Glasgow Dyslexia Support Service DyslexiaGCC

What does neuro-diversity mean hellip

ldquoThe neuro-diverse classroom contains people who

have been given various labels encompassing

cognitive educational emotional and behavioural

issues and also people who have not been given

those labelsrdquo (Armstrong T 2010)

Inclusion

What are Co-occurring Difficulties

It is quite common for learners with dyslexia to

have additional specific learning difficulties

These additional difficulties

are said to lsquoco-occurrsquo

This is known as

co-occurring difficulties

httpeltwellcom Margaret Anne Smith

What does neuro-diversity mean hellip

ldquoThe neuro-diverse classroom contains people who

have been given various labels encompassing

cognitive educational emotional and behavioural

issues and also people who have not been given

those labelsrdquo (Armstrong T 2010)

Inclusion

What are Co-occurring Difficulties

It is quite common for learners with dyslexia to

have additional specific learning difficulties

These additional difficulties

are said to lsquoco-occurrsquo

This is known as

co-occurring difficulties

httpeltwellcom Margaret Anne Smith

What are Co-occurring Difficulties

It is quite common for learners with dyslexia to

have additional specific learning difficulties

These additional difficulties

are said to lsquoco-occurrsquo

This is known as

co-occurring difficulties

httpeltwellcom Margaret Anne Smith

Co-Occurring Difficulties

A number of studies have highlighted an overlap

between different developmental disorders (Bishop 2002Gilger and Kaplan 2001Jongmans et al 2003)

ldquohellipin developmental disorders co-morbidity is the

rule not the exceptionrdquo (KaplanBJ et al 2001)

10 in 100 people have dyslexia ( 10)

Of this 10 half will also have a co-occurring lsquodifficultyrsquo (5)

According to a 2001 study by Kaplan et al learners meeting the dyslexia criteria had a 516 chance of having a co-occurring lsquodifficultyrsquo that is 5 in 100

Dyslexia and Co-occurring Difficulties BDA 2012

Incidence of Co-occurrence with Dyslexia

52 DCD (Developmental Co-ordination Disorder

Dyspraxia) and Dyslexia (Kaplan et al)

20-60 Dyscalculia and Dyslexia (Butterworth and Yeo 2004)

40 Visual Stress and Dyslexia (Singleton and Henderson 2007)

14 ASD (Autism Spectrum Disorder) and Dyslexia

(Hofvander et al 2009)

25 ndash90 SLI ( Speech and Language Impairment) and

Dyslexia (Tomblin et al 2000)

Aspergerrsquos

SLI

Dyslexia

Hyperactivity

Dyspraxia DCD

ADD

Neurodiversity

Meeting

a diverse range

of needs

calls for

an

appropriate

but

diverse range

of strategies

Super Heroes

As you watch listen to the movie

clip jot down the superhero

powers described to compensate

for areas of difficultyhellip

Cosmos

10 in 100 people have dyslexia ( 10)

Of this 10 half will also have a co-occurring lsquodifficultyrsquo (5)

According to a 2001 study by Kaplan et al learners meeting the dyslexia criteria had a 516 chance of having a co-occurring lsquodifficultyrsquo that is 5 in 100

Dyslexia and Co-occurring Difficulties BDA 2012

Incidence of Co-occurrence with Dyslexia

52 DCD (Developmental Co-ordination Disorder

Dyspraxia) and Dyslexia (Kaplan et al)

20-60 Dyscalculia and Dyslexia (Butterworth and Yeo 2004)

40 Visual Stress and Dyslexia (Singleton and Henderson 2007)

14 ASD (Autism Spectrum Disorder) and Dyslexia

(Hofvander et al 2009)

25 ndash90 SLI ( Speech and Language Impairment) and

Dyslexia (Tomblin et al 2000)

Aspergerrsquos

SLI

Dyslexia

Hyperactivity

Dyspraxia DCD

ADD

Neurodiversity

Meeting

a diverse range

of needs

calls for

an

appropriate

but

diverse range

of strategies

Super Heroes

As you watch listen to the movie

clip jot down the superhero

powers described to compensate

for areas of difficultyhellip

Cosmos

Incidence of Co-occurrence with Dyslexia

52 DCD (Developmental Co-ordination Disorder

Dyspraxia) and Dyslexia (Kaplan et al)

20-60 Dyscalculia and Dyslexia (Butterworth and Yeo 2004)

40 Visual Stress and Dyslexia (Singleton and Henderson 2007)

14 ASD (Autism Spectrum Disorder) and Dyslexia

(Hofvander et al 2009)

25 ndash90 SLI ( Speech and Language Impairment) and

Dyslexia (Tomblin et al 2000)

Aspergerrsquos

SLI

Dyslexia

Hyperactivity

Dyspraxia DCD

ADD

Neurodiversity

Meeting

a diverse range

of needs

calls for

an

appropriate

but

diverse range

of strategies

Super Heroes

As you watch listen to the movie

clip jot down the superhero

powers described to compensate

for areas of difficultyhellip

Cosmos

Aspergerrsquos

SLI

Dyslexia

Hyperactivity

Dyspraxia DCD

ADD

Neurodiversity

Meeting

a diverse range

of needs

calls for

an

appropriate

but

diverse range

of strategies

Super Heroes

As you watch listen to the movie

clip jot down the superhero

powers described to compensate

for areas of difficultyhellip

Cosmos

Super Heroes

As you watch listen to the movie

clip jot down the superhero

powers described to compensate

for areas of difficultyhellip

Cosmos

Strengths Creativity

Visualisation

Thinking outside the box

Honesty

What do these commonalities mean for learning and teaching

Working

Memory

(WM)

Exposure

to

Language Motor

Skills

Processing

Speed

Visual

Stress A diverse range of strategies are needed Today we will look at hellip

o Fostering a language rich environment

o Supporting fine motor skills

o Addressing Working Memory and processing issuing and

o Metacognition

o Multi-sensory approaches

o ICT support

o Making Information Clear

o Questioning

o Flexible Grouping

25 -90 SLI (Speech and Language Impairment) and Dyslexia

(Tomblin et al 2000)

ldquo Muter and Snowling and colleagues have

shown that vocabulary knowledge can be a

protective factor for children with phonological

difficulties which seems to prevent the

development of dyslexiardquo

Dyslexia and Co-occurring difficulties BDA 2012

Literacy Rich Environment

ldquoThe link between early parent-child activities

language development and enjoyment of reading is

strong Rich home learning environments can

improve cognitive development for all children

regardless of their socio-economic backgroundhelliprdquo

Growing up in Scotland June 2016

Literacy Rich Environment

Motor skills and literacy pencil grip

Let it swinghellip that is step one

Pick up your pencil with your

pointer and thumb

With your other pointer turn

the pencil aroundhellip until it

reaches itrsquos pillow where it

gently settles down

Teach pencil grip

explicitly

Download available after registering with

wwwnha-andwritingorguk

Shifting the focus

from teaching a subject to teaching the students

What is Differentiation

Dyspraxia

Dyslexia and

Dyscalculia

Autistic Spectrum Disorder

ADHD

WM

Working Memory a Common Factor

Improving Working Memory

Supporting Studentsrsquo

Learning

Tracy Packiam Alloway

2011

Working memory is where we store and recall information needed to complete a

cognitive task Approaches that take note of working memory constraints help meet

the needs of many children in your class not just those with a learning difference

ldquoOf all the environments humans function in the learning environment is the most notorious for the continual overloading of working memoryrdquo

Working Memory and Academic Learning Milton J Dehn 2011

Focusing attention

Avoiding distraction Complex thinking

Organisation

Problem solving

Remembering tasks

Working memory helps learners with

Working Memory and Processing

What do these commonalities mean for learning and teaching

Working

Memory

(WM)

