dyslexie pilot project management report - alippe · she met with jan van nuland of valk&uil,...
TRANSCRIPT
Report on the Pilot for the project
“Dyslexia in Detention”
Valk & Uil
Jan van Nuland
16 July 2013
Date: 16 July 2013
2
Contents
1. Introduction ..................................................................................................................................... 3
1.1 Background .................................................................................................................................... 3
1.2 Causes ............................................................................................................................................ 3
1.3 Dyslexia in detention ..................................................................................................................... 4
2. Aim of the project ........................................................................................................................... 5
3. Methods .......................................................................................................................................... 5
3.1 Theory ............................................................................................................................................ 5
3.2 Substance of the course ................................................................................................................ 6
3.3 Structure of the course ................................................................................................................. 6
3.4 DJI personnel gain skills ................................................................................................................. 7
3.5 Material ......................................................................................................................................... 7
4. Results ............................................................................................................................................. 7
4.1 DJI persons involved ..................................................................................................................... 7
4.2 Experiences by institution ............................................................................................................ 8
4.2.1 Heerhugowaard Prison first course ........................................................................................ 8
4.2.2 Heerhugowaard Prison second course ................................................................................... 9
4.2.3 Veenhuizen Prison .............................................................................................................. 111
4.2.4 Nieuwersluis Prison ............................................................................................................ 122
4.3 Experiences with the screening ................................................................................................... 12
4.4 Overall impact of the course ..................................................................................................... 133
4.5 Indirect results ........................................................................................................................... 145
5. Reflections ..................................................................................................................................... 16
5.1 Awareness of the impact of dyslexia. .................................................................................. 166
5.2 Screening methodology....................................................................................................... 166
5.3 Teaching in detention ..................................................... Fout! Bladwijzer niet gedefinieerd.6
5.4 The creation of the 6 week course ...................................................................................... 177
5.5 The organisational aspects of the course ............................................................................ 177
6. Conclusions en recommendations ................................................................................................ 18
6.1 Conclusions ............................................................................................................................ 18
6.2 Recommendations ................................................................................................................ 19
6.3 Bibliography .................................................................... Fout! Bladwijzer niet gedefinieerd.1
Addendum 1. Screening tool ................................................................................................................. 20
Addendum 2. Chelmsford Safety figures for persons in custody, assaults table, March 2012 ............ 21
Addendum 3. Letter to the directors of pilot institutions ................ Fout! Bladwijzer niet gedefinieerd.
Date: 16 July 2013
3
1. Introduction
1.1 Background
Since 2010, Valk&Uil has worked with a group of DJI (Dienst Justitiële Inrichtingen: Custodial
Institutions Agency) teachers to look for methods to identify the impact of dyslexia among detainees
and to better adapt education to this target group. This was done within the framework of Breaking
Barriers, a European Grundtvig project. Valk&Uil was a partner in this project, and the DJI had
committed to cooperation. A first training day drew 50 teachers and library workers. Subsequently,
approximately twenty teachers in seven institutions stayed involved over the course of 1½ years,
attending three central and numerous local gatherings. The teachers gained more knowledge about
how they could respond to persons with dyslexia. In return, Valk&Uil got an impression of the
situation within which the teachers operated. This resulted in mutual understanding and trust.
Teachers involved in the project started multiple initiatives: in the Alkmaar/Heerhugowaard Prison,
the directors of those institutions spearheaded support for the theme of dyslexia and the teacher
there was given the opportunity to position himself as a national focal point for dyslexia; in the
Remand Prison at Zwaag, the head of Library, Education and Sport asked for the possible
development of a dyslexia-focussed rehabilitation module; in Veenhuizen Prison, the head of Library,
Education and Sport and the teachers requested dyslexia-friendly VCA (Veiligheid, Gezondheid en
Milieu Checklist Aannemers: Safety, Health and Environment Checklist Contractors) training course.
The international seminar for the Breaking Barriers project, organised in part by Valk&Uil, motivated
them to make contact with the head office of the DJI, speaking with a variety of people about the
importance of continuing attention to the theme of dyslexia. The directorate subsequently
requested that Valk&Uil submit a proposal for an approach that could be tested in a pilot. At the
international seminar for the Breaking Barriers project on 3 April 2012 at the DJI conference centre in
Nieuwersluis, Mrs D. Hoorn ten Boer (Director-General Youth and Sanctions) gave the go-ahead for
the dyslexia project. Also present were Mr J. Groeneveld (Sector Director), Mr R. Krabbendam
(Programme Manager for the Prison Modernisation Project) and G. Eleveld (Rehabilitation Project
Leader) of the DJI.
The objective:
In this pilot, working within the framework of “Modernisation of the Prison System” the DJI wishes to
investigate if it is possible to support dyslexic detainees by making use of existing structures and
provisions within the penitentiary institutions (an inclusive approach).
1.2 Causes
There are a variety of international studies which show that dyslexia is three times more common in
detention than in everyday society (Rack, 2005). Since around 2000, dyslexia has been an area of
increasing interest in mainstream education. This is in comparison to dyslexic adults, who receive
relatively much less attention.
Date: 16 July 2013
4
In 2009, Annet Bakker, the DJI’s national contact for education, was looking into information about
dyslexia. She met with Jan van Nuland of Valk&Uil, writer of the book “Slimmer dan je baas, dyslexie
op het werk” (“Smarter than your boss, dyslexia at work”). Annet Bakker saw the possibilities
inherent in the approach described in the book. At Valk&Uil, there was interest in bringing the DJI’s
problems into the context of the Breaking Barriers project. This project wanted to show that, despite
its problems, dyslexia can also offer possibilities, and that parents, teachers and authorities could
learn more about this by means of a process of peer learning. Both the teaching professionals and
librarians were motivated to do something about this in the Dutch prison system. The DJI might be
able to learn from the experiences of dyslexics in the Finnish and Estonian prison systems. A positive
attitude to dyslexia among detainees had been shown to be extremely successful from examples in
Chelmsford, England, and Helsinki, Finland. Both cases showed good results in reduction of
recidivism.
