Count Me In : Responding to Dyslexia : Introduction

Introduction

Explanations of Dyslexia and its Effects on Learning

Identification & Assessment

Responding to Dyslexia


	Responding: Introduction
	Use of Computers and ICT
	Resources
	Transition

Further Reading and Sources of Advice

Introduction

As already stated in this material, no two children who are dyslexic present with the same set of difficulties. This determines that responses must be tailored to individual needs. Collaboration between class teachers, support teachers, parents and other professionals who may be involved in planning responses is vital. This will ensure that everyone’s expertise is used to best advantage.

The following profile of Stephen in Primary 5 indicates that this child’s difficulties and how his teacher is responding to and supporting his needs in collaboration with his parents and other professionals. His samples of writing which appear on the next page show improvement in his ability to write at length although spelling remains a bit of a problem. His teacher, however will assess his work on the content and will help Stephen to address the spelling errors as part of the redrafting of his work.

STEPHEN - PRIMARY 5

Stephen is a child who is in P5. He is considered by his teacher to be a bright boy with good oral skills but whose reading, writing and spelling skills do not reflect this. His understanding of passages which are read to him is much better than when he tries to read them himself when he struggles with the decoding. He uses context clues as an aid to reading and is having more success with silent reading.

Stephen works very hard and has made a lot of progress since he was first referred to the learning support teacher in P4. Spelling continues to be an area of difficulty. His learning support teacher has made it clear to other staff that his written work should be marked on content rather than spelling.

His work in mathematics demonstrates his confidence in working with computation. He has some difficulty with times tables but has a good grasp of 2, 3, 4, 5 and 10. He uses a calculator to aid his computation and has become proficient with this.

He has some degree of difficulty with the fine motor skills of drawing and cutting but there are signs of improvement with these since being involved in the “drawing and cutting skills group”.

In Environmental Studies he has demonstrated that he has an enquiring mind and will ask relevant questions to develop his own knowledge and understanding. With help, he is able to extract and organise information for a given purpose from a display or text.

His self-esteem was a little dented in P4 but this is improving as he gains in confidence. He works very hard and has a kind and caring attitude towards others. Now he will ask for advice and will act on it.

Decoding and spelling remain difficult but are improving.