Exposure

to

Language Motor

Skills

Processing

Speed

Visual

Stress A diverse range of strategies are needed Today we will look at hellip

o Fostering a language rich environment

o Supporting fine motor skills

o Addressing Working Memory and processing issuing and

o Metacognition

o Multi-sensory approaches

o ICT support

o Making Information Clear

o Questioning

o Flexible Grouping

25 -90 SLI (Speech and Language Impairment) and Dyslexia

(Tomblin et al 2000)

ldquo Muter and Snowling and colleagues have

shown that vocabulary knowledge can be a

protective factor for children with phonological

difficulties which seems to prevent the

development of dyslexiardquo

Dyslexia and Co-occurring difficulties BDA 2012

Literacy Rich Environment

ldquoThe link between early parent-child activities

language development and enjoyment of reading is

strong Rich home learning environments can

improve cognitive development for all children

regardless of their socio-economic backgroundhelliprdquo

Growing up in Scotland June 2016

Literacy Rich Environment

Motor skills and literacy pencil grip

Let it swinghellip that is step one

Pick up your pencil with your

pointer and thumb

With your other pointer turn

the pencil aroundhellip until it

reaches itrsquos pillow where it

gently settles down

Teach pencil grip

explicitly

Download available after registering with

wwwnha-andwritingorguk

Shifting the focus

from teaching a subject to teaching the students

What is Differentiation

Dyspraxia

Dyslexia and

Dyscalculia

Autistic Spectrum Disorder

ADHD

WM

Working Memory a Common Factor

Improving Working Memory

Supporting Studentsrsquo

Learning

Tracy Packiam Alloway

2011

Working memory is where we store and recall information needed to complete a

cognitive task Approaches that take note of working memory constraints help meet

the needs of many children in your class not just those with a learning difference

ldquoOf all the environments humans function in the learning environment is the most notorious for the continual overloading of working memoryrdquo

Working Memory and Academic Learning Milton J Dehn 2011

Focusing attention

Avoiding distraction Complex thinking

Organisation

Problem solving

Remembering tasks

Working memory helps learners with

Working Memory and Processing

25 -90 SLI (Speech and Language Impairment) and Dyslexia

(Tomblin et al 2000)

ldquo Muter and Snowling and colleagues have

shown that vocabulary knowledge can be a

protective factor for children with phonological

difficulties which seems to prevent the

development of dyslexiardquo

Dyslexia and Co-occurring difficulties BDA 2012

Literacy Rich Environment

ldquoThe link between early parent-child activities

language development and enjoyment of reading is

strong Rich home learning environments can

improve cognitive development for all children

regardless of their socio-economic backgroundhelliprdquo

Growing up in Scotland June 2016

Literacy Rich Environment

Motor skills and literacy pencil grip

Let it swinghellip that is step one

Pick up your pencil with your

pointer and thumb

With your other pointer turn

the pencil aroundhellip until it

reaches itrsquos pillow where it

gently settles down

Teach pencil grip

explicitly

Download available after registering with

wwwnha-andwritingorguk

Shifting the focus

from teaching a subject to teaching the students

What is Differentiation

Dyspraxia

Dyslexia and

Dyscalculia

Autistic Spectrum Disorder

ADHD

WM

Working Memory a Common Factor

Improving Working Memory

Supporting Studentsrsquo

Learning

Tracy Packiam Alloway

2011

Working memory is where we store and recall information needed to complete a

cognitive task Approaches that take note of working memory constraints help meet

the needs of many children in your class not just those with a learning difference

ldquoOf all the environments humans function in the learning environment is the most notorious for the continual overloading of working memoryrdquo

