Advice for TeachersTeachers should be well informed about dyslexia. There is a wide range of texts listed in the resources section. Alternatively, why not take the DAI in-service course for teachers (see below) to develop a better understanding of specific learning difficulty and how to deal with it. Teachers need to be aware of the ability profile of each of their dyslexic students and what different needs each student has. Once you understand how a student learns, you can modify your approach to suit their needs. Be as understanding as possible. A structured multi-sensory programme should be used to teach reading and spelling, e.g. "Alpha to Omega" by Hornsby and Shear. If possible, avoid asking a dyslexic student to read aloud in front of the class. However, if you really need to get the student to read, discreetly let them know the previous day what section they will be asked to read so they can prepare it. Don't give a dyslexic student a long list of words to learn every week. Give them a short list of words from a word family, e.g. boil, coil, spoil. If giving students sequential information to learn off, be understanding. Some dyslexic students may find the learning of sequential information virtually impossible. Remember that over-learning is essential. You can never assume that the student will remember a topic covered only once or twice. Do not correct every error, but instead concentrate on a small number of errors and set manageable targets. Take time to correct the work and focus on content rather than presentation. Don't ask a dyslexic student to copy out corrections/mis-spellings. This will be of no use. A cursive handwriting style is often best as it aids spelling, neatness and fluency. Note-taking can be difficult, so arrange for notes to be photocopied. Avoid tasks where students are asked to copy from the blackboard. Provide worksheets instead. Any worksheets given should be carefully presented, with large clear text, bold headings and many diagrams to aid visual learning. Ask the student to repeat back instructions given. This can be a useful memory aid. Instructions given should be clear and concise. Careful consideration needs to be given to lesson planning to ensure that the interest level is high, but the literacy levels are adapted to suit the student's needs. The dyslexic student should sit near the teacher, so that the teacher can monitor progress and be available to provide any necessary assistance. Never compare the work of a dyslexic student to the rest of the class. The work presented will often not be indicative of the effort put into producing it. Ability should not be judged solely on written answers, but on oral, taped and project work. Encourage the use of word processors, computers, calculators and tape-recorders. Rewarding effort is as important as rewarding accuracy. Encourage students to build up their stronger abilities in sports, technology, drama, science, maths, etc. This is an important way to build self esteem. Work closely with parents. They are a valuable source of help and information. If the student is going to receive special arrangements (reasonable accommodations) in state exams, then allow the same accommodations for homework, end-of-term and mock exams. In-service Courses for TeachersThe D.A.I. has been organising and delivering an in-service course for recognised teachers since l979. The course is now offered by a panel of teachers and educational psychologists. The aims of the course are:
Topics covered will include:
Qualifications/Requirements:Courses are offered only to qualified primary and secondary level teachers, including learning support and resource teachers, and to suitably qualified montessori teachers. These courses are also sometimes offered to related professionals such as psychologists and speech and language therapists. Adult Literacy Tutors: A separate course is offered to trained and experienced adult literacy tutors, who wish to know more about identifying and working with adults with SLD/Dyslexia. This is a one-day workshop, which is generally held on a Saturday in Dublin, once or twice a year, depending on demand. Upcoming DAI CoursesDo bear in mind this is provisional information - details may change. Courses being organised over the coming months include:
Click on the course location to download an application form (PDF format), if available.
Alternatively, teachers who would like information on any of these courses should send a stamped self-addressed envelope, clearly marked with the course of your choice, e.g. Bray TC, to DAI, 1 Suffolk Street, Dublin 2. Once details have been finalised for the course, the course information and application form will be sent to you. Please send one envelope for every course you are interested in. Workshops for Adult Literacy TutorsVenue: The Central Hotel, Exchequer Street, Dublin 2.
The DAI workshop for adult literacy tutors on dyslexia will be held on September 25th in the Central Hotel in
the city centre in Dublin. The workshop information and booking form can be downloaded here: Other Course ProvidersCourses on dyslexia are also run by other organisations and individuals. Contact your local Education Centre for further
information on any courses they may have available locally. The Special Education Support Service
(www.sess.ie) provides nationwide presentations on dyslexia, and runs
courses in conjunction with local Education Centres.
The National Centre for Technology in Education (NCTE) offers a course on ICT in special education through the Education Centres nationwide.
For further information contact the NCTE or your local Education Centre.
ICEP Europe (formerly Profexcel) is a company which runs an online course on dyslexia.
They also run online courses on other learning disabilities, such as ADHD and autism.
Belfast Metropolitan College offers evening and part-time courses on specific learning difficulties/dyslexia
for teachers and other professionals.
The British Dyslexia Association's website (www.bdadyslexia.org.uk) contains a list of course providers in the UK. Some of these courses can be done by distance learning and/or part time. |