1.3 Dyslexia in detention
When left unrecognised (as was often the case, up to around 2000), dyslexia can in many cases lead
to subliteracy and a lack of educational qualifications, leading to reduced chances for subsequent
employment. Dyslexic mistakes in reading, speaking (for example the mangling of proverbs) and
writing, often lead to their being laughed at and bullied by classmates and perceived as stupid or lazy
by teachers. This results in a poor self-image and low self-confidence. This emotional damage can
lead to frustrated behaviour and dropping out of school.
Dyslexia is also perceived as a different way of thinking, learning and working. This is often typified
as creative and “outside the box” thinking. Among well-known, successful entrepreneurs, scientists,
and artists, the associated “eccentric” behaviour is generally accepted, but if the dyslexic’s chaotic,
impulsive statements and behaviour are not understood and are punished, this can lead to anger or
aggression.
The absence of school qualification, reduced opportunities for employment, aggressive behaviour,
and alcohol and drug use born of frustration are all described as potential causes of criminality.
Valk&Uil’s approach
International research has shown that the dyslexic’s indirect development often leads to
identification with what they cannot do, and an inability to take the opportunities that might be open
to them seriously. The concept of the approach used in the dyslexia pilot is based on this. The
following steps are taken:
1. Illuminate things the participants may be good at.
2. Improve self-image and work towards greater self-confidence
3. Illuminate specific dyslexic qualities
4. Reduce frustration and aggression as a result of eccentric behaviour. (Participants are often calmed
when they recognise their own feelings in the stories told by fellow dyslexics.)
5. Show the dyslexic methods of remembering, and gathering and presenting information.
6. Give them aids and methods of improving these ways of learning and working.
7. Use these aids and methods to positively enhance their appreciation of their own reading and writing
abilities.
8. Use the group process to show how others also struggle with the same difficulties.
9. Give the dyslexic a podium to present their own strengths for the group.
10. See how the students accept this appreciation and become open to a new perspective.
Date: 16 July 2013
5
The most important measure of the success of this approach is that the student accepts the other
students’ appreciation of their presentation. Experience teaches that a dyslexic with a poor self-
image and low self-confidence has difficulty accepting appreciation. They must have the impression
that they have done something remarkable, and that they are convinced that the circumstances
were sincere and that they are aware of the struggle that they have been through.
2. Aim of the Project
The aim of this pilot project supporting dyslexic detainees is as follows:
Acquiring experiential data about
- The number of detainees with specific learning difficulties.
- The worth of a dyslexia-focussed support programme that improves detainees’ ability to
work with their dyslexia.
- The degree to which new motivation can be brought in, with a view to reducing recidivism.
- The possibility of making use of prison teachers to give dyslexia-focussed training.
- The institution and realisation of a course that will mesh with existing products such as
“Choosing to change” and “My folder”, whereby detainees can be screened and also can be
identified as being dyslexic.
This experiential data will provide support to the decision of whether or not to continue with this
support project and to roll it out at the remaining institutions.
3. Methods
3.1 Theory
The starting point for Valk&Uil’s approach is based on scientific studies of the brain. The current
state of neuroscience (Shaywitz, 2005) shows that the brain continues learning after childhood and
adolescence. Differences in approach form part of this, and can be described as differences in
preferred learning style (Mortimore, 2008). One’s own learning style may have come into conflict
with the approach used by mainstream education. The adult dyslexic appears averse to education,
due to their frustration with a learning style that does not fit them. Experience teaches that this
resistance can be broken by creating a safe and meaningful learning environment. If an approach is
chosen that plays to the strengths of the dyslexic’s personal learning style, they will discover their
previously unknown capabilities.
Many dyslexics identify themselves primarily with what they can’t do. The multiple intelligence
method (Gardner, 1984) gives them the opportunity to put this one-sided identity into perspective.
Education that makes use of strong points results in an unconscious improvement of the dyslexic’s
underdeveloped language skills (Hofmeester, 2004; Verhoeven, 2008).
Screening:
The pilot made use of the Vinegrad questionnaire (see addendum 1). This was the standard
questionnaire used in the Breaking Barriers project, and was recommended by the Finnish Dyslexia
Society.
Date: 16 July 2013
6
The chosen Vinegrad method is also simple and cheap to carry out, as it consists of 20 yes or no
questions. The teacher involved will be able to use a complementary intake to ask further questions.
This does not result in a diagnosis of dyslexia; the teacher simply estimates whether the course will
be appropriate for the client.
3.2 Contents of the course
During the course, the student chooses a topic which they are good at and which they are interested
in. The material of the course is adapted to this, and is thus meaningful for every student. The
librarian helps them look for appropriate books. The teacher retrieves texts from the internet to use
as examples. The personal topic is even central to the exercises set for the student during the
course. As the student already knows a lot about the topic and is passionate about it, the exercises
and the concluding presentation offer the possibility of a breakthrough in self-image and self-
confidence.
The course is constructed in such a way that the most important aspects of dyslexia are touched on
in a way that is supportive to the student. In the second lesson, it is pointed out that the way a
dyslexic’s brain is structured means that they generally have a preference for what can be described
as right-brain qualities, and that they have difficulty with functions of the left half of the brain (Eide,
2011). They learn enjoyable ways of maintaining focus and how learning can be fun.
Following on from the above, the course endeavours to use positive attention and the student’s
personal learning style to practice remembering, reading, writing and giving presentations. It also
explains how to create and use mindmaps. They experience how good they can be at quickly
scanning texts such as newspaper article, and learn how organising a story in terms of images can be
helpful, after which they write or talk about it.
