E-learning training course
Teaching and supporting children and young persons with Dyslexia

Open College Network Wales. Level 2 . 6 credits
National Code: GB62CY004    Opus Code: BZQ 547
More information go to www.ocnwales.org.uk and click on Units

Many parents, carers and teaching assistants find themselves responsible for supporting a dyslexic child or teenager but do not have the necessary training in the skills and strategies to help. Our distance learning course provides practical training, support and advice on how to teach or support a child who is, or may be, dyslexic, both in school or at home. The course is especially suitable for:

  • Parents and carers with a dyslexic child or a child showing some of the specific learning difficulties associated with Dyslexia at home and in school
  • Parent/carers home-schooling a dyslexic child;
  • learning support assistants and classroom assistants;
  • anyone with an interest in dyslexia.

Supported with a Grant from CAVO (Ceredigion Association of Voluntary Services). Enterprise and Improvement Grant Scheme.

Cefnogwyd gan Grant o Cymdeithas Mudiadau Gwirfoddol Ceredigion - Cynllun Grant Gwelliant a Mentergarwch CAVO.

To register, contact Ruth Davies (Project Manager). by e mail:  pm@welshdyslexia.org

 

       Teaching and supporting children and young persons with dyslexia.

The training course consists of four Modules, and can be studied at home. The four Modules are:

MODULE 1: De-mystifying dyslexia

MODULE 2: Dyslexia friendly parenting

MODULE 3: Using technology

MODULE 4: Learning how to learn

The course provides training for parents on how to meet the particular learning needs of their dyslexic children at home and the strategies will also be of value to Teaching Assistants supporting individuals and small groups in school. The focus will be on strategies which compliment the work of the school in those areas in which dyslexic learners experience difficulty, in particular developing reading, spelling and getting ideas down on paper. This is not a general teaching course, but one which focuses on practical techniques and strategies known to raise achievement levels in dyslexic children and teenagers, which parents in particular can use with confidence and success.

The Course Director is Neil Mackay .ACTION DYSLEXIA. info@actiondyslexia.co.uk

He is an independent education consultant and trainer, who has previously worked as a Senior Teacher/ SENCo in a large comprehensive school in North Wales. As a consultant in Dyslexia and other SEN issues Neil originated the phrase and concept of Dyslexia Friendly Schools and has gone on to work with Education Authorities and Departments in the UK, Hong Kong and Malta.

He delivers training in schools, F E Colleges and on behalf of Local Authorities for teachers, teaching assistants and parents across the UK. Neil develops inclusive practice for pupils with dyslexia and other SEN needs with particular reference to harnessing the power of children's multiple intelligences.

Accessible learning style

As dyslexia often runs in families, it is recognized that some people teaching a dyslexic child may experience difficulties with spelling, comprehension and maths themselves. With this in mind, the course has been specially designed to be visually accessible to students with illustrations and slides, and very clear layout of information.

Course materials

The course materials consist of:

The website with more course information and a link to the Students' Discussion Group.

The online Discussion Group to which all students (and ex-students) may contribute, ask questions, clarify details, etc.

The course text book, which is essential. It may be purchased from Amazon or from a local bookshop.

"Dyslexia - a complete guide for parents"

by Gavin Reid.(2004) Published by John Willey and Sons

ISBN: 0-470-86312-9

Straightforward assignments Assignments may be practical exercises or conventional essay-type answers. Assignments must be sent in by email.

Grades There are two possible grades for each Module: Pass or Repeat.  A Certificate is awarded when a student has achieved a Pass grade in each of the four Modules. If a student is asked to repeat a piece of work, advice will be provided about how it may be improved, and students may repeat assignments as many times as they wish.

Length of the course The course is estimated to take up to 60 hours of study. It will normally be completed in 6 months (about two or three hours study each week), but students are allowed up to one year (or more if there are any particular difficulties)

Access to the e-learning course The course is open to everybody with an interest in teaching and helping a dyslexic child or teenager, and no prior qualifications are required.

