Teach FirstJanuary 14th 2011

John Keenan j.keenan@worc.ac.ukhttp://teachfirstjk.wordpress.com

Los

Understand more about a specific education need.

Be able to implement at least three strategies that would help someone with this SEN

Dates

Monday 28th February – RJA2Q7 improving practice, professional development

Monday 9th May – WA3What theories influenced practice to improve the learning of two students with SEN

Andrew to teacher: ‘you’re a stupid old woman who never went to school anyway’

Brenda sees a picture of a bee and butterfly: ‘there is a bee and a peanut butter’

We are all disabled

Labelling

What labelled disabilities are there?

Labelling

SpectrumADHD Autism Dyslexia Sensory Dyspraxia

Gervais

Labelling

•Self-fulfilling prophecy

•Teacher expectancy effect – Rosenthal and Jacobson (1968)

•Pupils with learning difficulties (Good and Brophy, 1984)Teacher smile at them less often; they call their names to answer a question less often; they demand less work from them

Labelling

‘differently abled’

People are not disabled, society disables.

we need labels for identity

we need labels to redress the balance

‘the emphasis on ‘ability not disability’…is a denial of the status of the disabled person…’ Colin Barnes, Disabled People in Britain and Discrimination, 1991, London: Hurst and Co, p.203

‘if disabled people are perceived as ‘normal’, then there is little need for the introduction of policies to facilitate their integration into ‘normal’ society’

Colin Barnes, Disabled People in Britain and Discrimination, 1991, London: Hurst and Co, p.203

Labelling

20% - learning difficulties physical, sensory, emotional, behavioural

1981 Education Act:‘any difficulty of such a nature that the child requires something more than, or different from the majority of other children of the same age’

Cited in Doyle, 1996: 72

Labelling

1. Face2. Read through3. Pass opposing hand 6 times in succession4. Opposing hand write name

ReserchAsisstent

KloZing Dait: oh3-tooØØ11 SallarRee: BannEdd Fiyv, AytEen, 7Øniyn pownz - - TweNteeWun,68Wun pownz pURr anNem (prOw raRtur fourpart tiym ars)Deppartmunt: WourSSter Bizness Skool - SenTEr foRe PeEpl @ Werk (SeaPeA@Dubbleyou) ARS: FlecKsabl beTweAnØ.6 FTE andfOoltIym (thertee7 ars purrweak) - buyneggociacean Start Dayt: AzsooNazpoSsable Dyouracean: Apoyntmant to0thurteefurst Jooliy2ØØ9inisherlee Ressponssabl tWo: Dirrekterof SeePee@Doubleyoue Ressponsabl fOUr: EnN/ay Inturvuedayt: NiynteanthMrcahTWOØØ11

• What does it pay for 21+?• How many hours per week?• What’s the closing date for applications? • When are they interviewing?

Opposing hand up and say the third word of the question backwards

ReserchAsisstent

KloZing Dait: oh3-tooØØ11 SallarRee: BannEdd Fiyv, AytEen, 7Øniyn pownz - - TweNteeWun,68Wun pownz pURr anNem (prOw raRtur fourpart tiym ars)Deppartmunt: WourSSter Bizness Skool - SenTEr foRe PeEpl @ Werk (SeaPeA@Dubbleyou) ARS: FlecKsabl beTweAnØ.6 FTE andfOoltIym (thertee7 ars purrweak) - buyneggociacean Start Dayt: AzsooNazpoSsable Dyouracean: Apoyntmant to0thurteefurst Jooliy2ØØ9inisherlee Ressponssabl tWo: Dirrekterof SeePee@Doubleyoue Ressponsabl fOUr: EnN/ay Inturvuedayt: NiynteanthsMrachTWOØØ11

From these experiences what does the dyslexic student need?

Then he reddened furiously, felt his bowels sink with shame , scratched out what he had written, made an agonised effort...failed, became sullen with rage and humiliation, put the pen down and would have been torn to pieces rather than write another word’

D H Lawrence The Rainbow

What do you already do for dyslexic pupils?

Dys – painful, abnormalLexicos – words of a language

‘It is illogical for a person to say, ‘My child cannot read because he is dyslexic’...It tells us no more than saying a person is bleeding badly because he has a haemorrhage or that someone has a high temperature because they are feverish.’Doyle, 1996: 69

Pumfrey and Reason (1998) 11 definitionsRice and Brooks (2004) 40 definitions

Cited in Mortimore, 2008: 50

What do you know about dyslexia?

What % of pupils are dyslexic?How many in your class?

‘It seems to be a natural human phenomenon to want to classify events and concepts and then apply labels to them....the use of the label ‘dyslexia’ should present no problems just as long as it is understood that it may describe a variety of behaviours...it remains a challenge to educate the public regarding the concept of dyslexia’Lawrence, 2009: 139-140

Identifying a condition has to have distinct:

Aetiology (cause)CharacteristicsPrognosis (prediction)Response to interventions

Pumfrey and Reason, 1991: 6

AlexiaAuditory dyslexiaDeep dyslexia vs Surface dyslexia (rules)Dyseidetic/Dysphonetic dyslexiaGraphemic processor dyslexiaHyperlexia (speaking)L-type dyslexia vs P-type dyslexiaMorphemic dyslexiaSemantic processor dyslexiaStrephosymbolia (mirror)Visual processor dyslexia

Doyle, 1996: 70-71

Brain drawing

Arrow the pattern for speech, reading and comprehension

Doyle, 1996: 119

Causes of dyslexia

PhonemesGrigorenko (1977) Chromosome s 6 and 15 linked to a weakness in phonological awarenessfMRI phonological awareness (Shaywitz, 1996)

MemoryRetaining and attaching verbal labels (Snowling, 2001)

LateralizationMcLoughlin et al (2002) memory in the right and left frontal lobe, right more than left (Galaburda, 1989) but less dominance so ‘confused laterality’

MagnocellularStein and Walsh (1997) speed of movement between cells

Kussmaul 1877 – word blindnessBerlin 1877 – dyslexiaHinshelwood 1895 – congenital Norrie 1938 - organisation for dyslexic people

Cf Miles and Miles 1990 Dyslexia: A Hundred Years On

History of dyslexia

‘The Education Act 1981...increase(d) markedly public awareness of the concept and the label’Pumfrey and Reason, 1991: 5

Under Secretary – ‘baffling condition’

‘Dyslexia is a specific learning difficulty of neurological and biological origin that is most often characterized by a significant discrepancy between measures of working memory and reasoning ability together with a weakness in the speed of processing information that may be manifested through weaknesses in a variety of educational attainments, particularly literary skills, as well as everyday tasks’

Lawrence, 2009: 38-39

‘there is no international consensus over its definition’

Lawrence, 2009: 29

Causes:

‘the answer is not known’ Doyle, 1996: 112

Dyslexia

sequencing

memoryvisual

processing

speech processing

automaticity

left/rightconfusions

time management

spellingessay structure

visual memory

visual discrimination

Meares/Irlen

syndrome

phonological awareness

articulation may be fine

long term

memory OK

visual and

auditory loops poor

overall picture good

OK for e.g.

bicycle, swimming

Not OK for

coding and

decoding

auditory discrimination may be fine

How do I recognise a dyslexic pupil?*They ask the right questions, lively and interested, but

any written work is relatively poor and/or poor handwriting.

*They arrive late, hand in work late*They mix up instructions

Typical issues

223 pupilsReading – 86%Spelling – bizarrreLeft-right – 67%B and d – 65% Sentence memoryRhyme

Miles (1983) cited in Doyle, 1996: 91-97 223 pupils

Group task: consider how you could change one of your lessons to incorporate FOR ALL PUPILS the following three responses

Gardner, dyslexic people have a different way of learning

Intelligences: kill smn

Teacher Response 1

Multiple Intelligence

Support: pp29-30

Teacher Response 2

Mindmaps

Support: pp11-14

Teacher Response 3: Spelling Rules

Support: 52-60

Bottom upTop down

‘Most children learn to recognize printed words by attending first to higher order knowledge about language and life in general’ Pumfrey and Reason, 1991: 59

‘the best practice of ‘articulatory encoding of visual stimuli’ (naming) may be provided by the activity of reading itself’Pumfrey and Reason, 1991: 80

Previous experience of lifeShared knowledge

Purpose of languageLanguage structures

Letter soundswords

Reason 1990

‘Effort after meaning’

Bartlett 1932 cited in Pumfrey and Reason, 1991: 59-60

Fernald Multisensory ApproachOrton-Gillingham MethodGillingham-Stillman Alphabetic MethodAlpha to OmegaEdith Norrie Letter CaseThe Bangor Teaching ProgrammeBannatyne’s Colour PhonicsThe Hickey MethodPeabody Rebus Reading ProgrammeAston IndexAston Portfolio AssessmentSpelling Made Easy (Brand, 1984)The Icon ApproachReading Recovery (1988)The English Colour Code Programmed Reading Course (1976)Patterns of Sound (1968)Pictogram System (1973)Signposts to Spelling (1978)ARROW (Aural – Read – Respond – Oral – Written) (1990)Attack – a-TrackSimultaneous Oral SpellingPsycho-motor programmesEmbedded picturesMnemonic drawingsFinger spellingSyllabificationCursive script

Develop the wiki for all to see and use for WA3http://teachfirstdyslexia.wetpaint.com

Support strategies• Write down main points • Use pictures, flow-charts, mind-maps• Colour all crucial information on the walls• Practical/kinaesthetic work• Interact one-to-one• Signpost topics and key points• Allow students time to absorb information.• Use recorders• Always give out homework instructions ready printed• VAK• ‘primacy and recency’ rule• Use a font without serifs; Arial or Comic Sans.• Print some copies on blue and cream paper.

Your score out of 13?

Teacher solutions

http://www.dys-add.com/DV3Handout.pdf

Specially prepared work sheetsTeaching any specialised vocabulary prior to the lessonRecording of literaturePhotocopied notes

Bibliography

Bennett, D. 2006 Dyslexia Pocketbook Teachers’ pocketbooksBuzan,T. 1997 The Mind Map Book London : BBC Saunders & White 2002 How Dyslexics Learn Evesham: patossEckersley, J. 2004 Coping with Dyspraxia Sheldon PressBiggs, V. 2005 Caged in Chaos Jessica Kingsley Pubs.Mortimore T 2008 Dyslexia and Learning Styles Chichester: John Wiley and SonsHunter-Carsch M and Herrington M 2001 Dyslexia and Effective Learning London: WhurrPumfrey P and Reason R 1991 Specific Learning Difficulties London: RoutledgeDoyle J 1996 Dyslexia: an Introductory Guide London: Whurr PublishersMassey J 2008 Meeting the Needs of Students with Dyslexia London: Network ContinuumEdwards J 1994 The Scars of Dyslexia London: CassellStirling EG 1987 Help for the Dyslexic Adolescent Chippenham: St David’s CollegeTurner E and Pughe J 2003 Dyslexia and English London: David Fulton PublishersBritish Dyslexia Association www.bda-dyslexia.org.ukDyslexia Institute www.dyslexia-inst.org.uk