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Famous Dyslexics.

Famous Dyslexics. St Michael’s Primary School Parents Meeting. 2015 Jackie Muggleton AMBDA, MA (SP ED). Aims of this meeting. Share with parents:- Our understanding of Dyslexia How Schools in South Gloucestershire work to support children with Dyslexia

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Famous Dyslexics.

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  1. Famous Dyslexics.

  2. St Michael’s Primary SchoolParents Meeting 2015 Jackie Muggleton AMBDA, MA (SP ED)

  3. Aims of this meeting Share with parents:- • Our understanding of Dyslexia • How Schools in South Gloucestershire work to support children with Dyslexia • How parents and schools can work in partnership.

  4. How does it feel to be dyslexic? • Its a big blob of something sticky – it, like, sticks to you. You can’t get rid of it really, but you can get rid of little bits’ • ‘ A head with a knife through it, split on two sides with a knife going through the middle. There’s another head with a head inside - the one on the inside sad, the one on the outside happy.’

  5. What does it feel like to be dyslexic? Word finding problems. Talk to your neighbour about your hobby but do not use any words containing the letters s or e.

  6. What does it feel like to be dyslexic? .ssecorp siht rednih ro pleh nac epyt dna ezis tnof woleb ees nac uoy sa .gnidaer era yeht tahw dneherpmoc ot elbanu era yeht taht gnimusnoc emit dna suoirobal os signidoced fo ssecorp eht nerdlihc emos rof

  7. ssecorp siht rednih ro pleh nac epyt dna ezis tnof woleb ees nac uoy sa .gnidaer era yeht tahw dneherpmoc ot elbanu era yeht taht gnimusnoc emit dna suoirobal os si gnidoced fo ssecorp eht nerdlihc emos rof

  8. ssecorp siht rednih ro pleh nac epyt dna ezis tnof woleb ees nac uoy sa .gnidaer era yeht tahw dneherpmoc ot elbanu era yeht taht gnimusnoc emit dna suoirobal os si gnidoced fo ssecorp eht nerdlihc emos rof

  9. Dyslexia definition. • In South Gloucestershire we have adopted The British Psychological Society’s working definition. • ‘Dyslexia is evident when accurate and fluent word reading and or spelling develops very incompletely or with great difficulty. This focuses on literacy learning at the world level and implies that the problem is severe and persistent despite appropriate learning opportunities. It provides the basis for a staged process of assessment through teaching.’

  10. Jim Rose’s definition. (2009) • Dyslexia is a learning difficulty that primarily affects the skills involved in accurate word reading and spelling. • Characteristic features are difficulties in phonological awareness, verbal memory and verbal processing speed. • Dyslexia occurs across the range of intellectual abilities.

  11. Jim Rose’s definition. (2009) • It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points. • Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not by themselves markers of dyslexia. • A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well founded intervention.

  12. Identification • It is generally agreed that the earlier dyslexic difficulties are identified the better are the chances of putting children on the road to success. • Blanket screening on entry is questionable as screening is unreliable. • Better to closely observe and assess pupil’s responses to literacy tasks. • EYFS good source of information

  13. How can parents help? • Does my child need an assessment?

  14. Food for thought. Once upon a time there was a village near the edge of a very steep cliff. It hadn’t always been that close to the edge, but over the years the cliff had eroded and now the children’s playing areas was only a few metres from the edge. Mostly the children played happily but occasionally a child would stray too close to the edge and fall to their death or be badly injured.

  15. The village council decided that something had to be done and so they called a meeting for the villagers and put two proposals to them. The first was to fund a state of the art ambulance with highly trained paramedics at the base of the cliff, so if a child fell he would have expert help. The second proposal was to move the play area away from the cliff and put a strong fence around it. Which would you choose?

  16. What is a dyslexia friendly school? ‘One of the basic principles of becoming a dyslexia-friendly school is the expectation that teachers take immediate action when faced with learning needs, rather than refer for assessment and wait for a ‘label’. In a dyslexia-friendly school all teachers are empowered, through training, policy and ethos, to identify learning issues and take front-line action. This is the policy of early intervention being translated into classroom practice.’

  17. Self esteem and motivation • The Language of Success • Signal confidence in their ability to succeed • ‘I know you can…’You are really good at this…… • The Language of Hope • Create an ethos where it’s ok to try and ask for help • ‘You can do it…’ ‘What helps you do it?’ Inserting the word yet. • The Language of Possibility • Reduce limiting statements such as, ‘I always get it wrong.’ • ‘Yes, you were a bit confused but let’s see which bit is causing you problems…’

  18. How can parents help? Self esteem • Children with dyslexia can do very well at school • Role models • Perspective • Understand themselves, how they learn, that they will have to work harder than others.

  19. MOSS Multi sensory, 0ver learned, Structured, Sequential. The key feature of multisensory teaching is to involve input from visual, auditory, oral, tactile and kinaesthetic channels

  20. Visual

  21. Auditory

  22. Other classroom aids. Writing slopes. Talkingspell checkers Reading rulers

  23. Mathematics resource pack Arrow cards Click on the picture to hear about how one child uses this resource Number line Click on the picture to hear about how one child uses this resource Slide 4.18a

  24. Rapid reading, writing, maths, phonics ICT to teach skills on PC Nessy Units of sound Tables of Doom

  25. ICT to teach skills on ipad and smart phones Hungry Fish Hairy letters Hairy Phonics Pocket Phonics

  26. ICT - Access to the Curriculum ICT- Penfriend XP Clicker Docs ipads/ iphones 2connect

  27. ICT - Access to the Curriculum - on ipad Clicker Apps Clicker Sentences Explain everything Reference

  28. How can parents help? Homework • Limit time • Take the heat off • Use of ICT • Feedback to school • Be creative

  29. Support with literacy and numeracy • ICT • Purpose • Games • Enjoy and share • Balance

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