 

Course Outline

The course consists of four Modules, each with some practical exercises to do with a child or teenager:

MODULE 1: DE-MISTIFYING DYSLEXIA

What is dyslexia?

Dyslexia is defined and de-mystified. It is presented as a learning difference rather than necessarily as a difficulty with a focus on issues at home and in school. Dyslexic strengths will be highlighted and used to respond to difficulties in other areas.

A study of the brain supports participants to understand how the dyslexic brain prefers to operate and to respond appropriately. Informal inventories and checklists are developed to identify and respond to learning issues. There will be a particular emphasis on identifying and responding to "unexpected difficulties" in acquiring basic skills in relation to clear abilities in other areas.

By the end of this module participants will be able to demonstrate an understanding of the opportunities and costs of being dyslexic together with an awareness of relevant psychological and neurological factors. A series of activities will enable participants to reflect on their learning and to come up with strategies to support dyslexic learners at home and in school.

MODULE 2: DYSLEXIA-FRIENDLY PARENTING:

What do I do, if ?.. ?

What do I do when ?.. ?

This very practical module supports parents, carers and others to respond to the key questions, "What do I do if? and what do I do when?"

Participants will be supported to develop an awareness of how learning issues create stress and low self esteem in both learners and supporting adults. The initial priority will be on developing a climate for learning in the home. Practical strategies will be developed to develop self-esteem with a particular emphasis on the language of success and managing behaviour for learning.

The three main areas to be addressed in this module are developing reading skills, supporting and extending phonological awareness to develop spelling and techniques to get ideas down on paper.

Reading:

    • Developing speed and fluency
    • Reading for pleasure - how to "get them reading"
    • Study reading - skimming, scanning and making effective use of context

Spelling:

    • Practical strategies to support the development of basic phonic skills
    • Clear progression of activities, each building on the one before
    • Simple and effective ways to support learning for spelling tests
    • Spelling "tricky words"

Writing

    • "Hands on" ways to tap in to the power of dyslexic brains
    • Parents/carers as scribes
    • Creating "alternative evidence" for homework etc
    • Practical activities to try with a dyslexic learner

"When is it time to worry?"

This section explains some of the processes and systems in schools and offers a number of questions for concerned parents/carers to ask teachers. The questions are carefully selected to enable parents/carers to gain a better understanding of a child's learning issues and also to develop a partnership with the school.

Understanding assessment reports

Private tuition

Building Phonemic Awareness Skills (using letter sounds)  The sounds of the letters. Phonemic awareness games. The initial letter sound. Reading for pleasure and the 'Golden Rule'. Using cards. Shortwords with single sounds. Using these sounds. Etc.

Building Self-confidence  Recognizing low self-confidence. Parent's perception of dyslexia. Using cognitive therapy. Confidence-building exercise. The child seen in a new light. Increasing motivation. Positive worksheets and exercises. Building on strengths. Etc.

How Parents can Help with Homework Strategies  How to hear your child read. Finding information about dyslexia. Finding a supportive friend in the same class. Building up sequencing skills. Self-checking spellings. Making use of visual strengths. Reversals. Irlen Syndrome

Starting a Local Dyslexia Parents Group
The Need for Parents to Come Together. How can I Start a Group? How will the Group Operate? How do we Organize our Discussions? How do I Start? Private tutors. Etc

Testing and Assessment Methods for Dyslexic Pupils

Testing for possible dyslexia. Screening tests. Comprehensive tests. Comprehensive testing by a psychologist. Etc.

MODULE 3: USING TECHNOLOGY.

Using Supportive Technology

ICT is recognised as a key tool to help dyslexic learners in the classroom in both learning and teaching experiences, as well as accessing or recording written information.

The potential of ICT to reduce barriers to learning will be discussed, with a particular focus on:

    1. reading;
    2. writing;
    3. spelling;
    4. accessing the curriculum;
    5. learning vocabulary;
    6. improving phonic skills; and
    7. assisting planning, recording and presenting information.

Also using a word-processor. Using a talking and spelling word-processor. Using a voice recognition program. Using a pocket spellchecker. Using an encyclopaedia on CD-Rom. Using a talking word-processor to read out text. Using a talking browser to read out web pages. Using a talking pen to read words. Mind-maps.

Suggestions will be made for selecting and using appropriate speech supported software, enabling users to:

    1. see and hear written text on screen;
    2. repeat and review information as and when they need to;
    3. try out actions first, then make an informed choice;
    4. practise skills that meet their needs, in both pace and content;
    5. overcome barriers such as slow typing or writing speed and spelling;
    6. record and edit ideas easily using ordinary word-processing, word banks, predictive and planning tools, as well as digital and video technologies;
    7. plan work before starting to write and review output prior to completion;
    8. demonstrate their knowledge and ability; and
    9. work more independently.

A review of hardware and software tools available to support dyslexic learners with:

    1. reading text;
    2. improving phonic and spelling skills;
    3. planning and recording written text;
    4. accessing high frequency spellings and subject vocabulary;
    5. accessing other areas of the curriculum;
    6. accessing information on the world wide web.

Hints on features to look for when choosing software to support learners with dyslexia.

Participants will be provided with contacts to download free software/shareware and demonstration discs.

MODULE 4: LEARNING HOW TO LEARN

Dyslexic children and adults learn differently, but very effectively when taught the way they learn. This module provides practical solutions to a range of learning issues, from learning for tests to revising for GCSE and beyond. A particular focus will be to support learners who think faster than they read and write to minimise weaknesses and make best use of strengths.

Personalising learning

Dyslexic learners have clear learning preferences which are personal and based on the way their brains are organised. Therefore there will be a strong focus on developing optimal learning strategies for dyslexic brains. Activities to identify learning preferences will be presented and participants shown how to use this information to support dyslexic children to develop personalised, "core strategies" which form the basis of all future learning.

Various "tricks of the trade" (mnemonics, mental journeys, multi-sensory techniques) will be modelled together with concrete suggestions for how parents/carers/guardians can develop these skills at home. Strategies to develop memory and concentration will also be demonstrated together with practical solutions for learning for tests.

Revision for external exams will be an important focus, including setting revision priorities and creating a programme. Parents/carers will learn strategies which can support learners to develop personalised techniques, based on individual learning preferences, which harness the power of the dyslexic brain. Skimming and scanning techniques developed in earlier modules will be fine tuned for exam situations, together with practical suggestions for spotting and responding to key words and phrases within questions.

Study skills, unpacking questions, effective short answer/multi choice techniques, planning essay answers will also be presented

Building Successful Teaching Strategies  Multi-sensory teaching methods. Classroom adaptations. Giving homework. Games and activities. Positive worksheets and exercises. Provision of extra support or special services. Avoiding embarrassment. Helping dyslexic children of above average intelligence. Helping dyslexic children who are being bullied. Helping with fine motor control. Helping children come to terms with dyslexia. Helping with attention difficulties (ADD and ADHD). Helping with confusions caused by difficulties with laterality. Helping the dyslexic individual lead a balanced life. Helping dyslexic students decode information. Typical errors in dyslexic children's writing. Etc.

Building Successful Learning Strategies and Study Skills  Posture and pencil grip. Cursive handwriting. Classroom seating position. Learning spellings. Short-term memory exercises. Spacing words. Study skills for students and adults. How to read a difficult book. Skimming. Giving presentations. Students writing essays. Basic guidelines for concentration. Setting aside a place for work and study. Dividing work into small, short-range sub-goals. Time scheduling. Taking notes. Etc

Assessment and Examination Accommodations for dyslexic pupils
Use of a word-processor. Dealing with spelling errors. Oral testing. Un-timed tests. Accepting dictated answers. Other alternative assessment methods. Using short-answer or multi-choice testing. Providing model answers. Etc.

Appendix -- Recommended books for students who wish to pursue the subject in greater depth after the course.

"Removing Dyslexia as a Barrier to Achievement" by Neil Mackay.(2005) published by SEN Marketing.

ISBN 190385205-b