Working Memory and Academic Learning Milton J Dehn 2011

Focusing attention

Avoiding distraction Complex thinking

Organisation

Problem solving

Remembering tasks

Working memory helps learners with

Working Memory and Processing

Literacy Rich Environment

ldquoThe link between early parent-child activities

language development and enjoyment of reading is

strong Rich home learning environments can

improve cognitive development for all children

regardless of their socio-economic backgroundhelliprdquo

Growing up in Scotland June 2016

Literacy Rich Environment

Motor skills and literacy pencil grip

Let it swinghellip that is step one

Pick up your pencil with your

pointer and thumb

With your other pointer turn

the pencil aroundhellip until it

reaches itrsquos pillow where it

gently settles down

Teach pencil grip

explicitly

Download available after registering with

wwwnha-andwritingorguk

Shifting the focus

from teaching a subject to teaching the students

What is Differentiation

Dyspraxia

Dyslexia and

Dyscalculia

Autistic Spectrum Disorder

ADHD

WM

Working Memory a Common Factor

Improving Working Memory

Supporting Studentsrsquo

Learning

Tracy Packiam Alloway

2011

Working memory is where we store and recall information needed to complete a

cognitive task Approaches that take note of working memory constraints help meet

the needs of many children in your class not just those with a learning difference

ldquoOf all the environments humans function in the learning environment is the most notorious for the continual overloading of working memoryrdquo

Working Memory and Academic Learning Milton J Dehn 2011

Focusing attention

Avoiding distraction Complex thinking

Organisation

Problem solving

Remembering tasks

Working memory helps learners with

Working Memory and Processing

Literacy Rich Environment

Motor skills and literacy pencil grip

Let it swinghellip that is step one

Pick up your pencil with your

pointer and thumb

With your other pointer turn

the pencil aroundhellip until it

reaches itrsquos pillow where it

gently settles down

Teach pencil grip

explicitly

Download available after registering with

wwwnha-andwritingorguk

Shifting the focus

from teaching a subject to teaching the students

What is Differentiation

Dyspraxia

Dyslexia and

Dyscalculia

Autistic Spectrum Disorder

ADHD

WM

Working Memory a Common Factor

Improving Working Memory

Supporting Studentsrsquo

Learning

Tracy Packiam Alloway

2011

Working memory is where we store and recall information needed to complete a

cognitive task Approaches that take note of working memory constraints help meet

the needs of many children in your class not just those with a learning difference

ldquoOf all the environments humans function in the learning environment is the most notorious for the continual overloading of working memoryrdquo

Working Memory and Academic Learning Milton J Dehn 2011

Focusing attention

Avoiding distraction Complex thinking

Organisation

Problem solving

Remembering tasks

Working memory helps learners with

Working Memory and Processing

Motor skills and literacy pencil grip

Let it swinghellip that is step one

Pick up your pencil with your

pointer and thumb

With your other pointer turn

the pencil aroundhellip until it

reaches itrsquos pillow where it

gently settles down

Teach pencil grip

explicitly

Download available after registering with

wwwnha-andwritingorguk

Shifting the focus

from teaching a subject to teaching the students

What is Differentiation

Dyspraxia

Dyslexia and

Dyscalculia

Autistic Spectrum Disorder

ADHD

WM

Working Memory a Common Factor

Improving Working Memory

Supporting Studentsrsquo

Learning

Tracy Packiam Alloway

2011

Working memory is where we store and recall information needed to complete a

cognitive task Approaches that take note of working memory constraints help meet

the needs of many children in your class not just those with a learning difference

ldquoOf all the environments humans function in the learning environment is the most notorious for the continual overloading of working memoryrdquo

Working Memory and Academic Learning Milton J Dehn 2011

Focusing attention

Avoiding distraction Complex thinking

Organisation

Problem solving

Remembering tasks

Working memory helps learners with

Working Memory and Processing

Shifting the focus

from teaching a subject to teaching the students

What is Differentiation

Dyspraxia

Dyslexia and

Dyscalculia

Autistic Spectrum Disorder

ADHD

WM

Working Memory a Common Factor

Improving Working Memory

Supporting Studentsrsquo

Learning

Tracy Packiam Alloway

2011

Working memory is where we store and recall information needed to complete a

cognitive task Approaches that take note of working memory constraints help meet

the needs of many children in your class not just those with a learning difference

ldquoOf all the environments humans function in the learning environment is the most notorious for the continual overloading of working memoryrdquo