The students come to understand that they can talk about their problems while on the course. They
recognise themselves in the stories others tell. In both their weak and their strong points, they
resemble each other. However different the backgrounds of the various students may be, their
dyslexic characteristics, which for most will have gone unrecognised for years, are now tangible and
can be put to good use. This gives them a sense of connection and empowerment.
3.3 Structure of the course
The group size is targeted at a maximum of 8 persons. This is a group size that a practiced teacher
should be able to handle alone. This helped in part by the fact that a group of this size can make use
of peer learning: students who are quicker on the uptake can help others with tasks.
The safety of the group is extremely important. A number of set working methods support them in
expressing themselves. The students quickly learn that their dyslexic problems are also present in
others. This forms a connection between them. The participants also choose their own topic and
look for literature about it by themselves. In this, the librarian has an important role, as searching in
the library can seem a barrier to the student.
Every lesson contains an element that allows the student to surprise themself positively. Step by
step, the course builds the student’s confidence in interacting with reading, remembering, and
representing things, concluding with a presentation for the group and the receipt of a certificate.
Date: 16 July 2013
7
3.4 DJI personnel gain skills
One of the starting points of the course’s method is to shape it in such a way that matches the
dyslexic’s learning style as closely as possible. For normal teachers, this means that they must first
become aware of the specific aspects of this learning style. This is also the case for others who are
associated with the course, especially the librarians who play an important part in this approach.
As a preparation for the course a number of gatherings were convened. The teachers were
approached and received information about the process and their part in it. The librarians involved
were gathered for an informative afternoon. A two-day training course, including accommodation,
was organised for the teachers to work through the content of the course. This made active use of
peer learning. The teachers’ input was essential for the later inclusion of working methods on the
level of the target audience and the working situation in prison. With the extensive input from the
teachers, the course was given the form in which it was carried out.
Aside from the above, discussions were carried out with the associated heads of Library, Education
and Sport and other teachers. Valk&Uil produced 150 copies of an A5 brochure “Handboek dyslexie
vriendelijke detentie” (Handbook for dyslexia-friendly detention) in-house and distributed them
among indirectly involved persons via the teachers. In September 2012, an informative conference
was held in Veenhuizen, attended by a small number of practitioners from various disciplines. Many
participants gained an understanding of the importance of attention being paid to aim of the course,
resulting in an animated discussion. The missed opportunity was that there were no psychologists or
department heads present.
3.5 Material
A dyslexia course is available with workbook, teacher’s handbook, working methods and PowerPoint.
It consists of material appropriate to the level of the average detainee. In Nieuwersluis, it became
apparent that the level of the group was so low that the teachers had to work exclusively from the
PowerPoint. In other groups, students with a greater language comprehension could assist others.
4. Results
4.1 Associated DJI personnel
The Dyslexia in Detention pilot involved the following DJI personnel:
Heerhugowaard (H), Veenhuizen (V), Nieuwersluis (N).
1. The teachers
2. The library workers
3. Heads of Department of Library, Education and Sport.
4. Directors of Institutions
5. Associated personnel at DJI den Haag
6. External: Jan van Nuland and Joost Hattinga Verschure.
Date: 16 July 2013
8
4.2 Experiences by institution
4.2.1 Heerhugowaard Prison first course
The Breaking Barriers project had already given the teacher Wichert the opportunity to pay
additional attention to the theme of dyslexia. Since mid-2011, he had been supplying detainees at
Zuijderbosch Prison with screening forms. From the start of the pilot in April 2012, the prison’s social
worker became involved with carrying out screening as part of the general intake. It became widely
known that the education department was doing something involving dyslexia. This resulted in a
number of detainees spontaneously coming forward and stating “I have dyslexia”.
A course group consisting of eight persons began in September 2012. These were selected from a
proposal made by the teacher, which the MDO (Multi-Disciplinair Overleg: Multi-Disciplinary
Consultation) approved. To be able to participate in the course, two persons asked for a
postponement of their transfer to Exodus (a rehabilitation organisation).
By lesson two, two people had decided that their beloved hour of sport was reason enough to give
the lesson. But the next time they preferred the lesson above the sport. So all participants stayed
with the class until the end. One of the participants was understood to suffer from an intellectual
disability. The attention that this person required certainly made things harder for the teacher.
Nevertheless, this person managed to complete the whole course together with the other students.
The cooperation with the library was very successful. It thereby became a truly multidisciplinary
project, wherein the teacher was helped not only by the assistance provided in the search for
relevant literature, but also by the support given by the librarian’s written observations.
After the end of the course, it turned out that seven of the participants had departed the
Heerhugowaard institution within two weeks. Due to their departure, there is no information
available about the long-term effects of the course on the remaining participants. Only the
participant with an intellectual disability remained, and subsequently started a new learning project
with great enthusiasm.
Experiences of the participants:
1. H01 (HEERHUGOWAARD1)
Subsequently very glad to have participated and is now interested in continuing to learn. Proud that
he had succeeded. Described himself as a loner at first, but now knows that he can be part of a
group.
2. H02 (HEERHUGOWAARD1)
Was intimidated by the prospect of giving a presentation, but was very proud of the result.
Became steadily more involved with the others, wants to take further steps in continuing his
education.
3. H03 (HEERHUGOWAARD1)
Delayed his progression towards Exodus in favour of the course. He was happy to have participated:
“I wouldn’t have missed this for the world, as it has given me more opportunities for the future!”
Was distant from the others. Was tense about fulfilling others’ expectations. Became more closely
involved with others during the course, and wishes to take further steps into education.
Date: 16 July 2013
9
4. H04 (HEERHUGOWAARD1)
Very willing to learn. Teacher: What he has learned from the course is that books can be useful and
fun. Became steadily more involved with the others, was satisfied with what he had learned.
5. H05 (HEERHUGOWAARD1) (Intellectual Disability)
He was one with the group and the presentation he gave was much better than expected.
