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When I was a “regular” classroom teacher, my knowledge of specific learning disabilities was very limited. My teacher preparation program requires a course in special education; it’s very broad, general, and I don’t remember anything I learned from it. This means that I am not adequately equipped to support the students in my room with special needs—those who come with formal diagnoses and those who do not. I mean I really don’t know. There is no special strategy. There is no alternative order. My plan is to do whatever the IEP asks me to do, which usually includes shortening the students’ assignments, giving them more time, or reading things out loud to them occasionally. I really don’t understand
Here’s the big deal: If my experience is anything like that of other teachers, and a 2019 report from the National Center for Learning Disabilities says it is, most students spend all their time in classrooms with teachers who have only a dim view. support method. Yes, of course every school has a special education teacher, but if students with special needs spend more and more time in regular classrooms, we can’t ask teachers to do special education, especially if they are the only ones doing this job. It’s time for us all to get on our game.
Tips For Teaching Dyslexic Students
The International Dyslexia Association estimates that between 15 and 20% of the general population has some symptoms of dyslexia. This is a much higher number than I would have guessed, and it means that anyone who has taught for a long time has probably taught at least a few dyslexic students, whether we know it or not.
Highly Effective Dyslexia Interventions And Programs
To learn more about dyslexia, I spoke with special education teacher Lisa Brooks, who is now the Executive Director of the Commonwealth Learning Center’s Arts Training Center in Massachusetts, a non-profit organization with programs designed to help teachers and professionals meet the needs of students. which require systematic and multisensory learning methods. In our podcast interview, Lisa dispels some of the common myths about dyslexia, sharing some of the signs teachers can look for that may indicate dyslexia in their students. to support these students and help them be more successful.
Although some educators, myself included, don’t think of dyslexia as a frequent learning difference, “it actually occurs in at least 15 percent of the population,” says Brooks. With that in mind, he says, “if you have 20 students in your class, maybe three of them have dyslexia.”
Underestimating how common dyslexia can lead to students not getting early intervention can make a big difference. Teachers may view reading and writing difficulties as attention problems or students are not developmentally ready to perform certain tasks, so diagnosis is wrong or delayed.
Brooks says: “Many children write letters backwards at a very young age, and that is considered appropriate for four, five, six year olds. But dyslexia doesn’t spell backwards. It’s really hard on the phonetic sound of the language and that means children have a hard time with the sounds of words. We don’t want to say, oh, my 5-year-old writes upside down
Tips Of The Week: Tips And Tools For Teaching Students With Dyslexia
If a non-specialist teacher is aware of the signs that may indicate dyslexia in a child, we can quickly refer them for testing. In turn, this can help children get the intervention they need, and when it comes to dyslexia intervention, the earlier is definitely the better: A recent study showed that intervention in first and second grade produced twice as much impact as intervention in third grade. Class.
If you find that you are surprised by your students’ reading and writing difficulties because they seem to be good in other areas, it is an indication that your child may have dyslexia.
“So when you look at a kid who’s very talkative and good at other things, like math,” Brooks said, “and the student has trouble remembering the letters of their name, I said, wow, that was amazing. This student speaks in paragraphs, has a very high vocabulary, is interested in books, and cannot remember a single letter or letter sound. I think that’s the first impression. “
Although many of us tend to associate dyslexia with mixing letters, Brooks says that “difficulty with the phonemes or sounds in the language is a risk factor.” sick “.
How To Spot Dyslexia, And What To Do Next
This difficulty in making noise can manifest itself in different ways. A few you may find in the classroom struggle with the following types of tasks:
This last factor, which does not represent all the sounds in a word, is worth checking: Consider how two different students misuse the word.
, misses the “t” sound. This is not a sign of dyslexia and should be checked by a teacher for other signs and possibly sent for testing.
“In terms of learning,” says Brooks, “we can say that we need a code-based approach, which essentially means teaching directly to sounds. Some people disagree with that, but actually what we see in many general education classrooms (is) the 3-point system is not what a dyslexic student wants. Strategies such as looking at a picture, seeing which sound is correct, guessing if it makes sense, are all strategies that are not helpful for a dyslexic learner. So we need to help them learn to code. “
Dyslexia Card For Teachers
In order for students with dyslexia to succeed, they need more practice in skills that other students only need less exposure to.
“One of the challenges in general is that everything that moves is easily divided,” Brooks said. “Teachers used to say, ‘I taught him how to mix letters.’ ‘They did it in a week. Students with dyslexia need practice and practice, practice.
“I always say, it’s like music or football practice. You have to scale, you have to do exercises. The teachers say, this is boring. And I said, yes, but that’s what the readers want. They know their short vowels on Friday and come in on Monday acting like you never taught them anything; it’s because they didn’t practice on the weekend. So we have to remember that they are not trying to make it difficult, they just want to practice a lot. “
“For example, when students write or finish pronouncing words, we ask them to repeat the word, break it into sounds, and they can use some kind of manipulation,” says Brooks. and write the letters while saying the letter aloud. And so, in that way, they use their motor and their hearing and their sight at the same time. I think that in the classroom we have to make sure that the students are not listening all the time, because we will not get good results from that. But practice by touching it, you know, we make them follow the letters, sometimes they make the letters on the white board with big muscles and they say the letter as they write. This is more of a strategy for our younger readers, but this multi-sensory approach really helps it stick. “
What Is Dyslexia?
For older students who may be more concerned about using these strategies, Brooks recommends more gentle techniques, such as tapping out the syllables of a word with your fingers.
Any game or song that includes rhyme, repetition, and matching syllables with a rhythm can help students with dyslexia practice these skills further.
A parent-led organization whose mission is to raise awareness about dyslexia, empower families to support their children, and inform policy makers about the best ways to identify, remediate and support students with dyslexia.
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Dyslexia And Learning
Hello my dear colleagues! Welcome to another post on photo teaching tips! These tips are also posted on my Facebook page and Edmodo! 🎁 This post will share proven strategies, tips, and resources for teaching students with dyslexia.
I believe we are all visual learners in some way and it only takes a minute to read text from an infographic.
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