“Fifth-grade teacher Kyle Redford remembers with emotion the day she unwittingly put an iPad in the hands of one of her 10-year-old dyslexic students, a day she called “a complete game changer.”While the rest of the class was working in a writers workshop, she handed the student an iPad and told him to try and experiment with its speech-to-text feature. With minimal expectations, Redford figured that the newness and the boy’s curiosity would at least keep him busy during writing time, which he usually found frustrating.While Redford described the boy as “very bright,” he “couldn’t even compose a sentence to save his life” because of his dyslexia. Any classroom assignment having to do with writing made him moody. So, as Redford guided the rest of the class through the workshop, the student stepped outside the classroom and spoke his ideas for his writing assignment into the iPad.” To read further please click here : http://ww2.kqed.org/mindshift/2015/11/03/tech-tools-that-transformed-learning-with-dyslexia/
“In Reading Horizon’s Internet article “8 Classroom Accommodations for Dyslexic Students (That Benefit ALL Students)”, the author goes over eight important steps to helping not just dyslexic but also other students in helping them in understanding the concepts of the material they are learning in class. Teachers will benefit by helping students better understand the material they are learning through various means of extrapolation.” To read further please click here: https://www.learningsuccessblog.com/8-classroom-accommodations-dyslexic-students-benefit-all-students-%E2%80%93-reading-horizons-infograph
By: Jeanette Oldham
“It’s a little boy’s school diary, and it makes heart-breaking reading.
Asked to describe how his week in the classroom makes him feel, Alex Walker, 11, writes the same word against every Monday, Tuesday, Wednesday, Thursday and Friday morning: “Sad.”
The diary offers a poignant insight into the bright schoolboy’s academic struggles during his time at Moor Hall Primary in Sutton Coldfield.
He suffers from severe dyslexia, which has restricted his learning to such an extent that experts say he currently has the reading and writing age of a five to six year-old.
His loving mother Julie, wants him to receive specialist teaching from at Maple Hayes in Lichfield, which has had spectacular results with children with dyslexia.
But Birmingham City Council’s Education Authority had refused to even statutorily assess Alex for an Education Health and Care (EHC) Plan to put additional support in place, which could include funding the school placement which costs around £13,000 per year.
It claimed the youngster was making good progress in state education and wanted to place Alex at mainstream Arthur Terry Secondary School from September. It was only after campaigning mum Julie contacted the Birmingham Mail that the authority performed an astonishing U-turn within 48 hours – and has now agreed to statutorily assess the youngster.” To read further please click here:
“Myths are often created to explain things we don’t understand.
There are many people who do not have a complete understanding of assistive technology (AT) and the role it plays in education and the greater community of those affected bylearning disabilities (LD). Students and adults who regularly use AT certainly know the benefits of the myriad tools available on computers and mobile devices. Likewise, the teachers, family members, and friends who support those with LD often have a solid understanding of how technology can be an equalizer and a gateway to success.It is imperative that we all contribute to spreading AT awareness. As more people gain and share a better knowledge of assistive technology, these seven common misconceptions will fall from our conversations about learning disabilities.
Myth #1 – AT Gives LD Students an Unfair Advantage
Perhaps the most prevalent misunderstanding involving AT is that it gives LD students an unfair advantage over their non-LD classmates. Nothing could be further from the truth. In reality, all it does is provide equal access to the same learning experiences. Assistive Technology does not control the brains of students with learning disabilities. It does not generate thoughtful responses to essay questions. And it does not conduct science experiments while students sit back and watch.”To read further please click here: https://www.noodle.com/articles/7-myths-about-assistive-technology-explained
By: Donna Stewart
“There are some great organizations in the dyslexia and LD community that have carefully reviewed and developed excellent curated lists of apps that may be helpful to children with dyslexia or learning disabilities, or their parents and professionals that support them. Below are a list of 5 curated app lists that you will find useful for both you and your children.
1. Dyslexia Help’s List of Apps for Dyslexia and Learning Disabilities
Dyslexia Help says: “we add apps that aid with the cognitive processes used in speaking, reading, spelling, and writing, but we do not add apps that are visual aids for reading, because evidence shows that dyslexia is not a visual disability.” Check out their great list.”https://thereadingnetwork.com/blog/5-list-of-apps-for-dyslexia-and-learning-disabilities/
“Program aims to help K-12 teachers identify students who may have dyslexia and teach these students how to read
Literacy publisher MindPlay has introduced a new professional development program about dyslexia for K-12 teachers and parents.
Understanding Dyslexia is an online program that helps teachers identify students who have dyslexia, a learning disability that affects as much as 10 percent of the population. The program also explains how to help these students learn to read.
Dyslexia is a significant obstacle to student achievement in school. Therefore, nearly 20 states now require that teachers receive specific professional development on the topic.
MindPlay’s Understanding Dyslexia was co-authored by Dr. Nancy Mather, Ph.D., and Barbara J. Wendling, M.A. The program includes modules on definition and description of dyslexia, components of assessment, and effective instruction.
Participants may earn three hours of continuing education credit for successfully completing the course.” To read further please click here:
By :Kristin Hohenadel
“Dutch designer Christian Boer created a dyslexic-friendly font to make reading easier for dyslexics like himself.
“Traditional fonts are designed solely from an aesthetic point of view,” Boer writes on his website, “which means they often have characteristics that make characters difficult to recognize for people with dyslexia. Oftentimes, the letters of a word are confused, turned around or jumbled up because they look too similar.”
Designed to make reading clearer and more enjoyable for dyslexics, Dyslexie uses heavy base lines, alternating stick and tail lengths, larger openings, and semicursive slants to ensure that each character has a unique and more easily recognizable form.” To read further please click here: http://www.slate.com/blogs/the_eye/2014/11/10/christian_boer_s_dyslexie_is_a_typeface_for_dyslexics.html
By: Kelli Sandman-Hurley
“The following passage is about dyslexia. I want you to assume that I will be asking you a comprehension question or two when you are done. You have one minute. Go!
The bottob line it thit it doet exitt, no bitter whit nibe teotle give it (i.e. ttecific leirning ditibility, etc). In fict, iccording to Tilly Thiywitz (2003) itt trevilence it ictuilly one in five children, which it twenty tercent.
How was that? Did you stumble on some words? Did you skip words and or substitute with “whatever” or “something?” Based on experience, I am going to guess this was not easy for you. I will guess that if I asked you to read this in front of your peers, who are prone to judgment, you would feel anxious. I am also going to guess that if I asked you to tell me what you learned from the passage, you wouldn’t be able to recall any important information.” To read further please click here: