DYSLEXIA Power Point
DYSLEXIA Power Point
DYSLEXIA Power Point
S E N D - S P E C I A L E D U C AT I O N A L N E E D S A N D D I S A B I L I T I E S
FAQ
• Dyslexia differs from person to person and depends on the severity of the condition and the
timeliness and effectiveness of instruction or remediation
• The core difficulty involves word recognition and reading fluency, spelling, and writing
• Individuals with dyslexia manage to learn early reading and spelling tasks, especially with
excellent instruction, but later experience their most debilitating problems when more complex
language skills are required, such as grammar, understanding textbook material, and writing
essays.
• problems with spoken language, even after they have been exposed to excellent language models
in their homes and high quality language instruction in school
MISCONCEPTIONS EXIST REGARDING DYSLEXIA
• ‘’read backwards.” -Their spelling can look quite jumbled at times not because they read or see
words backwards, but because students have trouble remembering letter symbols for sounds and
letter patterns in words.
• Dyslexia is not a disease and, therefore, there is no cure.
• With proper diagnosis, appropriate and timely instruction, hard work, and support from family,
teachers, friends, and others, individuals who have dyslexia can succeed in school and later as
adults.
• Individuals with dyslexia do not have a lower level of intelligence. In fact, more often than not, the
complete opposite is true
SIGNS AND SYMPTOMS OF DYSLEXIA
Self image
• Students with dyslexia often end up feeling “dumb” and less capable than they actually are.
• After experiencing a great deal of stress due to academic problems, a student may become discouraged about
continuing in school.
Depression
• Depression is also a frequent complication in dyslexia
• They tend to have negative thoughts about themselves, that is, a negative self- image.
• They tend to view the world negatively. They are less likely to enjoy the positive experiences in life. This
makes it difficult for them to have fun.
• Most depressed youngsters have great trouble imagining anything positive about the future. The depressed
child with dyslexia not only experiences great pain in his present experiences, but also foresees a life of
continuing failure.
CLASSROOM STRATEGIES, TIPS AND TOOLS
• Teaching students with dyslexia across settings is challenging. Both general education and
special education teachers seek accommodations that foster the learning and management of a
class of heterogeneous learners
• Schools can implement academic accommodations and modifications to help students with
dyslexia succeed
• For example, a student with dyslexia can be given extra time to complete tasks, help with
taking notes, and work assignments that are modified appropriately. Teachers can give taped
tests or allow students with dyslexia to use alternative means of assessment. Students can
benefit from listening to books on tape and using text reading and word processing computer
programs.
• There are different ways these children with dyslexia can be accommodated in a classroom
that is though; through materials, interactive instruction as well as students performance
ACCOMMODATIONS INVOLVING MATERIALS
• Students spend a large portion of the school day interacting with materials.
• Most instructional materials give teachers few activities or directions for teaching a large class of
students who learn at different rates and in various ways.
Here are the ways materials can accommodate learners with dyslexia
Clarify or simplify written directions
Present a small amount of work
Block out extraneous stimuli
Highlight essential information.
Use a placeholder in consumable material
Provide additional practice activities
Provide a glossary in content areas.
Develop reading guides.
Use an audio recording device
Use of assistive technology
A C C O M M O D AT I O N S I N V O LV I N G I N T E R A C T I V E I N S T R U C T I O N
• Multisensory learning involves the use of visual, auditory, and kinesthetic-tactile pathways
simultaneously to enhance memory and learning of written language
• Dyslexic students need a different approach to learning language from that employed in most
classrooms.
• They need to be taught, slowly and thoroughly, the basic elements of their language, the sounds
and the letters which represent them and how to put these together and take them apart. They
have to have lots of practice in having their writing hands, eyes, ears, and voices working
together for conscious organization and retention of their learning.”
• Teachers who use this approach help students
SCREENING, EVALUATION, AND DIAGNOSIS
• Early identification and intervention with students who show the warning signs of dyslexia are
critically important for better outcomes later on
• Researchers have identified the specific skill weaknesses that predict later reading difficulties,
making early testing, identification, and remediation possible