Became steadily more involved with the group and wanted to take further steps into education.
6. H06 (HEERHUGOWAARD1)
Low self-confidence. Very willing to learn. Giving a presentation was a very big step for him.
Became steadily more involved with the group and wanted to take further steps into education.
7. H07 (HEERHUGOWAARD1)
Was very willing to learn. Aims to run his own business. As a Pole, was busy learning Dutch by
means of a course he himself had acquired. He was nevertheless visibly proud of the certificate he
obtained.
8. H08 (HEERHUGOWAARD1)
He has spent a lot of time in prison and has been aware for a long time that he is dyslexic. He had
never thought that he would be able to find a group like this in a prison setting. He was surprised by
the fact that they all started together, that there are so many variants on the problems associated
with dyslexia and the degree of recognition he found in others. He much admired this connection,
the course being offered, and their beginning and ending together. Much respect for each other.
His lack of enthusiasm for books and reading has not been removed, but he is now open to a teacher
convincing him that reading can be fun. The door is ajar. He is also going to practice calligraphy!
4.2.2 Heerhugowaard Prison second course
In March 2013, another set of detainees were put forward to the Heerhugowaard MDO. Out of this,
a list of seven candidates was drawn up. At the start of the course, two persons withdrew their
participation. The final group was extremely varied. All participants had, aside from their dyslexia, a
second point of trouble. A man in a wheelchair, a “know-it-all”, a partially sighted man, etc. This
resulted in a more varied picture following the end of the course. However, all five participants
stayed with the course until the end and made a presentation about their passion.
With the experience of the previous course in mind, the second course went very well, despite the
troublesome group. The course can be given by one person when he is sufficiently conversant with
the progression of the course and the material involved. In this second trial, the prep time required
was much shorter. The improvements made in the intervening time also made the course much
more active, which will have helped somewhat. It was easier to set people to work and have them
help each other. The teacher could use this time to take notes and write down observations.
Date: 16 July 2013
10
Experiences of the participants:
1. H09 (Heerhugowaard 2)
He had difficulty keeping up with others. The dyslexia group has returned his self-confidence, which
he will use when he returns to his life as a lorry driver.
2. H10 (Heerhugowaard 2)
Presentation (last lesson): He looks down and says he’s forgotten his book. He looks like he’d prefer
to creep away across the floor. He stops after one sentence... that was it. The group still gives him
positive stimulation.
He appears to have stuck all the information neatly into his workbook, which gives him a handhold to
work with. He keeps looking down, but he has crossed the threshold!
This is the first time in his life that he has spoken to a group! This is also the first diploma that he has
ever achieved in his life, something he is massively proud of. It gives him strength and trust in the
future. He is borrowing more books from the library than before.
3. H11 (Heerhugowaard 2)
He has clearly become deeply involved with his subject, has looked up all the relevant information
and has written two sides of paper. He indicates that he sees the light at the end of the tunnel. He
had stopped reading, but has picked up the thread, and wants to keep going!
He also speaks with amazement about the openness of the group, and that it was the first time in his
life that he could speak so openly in a group!
“I thought I was too old to learn, but this has been very useful. I now know that I can do things my
way if I want to.”
4. H12 (Heerhugowaard 2)
He has filled three sides of A4, even though writing is difficult for him! He now dares to write, albeit
with mistakes. He has crossed a threshold, and is proud of it.
He says that he found the third lesson extremely interesting, and that he really began to enjoy the
course after that. “I could already read, so it wasn’t about that, but now I have a better
understanding of how I do things.” This motivates him to take the next step.
5. H13 (Heerhugowaard 2)
He was already in the habit of going to the library and enjoyed reading thick novels. He had never
had any idea that he was dyslexic but that he had trouble keeping up at school. He had even been
told by his teachers that he was stupid and that he was better off learning to work with his hands.
However much he did his best at school, there would always be remarks on his report about how he
could do much better if he tried harder. Later in life, he returned to education and did surprisingly
well.
He sometimes had problems with himself, which darkened the mood of the room. In the last lesson,
he said that he had been feeling a lot of anger in the past few weeks, but that he was now bowing to
the positivity of the class. He has learned that he is a pictorial thinker, which was an eye-opener for
him. This is because his already severely limited eyesight will continue to degrade, and he is
currently looking into digital tools that will convert text into speech and vice versa.
He has experienced that he is capable of completing things; he has never really finished anything. In
the meantime, he will keep borrowing thick books, preferably literary, which he enjoys reading, and
is always able to say something about them when he hands them in.
Date: 16 July 2013
11
4.2.3 Veenhuizen Prison
Due to a combination of factors, there had not yet been any structural screening in Veenhuizen in
August 2012. Rieta and Eva, the dyslexia teachers, worked together with the heads of department to
fill out the screening forms and to advertise the course.
In the first instance, the course started with two participants, one of whom dropped out. Two more
participants then applied. The course then restarted with only three participants, all of whom
attended all six lessons.
The teachers indicated that the clients asked for very intensive assistance, but that they had found
the experience to be extremely worthwhile (as did the teachers themselves). As non-dyslexic
teachers, they praised the effects the course had on the students. All three students subsequently
immersed themselves intensively and enthusiastically in a course of study.
Experiences of participants:
1. V01 (Veenhuizen)
Happy to have been able to take part in the course. Serious, friendly, and enjoys helping people.
“The course has given me the chance to talk to people about my life and make a mindmap.”
He is enthusiastic and sees the course as an opportunity! Participated, sometimes not all too
successfully, but remained positive. Remembering was difficult for him, and he was slow to
understand the tasks set. There was visible development. Not in terms of language, but there was
certainly some emotional growth. He was positive and would like to participate in any subsequent
courses.
