- Talk honestly with the pupil and the parent(s). Explain to the pupil with dyslexia that she or he has a reading difficulty which with help can be overcome. Emphasise that she or he is able to learn. Try to emphasise their strengths.
- Work with the pupil in the development of strategies to help her/him to overcome or cope with dyslexic difficulties.
- Support the home and family and keep parents involved
- Foster pupil positive self-esteem. Give genuine praise whenever possible; promote activities that yield success.
- Accept that everyone learns differently and recognise each pupil’s learning difference. Be aware of different learning styles and be flexible in your teaching style.
- Encourage and support a whole-school policy on learning differences and early screening, identification and intervention.
- Be aware of the criteria for provisions regarding exemption from the study of a second language, supplementary teaching, special arrangements or accommodations for state exams etc…
· Differentiate in the classroom by modifying class work and homework, materials, texts and tests.
· Build up a bank of resources for the pupil. This will not be your last pupil with dyslexia, and you will be more prepared for the next one.
· Plan teaching-learning activities which enhance the understanding of the relationship between new ideas and concepts and those previously learned.
· Employ visual and oral stimuli in the classroom environment;
· Differentiate tasks, including practical activity, to provide opportunities for extensive enhancement of practice and consolidation;
· Employ the appropriate degree of verbal language, including informal and formal language, in the context of practical experience to develop understanding;
· Provide opportunities for individual, small group and whole class work;
· Prepare charts, overhead projector acetates, ICT projector presentations and blackboard work that is clear and precise, and, where appropriate, supported with pictorial cues;
· Employ ICT resources including power point, CD-Roms, floppy discs, internet sites and if appropriate voice activated and recognising programmes;
· Evaluate all commercial texts and sources to ensure readability;
· Prepare workstations for individual work;
· Assess the whole pupil rather than the specific learning difficulty;
· Be aware of and keep a record of error patterns in reading, spelling and writing;
· Implement the pupil’s individualised education plan effectively in the classroom setting;
· Cooperate collegially with support teachers, including, where relevant, the special education needs coordinator;
· Implement the policy, practices and procedures established in the school’s special education needs/dyslexia policy;
· LINK: See the section titled Strategies for Mainstream Teachers – ages 12 +
- Mainstream post-primary teachers can address memory difficulties by –
· Training pupils in the creation and use of mind maps and other approaches for organising ideas
· Frequently assessing the work of the pupil informally and formally
· Sitting the pupil close to the teacher as necessary
· Ensuring clarity of classroom and homework tasks
· Consolidating and practicing familiar skills
· Rehearsing familiar knowledge
· Making sure the pupil receives important information in written form
- Mainstream post-primary teachers can address sequencing difficulties by -
· Providing thorough understanding and meaning for the specific sequence
· Encouraging the use of mnemonics for sequences that must be memorised
· Giving multi-sensory support for sequences, e.g. pictures, rhymes
- Mainstream post-primary teachers can address visual-perceptual difficulties by –
· Using a large font and coloured paper for class handouts
· Using a variety of chalk colours on the board or a variety of pen colours on the white board
· Writing in large, printed letters on the board
· Not writing too much on the board
· Carefully explaining visual graphic imagery such as tables, graphs, maps
· Encouraging the learner to use a book mark under the text as he/she reads
· Encouraging the learner to use a highlighter or underlining pencil while they read
- Mainstream post-primary teachers can address reading difficulties by –
· Negotiating with pupil as to if, when and how they will read orally before the class
· Encouraging reading for meaning strategies and Metacognitive strategies to support comprehension
· Highlighting significant text, and focussing upon formal terminology in curriculum areas
· Providing graphic and picture cues
· Constructing logs/diaries of essential words and lists of specific terminology assisted with picture and graphics cues
· Structuring pupil-teacher conferencing opportunities
· Providing sufficient time for silent reading in class time
- Mainstream post-primary teachers can address mathematical difficulties by –
· Using mind maps and graphical and pictorial cues
· Using materials for the development of understanding throughout the syllabus
· Analysing pupils error patterns in written calculations
· Developing informal and formal mathematical language through practical activity with structured apparatus and concrete materials, and in concrete fashion during activities involving problem solving or investigational situations
· Using practical situations, and cross-curricular opportunities such as physical education to develop spatial awareness of pupils
· Training and practising the appropriate and sensible use of the calculator
· Employing mathematical games, physical and IT generated, to assist with consolidation and practice
- Mainstream post-primary teachers can address writing difficulties by –
· Training and practicing the use of mind maps and other methods to plan and structure written work
· Encouraging the process of drafting and redrafting
· Providing writing frames to develop ideas and concepts
· Training the skills of editing and proof-reading
- Mainstream post-primary teachers can address emotional and behavioural difficulties by –
· Reducing the pressure upon the pupil to verbally respond in a whole-class context
· Creating opportunities for collaborative working environments
· Demonstrating that all pupil responses are valued
· Ensuring that classroom-based and homework tasks are appropriate to the ability of the pupil
· Providing consistency of approach through partnership with parents, explaining the strategies to be employed in the classroom and those to be mirrored at home
· Reducing pupil anxiety by planning for pupil success, goal achievement and reward giving
- Mainstream post-primary teachers can address speed of processing difficulties by following this procedure –
- Ask the group a question.
- Ask the pupil with dyslexia the question.
- Allow a five-to-ten second pause by silently counting to yourself one thousand and one, one thousand and two, etc.
- If the pupil cannot respond, reframe or rephrase the question.
- If the pupil does not jump in with an answer after a few seconds, move on to another who does know the answer.
- Don't linger to highlight the uneasiness on the part of the pupil with dyslexia in forming a response.
- Avoid expressions such as "I know you know it. We will wait until you get it." or "We talked about this last time. I know you can get it if you just focus on what you learned!"
- Rather, if the pupil struggles, as the class ends think about a question that you might ask the group the next time. As the pupil leaves let the pupil know that you might ask that question next time. That provides a cue so the pupil with dyslexia can formulate a response for the next class.
- Develop a cue to let the pupil know that you will be asking him or her a question in a few minutes. For example, let the pupil know that you will walk by lightly giving a tap on the shoulder before asking a question. This allows the pupil the time needed to get ready to reply.