Scotland) Acts Education (Scotland) Acts

Additional Support for Learning Additional Support for Learning 2004 & 20092004 & 2009

Supporting Children’s Learning Supporting Children’s Learning Code of Practice 2010Code of Practice 2010

Equality Act 2010Equality Act 2010

HMIe Report 2008 Education HMIe Report 2008 Education for Learners with Dyslexiafor Learners with Dyslexia

Page 3: 29 October 2012 Identifying and Supporting Dyslexia Moira Thomson & Anne Warden Dyslexia Scotland South East

AimsAimsTo consider why all dyslexia is To consider why all dyslexia is not identified at schoolnot identified at school..

To consider why dyslexia may be To consider why dyslexia may be misidentified by teachers and misidentified by teachers and parents.parents.

To explore ‘hidden’ dyslexia and To explore ‘hidden’ dyslexia and behavioural issuesbehavioural issues

Page 4: 29 October 2012 Identifying and Supporting Dyslexia Moira Thomson & Anne Warden Dyslexia Scotland South East

Definition of Definition of DyslexiaDyslexia

http://www.scotland.gov.uk/Topics/Education/Schools/welfare/ASL/dyslexia

Difficulties resulting from dyslexia:

often do not reflect an individual's cognitive abilities

may not be typical of performance in other areas

The impact of dyslexia as a barrier to learning varies in degree according to the learning and teaching environment.

Scottish Government 2008

Page 5: 29 October 2012 Identifying and Supporting Dyslexia Moira Thomson & Anne Warden Dyslexia Scotland South East

Dyslexia DefinitionDyslexia DefinitionDyslexia exists in all cultures and across the range of abilities and socio-economic backgrounds. It is a hereditary, life-long, neuro-developmental condition.

Unidentified, dyslexia is likely to result in low self esteem, high stress, atypical behaviour, and low achievement.

Page 6: 29 October 2012 Identifying and Supporting Dyslexia Moira Thomson & Anne Warden Dyslexia Scotland South East

Dyslexia DefinitionDyslexia DefinitionLearners with dyslexia will Learners with dyslexia will benefit from early identification, benefit from early identification, appropriate intervention and appropriate intervention and targeted effective teaching, targeted effective teaching, enabling them to become enabling them to become successful learners, confident successful learners, confident individuals, effective individuals, effective contributors and responsible contributors and responsible citizenscitizens.

Scottish Government 2008

Page 7: 29 October 2012 Identifying and Supporting Dyslexia Moira Thomson & Anne Warden Dyslexia Scotland South East

Difficulties associated Difficulties associated with dyslexiawith dyslexia

auditory and /or visual processing of auditory and /or visual processing of language-based information language-based information

phonological awareness & oral language phonological awareness & oral language skills skills

short-term and working memoryshort-term and working memory

sequencingsequencing

number skills number skills

organisational abilityorganisational ability

Motor skills/co-ordination may also be Motor skills/co-ordination may also be affectedaffected.

Page 8: 29 October 2012 Identifying and Supporting Dyslexia Moira Thomson & Anne Warden Dyslexia Scotland South East
Page 9: 29 October 2012 Identifying and Supporting Dyslexia Moira Thomson & Anne Warden Dyslexia Scotland South East

The impact of The impact of dyslexia on dyslexia on learning learning . . .. . . . . . .is on a continuum - varying from. .is on a continuum - varying from

mildmild moderatemoderate severesevereDepending on the learning Depending on the learning

environment and any coping environment and any coping strategies in placestrategies in place

Page 10: 29 October 2012 Identifying and Supporting Dyslexia Moira Thomson & Anne Warden Dyslexia Scotland South East

Each child has aEach child has adistinctive distinctive pattern ofpattern ofdifficultiesdifficulties

ComparisonsComparisonswith otherwith other

dyslexic childrendyslexic childrenmay not helpmay not help

Not all dyslexic childrenNot all dyslexic childrenwill experience allwill experience alldyslexic problemsdyslexic problems

Dyslexia is not Dyslexia is not always apparent always apparent

becausebecause

Page 11: 29 October 2012 Identifying and Supporting Dyslexia Moira Thomson & Anne Warden Dyslexia Scotland South East

At primary schoolAt primary school

OnlyOnly about half about half of all dyslexiaof all dyslexiacan be identified at primarycan be identified at primary

Dyslexia having a severe adverse Dyslexia having a severe adverse impact on literacy is impact on literacy is alwaysalways

identifiedidentified..

Dyslexia in able children who Dyslexia in able children who manage to keep up manage to keep up is rarely is rarely

identifiedidentified

. . . but not necessarily as . . . but not necessarily as dyslexiadyslexia

Page 12: 29 October 2012 Identifying and Supporting Dyslexia Moira Thomson & Anne Warden Dyslexia Scotland South East

concentratioconcentratio

nn

difficultiesdifficulties

delayed delayed speechspeech

These includeThese include::

visual/visual/

perceptual perceptual

problemsproblems

asthmaasthma

Early developmental Early developmental problems may prevent problems may prevent early identification of early identification of

dyslexiadyslexia

Page 13: 29 October 2012 Identifying and Supporting Dyslexia Moira Thomson & Anne Warden Dyslexia Scotland South East

Dyslexia at Dyslexia at secondarysecondary

Some aspects of dyslexia Some aspects of dyslexia do not become apparent do not become apparent until pupils begin to until pupils begin to experience difficulties experience difficulties within the secondary within the secondary curriculumcurriculum

Page 14: 29 October 2012 Identifying and Supporting Dyslexia Moira Thomson & Anne Warden Dyslexia Scotland South East

Dyslexic Dyslexic pupils are pupils are

used to used to having all having all the time the time

they needthey need..

The secondary The secondary timetabletimetable

creates problems creates problems

Page 15: 29 October 2012 Identifying and Supporting Dyslexia Moira Thomson & Anne Warden Dyslexia Scotland South East

outweigh outweigh pupils pupils coping coping

strategiesstrategies

The demands of the The demands of the secondary subject secondary subject

curriculumcurriculumHelHelp!p!

Page 16: 29 October 2012 Identifying and Supporting Dyslexia Moira Thomson & Anne Warden Dyslexia Scotland South East

Dyslexia may not be Dyslexia may not be identified by identified by

secondary subject secondary subject teachers teachers

They may mistake They may mistake manifestations of dyslexia for manifestations of dyslexia for

other issues.other issues.

They may see pupils for They may see pupils for only 1 or 2 periods a weekonly 1 or 2 periods a week

Page 17: 29 October 2012 Identifying and Supporting Dyslexia Moira Thomson & Anne Warden Dyslexia Scotland South East

Dyslexia is Dyslexia is often mistaken often mistaken

for:for:Low abilityLow ability

ill-healthill-healthClumsinessClumsiness

Social/emotionalSocial/emotional issuesissues

CarelessnessCarelessness

Page 18: 29 October 2012 Identifying and Supporting Dyslexia Moira Thomson & Anne Warden Dyslexia Scotland South East

Dyslexia often Dyslexia often appears to be a appears to be a behaviour issuebehaviour issue

weak concentrationweak concentration

lazinesslaziness

poor attitudepoor attitudeinsolenceinsolence

It is often mistaken forIt is often mistaken for

Page 19: 29 October 2012 Identifying and Supporting Dyslexia Moira Thomson & Anne Warden Dyslexia Scotland South East

Indications of Indications of ‘hidden’ dyslexia‘hidden’ dyslexia

inability toinability totake notestake notes

low self esteemlow self esteem

illegibleillegiblewritingwriting

lack of readinglack of readingfluencyfluency

weak short-weak short-term memoryterm memory

inefficientinefficientsearch skillssearch skills

inconsistent inconsistent spellingspelling

inability to copyinability to copy

weakweakconcentrationconcentration

Page 20: 29 October 2012 Identifying and Supporting Dyslexia Moira Thomson & Anne Warden Dyslexia Scotland South East

Coping Coping strategiesstrategies

Often mistaken for low-level disruptionOften mistaken for low-level disruption

Talking - notTalking - notreading/writingreading/writing

‘‘forgetting’forgetting’homeworkhomework

Asking peersAsking peersfor helpfor help

CopyingCopyingfrom peersfrom peers

Feeling illFeeling ill

Messy deskMessy deskLost workLost work

Page 21: 29 October 2012 Identifying and Supporting Dyslexia Moira Thomson & Anne Warden Dyslexia Scotland South East

Avoidance Avoidance strategiesstrategies

forgettingforgettinghomeworkhomework

Head/tummyHead/tummyachesaches

Behavioral manifestations of dyslexiaBehavioral manifestations of dyslexia

absence/absence/truancytruancyRunning awayRunning away Tears/Tears/

tantrumstantrums

DisruptiveDisruptivebehaviourbehaviour

Refusal toRefusal toco-operateco-operate‘‘losing’losing’

booksbooks

Page 22: 29 October 2012 Identifying and Supporting Dyslexia Moira Thomson & Anne Warden Dyslexia Scotland South East

Low self-esteemLow self-esteemaffects learning affects learning

and and performanceperformance

Dyslexia + stress canDyslexia + stress canresult in low self-result in low self-

esteemesteem