2. V02 (Veenhuizen)
Happy to be able to participate in the course. Has been diagnosed as dyslexic. Has difficulty
persevering in certain things; quick to give up at things that don’t interest him. Plays guitar, is helpful
and social; has difficulty with education, principles and nagging. “These are enjoyable lessons to
follow: educational and calming. The way the lessons are given is fun, and I’ve certainly learned a
thing or two from them.”
In lesson four, he came in in a bad mood due to an experience from the previous day; did not want to
attend at first due to anger, but came all the same when he recalled that he always calmed down
when he was in the lessons, which proved to be the case! Presentation about playing guitar was well
done. This was the first time he has ever finished a course! Was very supportive of the others.
Wishes to return to education.
3. V03 (Veenhuizen)
Happy to be able to participate. Enthusiastic, even when he doesn’t immediately understand. In this
group, he wasn’t ashamed of his reduced vocabulary (open/honest). Good work/growth. Was very
supportive of others. Developed visibly. Wants to continue his education.
The presentation was the first he had ever done in his life. He indicated he was nervous, but did well
and was well prepared. He had notes and moved smoothly between pages, and used a mindmap to
look things up.
Date: 16 July 2013
12
4.2.4 Nieuwersluis Prison
The women’s prison at Nieuwersluis has many foreign women who speak poor Dutch (often from the
Antilles). Although by the end of September the intake was being screened by the social worker, it
was hard to put together a course group.
In February 2013, a group of three participants began the course. The progress of the sessions was
often determined by matters such as tardiness, absence due to external visits (lawyers), illness and
absence without any given reason.
Experiences of participants:
1. N01 (Nieuwersluis)
Happy to have participated. Positive about the search for her strong points: “I want to be who I am.
I want to keep a hold on that.” During the course, she showed that she wanted to stand up for
herself. Made her own visual representation of her passion. She drew a wall of stacked building
blocks, each representing part of her life. Was the first to stand up and perform a presentation.
2. N02 (Nieuwersluis)
Was withdrawn at the start. Feels the need to move: sports. Her passion is dancing, and wants to
become a dance instructor. Private problems sometimes kept her away from the lessons. Although
her theme was shyness, she became very active and full of suggestions when talking about making
the provision of information in the library more dyslexia-friendly.
3. N03 (Nieuwersluis)
Was withdrawn at the start. Came more often later in the course, and was called up a number of
times to speak with a lawyer. She was very visually focussed. She became aware that she was very
taken by images, and that methods of maintaining focus are very important for her. For her, it was
very much about having her own methods and her own wisdom. She was intimidated by the
presentation, but did it all the same after another had taken the first step. Her passion was cooking
and having control over one’s own kitchen. She can now pass her recipes on to her son, so that they
can stay in the family. She has clearly developed.
4.3 Experiences with the screening
Heerhugowaard
The teacher at Heerhugowaard’s experiences with the screening continued over a longer period of
time. Among others, this lengthier period involved the analysis of the screening forms and in-depth
discussions with the subjects. On the basis of this work, the teacher made an assessment of who
might have dyslexia. At the start of the pilot, he immediately found a motivated social worker who
was ready to perform the dyslexia screening section of the general screening. This was successful.
The completed forms were handed over, and the administration by the teachercompleted the
process.
Nieuwersluis
In both Nieuwersluis and Veenhuizen, people were already aware of the screening tool used.
However, there was little or no experience with its use. In the first instance, the Nieuwersluis forms
were handed out to the various departments. This produced little useful information. From
October, the heads of the Library, Education and Sport attached a social worker to the project. The
number of potential candidates turned out to be very low. The final group of candidates also turned
out to have too low a degree of comprehension to be able to follow the course material. During the
Date: 16 July 2013
13
last period, there were doubts about whether enough attention was being paid to the filling out of
the forms. The social worker handed out forms to complete in the cells. This experience showed
that it would have been better to complete them with the supervision and assistance of the social
worker.
Veenhuizen
At the start of the Veenhuizen pilot, the head of the Library, Education and Sport section left. The
interim heads promised to implement the screening, but the result was that by August, the screening
had not taken place. The dyslexia teachers thus completed the screening in the sections on their
own initiative. This screening stopped when the teachers were told to stop. From February 2013,
the education section started a general intake which included the 20 questions. The subsequent
discussion about bringing dyslexia to the fore was not held. The in-depth discussion has turned out
to be necessary for making a proper assessment.
Measurable results
Only Heerhugowaard supplied sufficiently complete results. Over a long period of time, the teacher
found that there was a more or less constant group, consisting of roughly 20-25% of detainees
wherein some form of dyslexia can be found.
4.4 Overall impact of the course
Attention for dyslexia
Participants involved in the course indicated that their dyslexia was finally being taken seriously. This
had never happened while they were at school. In the approach used in the course, themes that
were important for dyslexics came to the fore in every lesson, as did a combination of attention paid
to dyslexic limitations and exercises whereby the student got to know themselves positively. In the
debriefings, it turned out that each student had a different part of the course that stuck with them.
Not everyone was as enthusiastic about every part of the course. However, there was enough to
interest them in each lesson to make them want to finish the whole course.
The weekly evaluations continually showed good results, and at the end, many good resolutions
were made. The meaning and eventual effect of these cannot yet be confirmed. Many courses will
have good effects that will be watered down over time. However, Valk&Uil has reason to believe that
the process that was set into motion by the dyslexia course will have serious effects on the futures of
the dyslexics involved. For many clients of Valk&Uil (adults and college students alike), the new
perspective on their dyslexic traits proves to be a turning point in how they will approach the rest of
their lives. This is confirmed by the book “Transforming Prisoners’ Lives” by Jackie Hewitt-Main
about her Chelmsford prison project (Hewitt-Main, 2013). This book describes a similar approach to
dyslexia, as well as information about the effect of the approach on the 23 participants in the five
years following the course.
Methods/design
The form the course took was very much appreciated by the participants. For many, it was the first
time they had ever finished a course. Many also amazed themselves by being capable of making a
presentation in front of a group, as was asked of them in the last lesson. A number of old hands
were positively astonished by the respectful way in which the participants interacted with each
Date: 16 July 2013
14
other. This was something they had never experienced during the long time they had spent in
prison.
The concept of the course was also appreciated by the teachers. Safety turned out to be extremely
important. In particular, the method using association cards allowed the students to express
themselves more easily about what they were thinking at the start of the lesson. This was often the
basis for open discussions. The recognition among the students of how dyslexia often barred their
way in everyday life resulted in mutual understanding.
Multidisciplinary cooperation
The course asks that the participants be motivated to turn up to the two-hour lessons over the
course of the six weeks of which the normal program consists. It takes the same cooperation of the
organisation as a whole. Various disciplines have to support each other and careful attention must
be paid to the possibilities of the program, so that the related activities can be successful. The
degree to which the participants had the discipline to apply themselves varied by group. The
participants of the first Heerhugowaard group and the Veenhuizen group for the most part came to
the lessons in good time and on a regular basis.
In the case of the second Heerhugowaard group, the teacher often had to ask after the students. At
Nieuwersluis, external appointments frequently turned out to have been set right in the middle of
the course hours.
The participation of the librarian provided an important additional support to the process. As a
result of this intensive cooperation between the education and library departments it became clear
that a good librarian can be an important support for people in preparing them for society.
Materials
The dyslexia course is available and includes workbooks, a teachers’ handbook, PowerPoints and
teaching methods. The material is suitable for the level of the average detainee. The course
challenges the teacher to work with a greater focus on the person than on the programme. The
approach used asks input of the teacher to retrieve materials suitable for the student’s theme from
the internet. Variations in student ability requires a structure with multiple variations on the basic
material.
As the course makes use of multimedia (PowerPoints and short films), basic IT facilities (projectors or
smart boards) are required. In recent years, these have been instituted in most mainstream
education facilities. At Heerhugowaard, however, these IT facilities turned out to be unavailable, and
at Veenhuizen, they required much additional time to prepare.
4.5 Indirect results
International recognition for the DJI
The theme of dyslexia has become a concrete part of the DJI’s activities. The start of the pilot at the
international seminar of the Breaking Barriers project on 3 April 2012 has resulted in the DJI being
seen as an example of an institution that pays attention to the connections between dyslexia and
Date: 16 July 2013
15
detention. This was underlined by the speech given by the Director-General of Youth and Sanctions,
Mrs D. Hoorn ten Boer, in the presence of Mr J. Groeneveld (DJI Director of the Prison Sector). This
was followed by publicity surrounding the International Prize 2012, which was given to the project by
Learn for Life1. This prize was awarded in part because of the pilot the DJI started. This was followed
by more publications and projects brought on by the appreciation, referred to in the jury’s report, for
the way in which the subject of dyslexia in detention was approached.
More effective teaching methods
All the teachers involved indicated that they now had a better understanding of the needs of
detainees with a dyslexic learning style. They stated that this knowledge was also useful in their
other lessons and guidance. The teacher at Dordrecht Prison, who participated in the preparation for
the pilot as teaching method specialist, has already adapted her VCA (Veiligheid, Gezondheid en
Milieu Checklist Aannemers: Safety, Health and Environment Checklist for Contractors) and Dutch
courses to these methods. This has resulted in a rising percentage of successes in the VCA course
and a growing number of applications.
Profiling of the education section/cooperation within the organisation
During the pilot, the education section had the opportunity to cooperate intensively with the library.
The MDO was involved in giving permission. The course could only progress successfully if the
participants were able to turn up at the same time over the course of six weeks and had the same
two hours free each week. To allow this to happen, section heads, PIWs (Penitentiar
Inrichtingswerkers: Penitentiary Institution Workers) and social workers all had to be aware of this
priority. Both the putting together of the six week course and the organisation of the screening have
been a learning process for the organisations involved. The screening required a central person who
could ensure that the screening could actually be carried out with care and a proper follow-up. The
experiences of the pilot supplied a mass of data about the necessity of having a person at the centre
with a clear mandate and clear communication lines for all parties involved.
The group process generates development of self-worth
The concept of the six week group project with a clear aim, a set target audience and conditions that
stimulate the participants have contributed to a situation wherein the participants can see their own
core values. The safe atmosphere allows for an open exchange about difficulties and needs. The
theme of dyslexia connects every participant back to a concrete experience of failure from their
earliest youth. The course gives them a chance to realise this and to make a new start with good
resolutions. In the active realisation of these resolutions, the resulting experiences assume a certain
importance. For a number of participants, this was the first time that taking part in a course was a
positive experience, and also the first time some had ever finished a course. Also worthwhile were
the experiences of working cooperatively or receiving the support of peers.
Improving the social position of participants
Students on the course have since applied more often to participate in educational courses and have
also made more visits to the library to borrow books than previously. The visibly increased self-
confidence can also have an effect on their behaviour in the various divisions. Daily life was not
1 (http://platformlearnforlife.nl/Internationale-Prijs.php).
Date: 16 July 2013
16
considered during the pilot. Nor has any feedback been received about participants’ behaviour
within the other divisions.
In the Chelmsford project, which was used as an example for the current project, behaviour in the
whole of the prison was improved by giving difficult detainees the opportunity to discuss their
learning difficulties. In the statistics, there was a 70% reduction in violent activities during the
Chelmsford project (see Addendum 2).
5. Reflections
5.1 Awareness of the impact of dyslexia.
Scientific interest in the effects of dyslexia in adults is very limited in the Netherlands. The WODC
(Wetenschappelijk Onderzoek- en Documentatie-Centrum: Scientific Research and Documentation
Centre) was entirely unaware of it. In Britain and Scandinavia, on the other hand, research into this
subject is much more intensive, and has involved lengthy, large-scale research into the percentage of
dyslexics/semi-literates among detainees (Rack, 2005 and the “No one knows” report, 2008). These
various sources indicate that the number of dyslexics is high, and that specifically dyslexia-friendly
schooling can be very effective in reducing recidivism in this group.
5.2 Screening methods
If the completion of the screening form is guided by someone involved with the project, who is
prepared to give an explanation and read out the questions as necessary, supplemented by a
dialogue with a dyslexia-specialist, the procedure can give a reasonable estimation of the presence of
dyslexia. The Vinegrad form has been judged to make a positive contribution to a targeted follow-up
discussion.
If we take as a starting point that the screening should have been “inclusive” and that no additional
costs were needed, then the chosen solution can be deemed optimal. The teacher at
Heerhugowaard Prison, in cooperation with a motivated social worker, has been able to confirm a
realistic result of 20-25% as potential dyslexics.
The Vinegrad questionnaire used in the pre-screening for the pilot (see Addendum 1), when assessed
in terms of the supplied selection criteria of more than nine “Yes” answers, turned out not to deliver
any concrete results.
If the emphasis is placed on a more discerning screening, and if there is enough room in the budget
for it, then an alternative for the Netherlands may be the IDA-MBO plus and the “Oog voor lezen (An
Eye For Reading)” screening method.
5.3 Education in Detention
In Great Britain and Scandinavia, it has been recognised that a reduction in recidivism can be effected
by improving literacy while in detention. In Britain, national targets have been set with this in mind.
An English study (Baker, 2007) states that education is only effective if the detainee’s own learning
style is taken into account2.
2 “If treatment delivery fails to take into account a potential role for dyslexia, then the treatment will not be
matched to an offender's learning style and can be expected to do little to maximize success “ (Baker, S.F., &
Ireland, J.L. ,2007).
Date: 16 July 2013
17
In the Netherlands, the risk factors relating to recidivism can only be indirectly linked to
improvements in literacy. Over the past 10 years, education in detention has operated without
pedagogical central guidance, and is not connected to the standards of quality that apply to
mainstream education.
If the quality and quantity of education in detention in the Netherlands suffers yet further from cuts,
then the reduction in recidivism that might result from education in general and the piloted course in
particular will of course not come into effect.
5.4 The creation of the six week course
The concepts incorporated into the material used by the course are often used by students in
mainstream education, as well as by dyslexics in secondary education or above. Valk&Uil has been
glad to make use of the DJI teachers involved in the pilot to adapt the material to a level and working
situation suitable for prisons. The input and involvement of these teachers and librarians has made
this part of the pilot extremely worthwhile for the detainees.
5.5 The organisational aspects of the project
Those parts of the project that were not directly related to education have proceeded with more
difficulty:
Relations with the Prison Modernisation Project (MGW)
The objective was to organise the pilot so that it could work inclusively within the Dutch Prison
Modernisation (MGW) Project. However, by the start of the pilot in April/May 2012, it turned out
that the MGW program was only just starting out. It was thus unclear how the screening should be
carried out and how participants should be recruited, while Prison Modernisation according MGW
was not yet in force. This resulted in confusion and delays at Veenhuizen and Nieuwersluis.
Heerhugowaard, on the other hand, chose for a more pragmatic approach, using the voluntary input
of a social worker. From October 2012, this approach was recommended to the various institutions
by a letter from the governance of the DJI.
Transparency of the DJI organisation
Careful reconnaissance of the organisation and the workspace of the project was not taken into
account in the time and budget allotted for the project. The tasks, responsibilities and mandates of
the persons required for the project (aside from those in the Library, Education and Sport
department), both at the head office and at the individual institutions, were not transparently
available. It turned out to be difficult to trust to commitments made or to intervene in internal
matters from the outside.
Making appointments
In the case of all the courses, the teachers had a lot of difficulty ensuring that the participants would
be available during the hours required by the course or that they would turn up on time at the
classroom. At Nieuwersluis, external appointments and unannounced absences made group work
nigh-impossible.
Date: 16 July 2013
18
Continuity during the pilot
At Veenhuizen, the departure of the head of the Library, Education and Sport department and the
resulting takeover by unknown interim management over the course of the May-December period
resulted in significantly reduced productivity for the embedded organisational elements.
6. Conclusions and bibliography
6.1 Conclusions
Screening methodology
If the proposed screening method, with its intake, questionnaire and in-depth interviews, is used,
this gives a good indication of the effectiveness of following a dyslexia education module.
This approach, as followed by Heerhugowaard Prison, has produced sufficient insight and useable
outcome measures. These match up with the international figures as they relate to the prevalence
of dyslexia in detention. The figures from Heerhugowaard Prison, as received during the pilot, show
a constant percentage of 20-25% prevalence of dyslexia among detainees.
In its own right, the Vinegrad screening tool, unaccompanied by further interviews and in-depth
discussion, does not produce sufficiently discriminative information. Only by appending an interview
with a specialist (teacher) can the presence of dyslexia be determined. The requested embedding of
the screening within the MGW process has not got off the ground in all cases.
Evaluation of the dyslexia course in the three institutions
In all three institutions, the dyslexia course was largely perceived as successful by the teachers
involved, the directors of the institutions and the project leader at Valk&Uil. Overall, the majority of
those involved, both teachers and participants, detected a noticeable change in the attitude,
motivation, ability to learn, and ambition for the future among participants. Old patterns of
behaviour and attitude, together with the results of years of denial, negative feedback on
achievements and poor perceived intelligence or learning capacity, were shattered. Among all
participants, there was a renewed interest in reading and personal development, and a positive
adjustment in self-image. Students indicated that they had been set on a new, better path, which
they wanted to continue on, whether in detention or in normal society. Thus, many indicated that
they wished to continue in education or simply in setting their own learning goals.
The process which the participants worked through together gave them recognition of their
achievements and made significant positive contributions to the results of lessons. Counter to their
own expectations and experiences, the majority of students worked their way through all of the
lessons and completed the course, with as a direct result the receipt of a diploma and certificate. In
this, the sense of safety which this group produces and maintains was an absolute necessity.
The size of the group and its composition varied by location, as did the individual methods and
interpretation of the teachers. Despite this, experiences of positive surprise and the pride shown
during the presentation in the last lesson were universal. There was a shared experience of a large
number of emotional moments by both students and teachers during the lessons. These arose,
among others, from the students leaving behind their previous frustrations and becoming positively
Date: 16 July 2013
19
motivated towards their own capacity to learn, and in realising that their self-image had shifted to a
more positive outlook. Individual participants found it necessary to speak out in appreciation of
what had happened during the course. Spontaneous cooperation and mutual offers of support and
assistance underlined these results (see paragraph 4.2). Out of the four courses carried out during
the pilot, Nieuwersluis may be singled out as being less successful. There was no opportunity to put
together a group process due to prevalent absence on the part of the participants, meaning that the
group process of mutual support and the recognition of changes in personal and group self-image
could not form a significant contribution to the final result. Nevertheless, individual participants
remained positive about the content of the course.
Results in the long term or indirect results
The results of this programme in the longer term cannot yet be evaluated, due to its short duration
and evaluation period. Following the students over a longer period, or applying the education
modules more widely across the system would allow for more insight into the results of the
programme. In an international context, the use of similar methods over the course of several years
has produced positive results, both in terms of detention (behaviour during detention, prevention of
violent offences) and in terms of reduced recidivism (Hewitt-Main, 2013).
An additional indirect result of the course, experienced by the teachers involved, was that by a
similar process of preparing together (peer learning) and by experiencing the reactions of students to
the lessons in the course, they gained a greater understanding of the principles of dyslexia-friendly
education. They have experienced the value of this method, not only for dyslexics, but also for
numerous detainees and now intend to apply this to their other teaching duties.
6.2 Bibliography
• Baker, S.F., & Ireland, J.L., The link between dyslexic traits, executive functioning,
impulsivity and social self-esteem among an offender and non-offender sample. (2007).
• Eide, dr. Brock L. and dr. Fernette F., The dyslexic advantage, Unlocking the hidden
potential of the dyslexic brain. (Hay House UK, 2011)
ISBN 978-1-84850-639-8
• Gardner, H., Frames of mind: The theory of multiple intelligences. (Fontana Press:
London, 1984).
ISBN 978-0465024339
• Hewitt-Main, Jackie, Transforming Prisoners’ Lives. (Mainspring Publishing, 2008)
ISBN 978 0 9572901-1-2
• Hofmeester, Nel, Studeren met dyslexie, informatie, praktische aanpak, noodzakelijke
ontwikkelingen. (Garant Uitgevers: Apeldoorn/Antwerpen, 2001).
ISBN 90-441-1299-6
• Mortimor, Tilly, Dyslexia and Learning Style, A Practitioner’s Handbook, (John Wiley and
Sons, UK, 2008)
Date: 16 July 2013
20
ISBN 978-0-470-51168-8
• Prison Reform Trust “No One Knows: prisoners voices”, (UK, 2008)
http://www.prisonreformtrust.org.uk/Publications/vw/1/ItemID/89
• Rack, J., The Incidence of Hidden Disabilities in the Prison Population: (Yorkshire and
Humberside Research, 2005).
• Shaywitz, Sally, Hulpgids dyslexie. (Uitgeverij Nieuwzijds Amsterdam) 2005.
ISBN 90 5712 194 8
• Verhoeven, Sjan & van Nuland, Jan, Slimmer dan je baas, dyslexie op het werk. (Garant
Uitgevers, Apeldoorn/Antwerpen 2008).
ISBN 90-8575-021-5.
Addendum 1. Screening tool The screening that took place made use of a questionnaire which was a translation of the Checklist
for Dyslexic Adults, as published in the Dyslexia Handbook 2000 (Smythe, 2000). This list is based on
the work of Jo Matty, Harry Chasty and Michael Vinegrad. For a full report on the research of
Michael Vinegrad, see: A revised Dyslexia Checklist, Educare No 48, March 1994.
This questionnaire has for years been used as standard by the British Dyslexia Organisation. The
Finnish dyslexia organisation, Finder, uses this questionnaire in all its projects with complete
satisfaction. The questionnaire was also used as standard in the Grundtvig Breaking Barriers project,
of which the Dyslexia in Detention project was a part.
The completed screening tests require an additional assessment to be able to judge how applicable
the dyslexia course might be.
The pilot project used a diagnostic interview with a supplementary questionnaire, administered by a
teacher with specialist knowledge of dyslexia.
In the English-speaking world, LADS plus, a supplementary screening tool targeted at detainees is
available, as is Lexion, a software programme of Swedish origin which can give a good supplementary
identification of dyslexic characteristics.
In the Netherlands, the University of Amsterdam and the organisation Muiswerk have developed the
screening tool IDA-MBO, targeted at secondary school students. A Dutch diagnosis of dyslexia can
only be given by a BIG-certified psychologist or orthopedagoog (child psychologist). The costs per
test can range from €400 to €900.
See also “Dyslexia and Learning Style” by Tilly Mortymore:
Date: 16 July 2013
21
Addendum 2. Chelmsford Statistics: Safety in custody, assaults tables,
March 2012
Assaults rates in HMP Chelmsford prison changed drastically during the two years of Jackie Hewitt-
Main’s project, years ending 2007 and 2008. In the years following the course, rates rose sharply
again
HMP Chelmsford 2006 2007 2008 2009 2010 2011
Assaults by prisoners on staff 55 21 14 45 45 44
Assaults by prisoners on other prisoners 159 54 54 180 210 262