Working Memory and Academic Learning Milton J Dehn 2011

Focusing attention

Avoiding distraction Complex thinking

Organisation

Problem solving

Remembering tasks

Working memory helps learners with

Working Memory and Processing

Dyspraxia

Dyslexia and

Dyscalculia

Autistic Spectrum Disorder

ADHD

WM

Working Memory a Common Factor

Improving Working Memory

Supporting Studentsrsquo

Learning

Tracy Packiam Alloway

2011

Working memory is where we store and recall information needed to complete a

cognitive task Approaches that take note of working memory constraints help meet

the needs of many children in your class not just those with a learning difference

ldquoOf all the environments humans function in the learning environment is the most notorious for the continual overloading of working memoryrdquo

Working Memory and Academic Learning Milton J Dehn 2011

Focusing attention

Avoiding distraction Complex thinking

Organisation

Problem solving

Remembering tasks

Working memory helps learners with

Working Memory and Processing

Focusing attention

Avoiding distraction Complex thinking

Organisation

Problem solving

Remembering tasks

Working memory helps learners with

Working Memory and Processing

bull incomplete recall

bull unable to follow instructions

bull difficulty keeping place

bull abandons task

bull easily distracted Which

situations cause most overload

Which situations

bring the most success

Open questioninghellip

ldquoWhatrsquos your next steprdquo

ldquoWhat have you to do nextrdquo

ldquoTell me how you managed to

complete thishelliprdquo

Recognise and monitor Working Memory issues

Break the learning down

visual hooks and demonstrations

chunk down steps and coach the learner to use

this as a strategy

use short simple instructions tasks

spoken at appropriate pace with pauses

Sit down please

Connect the Learning

Use prior knowledge to forge links

Develop the learnerrsquos skills in making

their own connections Use concrete and real life

experiences to make learning meaningful and

memorable

Apply the Learning

Evaluate and reduce the load on Working Memory

stand

Reducing the load on Working Memory Chunking through a targeted phonics programme

Overlearning commits blends

to long term memory ndash

reduces lsquochunksrsquo from 5 to 3

Reducing the load on Working Memory building automaticity in skills

bull appropriate rate of introduction

bull structured and cumulative

bull multi-sensory

bull encompassing skills in sound isolation and blending

bull frequent focussed short sessions of overlearning

Above all children with dyslexia whatever their

pattern of lsquoco-occurencersquo will benefit from

repeated practice to mastery levels in the tasks

they find difficult coupled with support and

encouragement to recognise and build on their

strengths

British Dyslexia Association 2012

Making a skill automatic

Over

learning

Automatic skill

New Learning

Free

Space

multi-sensory ldquoThere is a considerable body of evidence that

intervention strategies for teaching reading and spelling

skills to dyslexic children should be both

multisensory and phonic

and that this type of teaching

can benefit most children in any class

at most stagesrdquo

Gavin Reid

Working on the blue sheet from your tables

Of these methods of presenting information hellip

o Which leads to the highest rate of retention of

information

o Which to the lowest

o Rank them with 7 being the highest amount of

retention and 1 the lowest

Awareness of Working Memory and Processing demands

Processing instructions puts pressure on

pupils with weak memory skills

Keep instructions

o clear and to the point

o when repeating use the same wording

o in chunks 1 or 2 at a time

Give thinking time

for instructions to be processed

bull delivered using multi sensory methods

bull attended to are they looking amp listening

bull given in the order they are to be done

bull supported with peer partner explanations

bull supported by encouraging learners to visualise the steps

they need to take

To further simplify mental processing

instructions explanations should be

Meta-cognition ndash help learners find their own strategies

bull What did you do Encourage them to reflect dig deep

bull Why did you do that Raise their awareness of their learning

memory preference

bull How will it help you Help them make

- connections between what they are

doing and the lesson

- their strategies easy to remember and

to apply to future activities

bull When can you use it again Learners with low WM may view

strategies as one- off activities

Coach them to identify further activities

they could apply their strategies to

Bloomrsquos Taxonomy Higher Order Thinking Skills

HOTS

bull labelling things

bull word banks amp key words at start

bull wallet cards

bull times table squares

bull visual prompts

bull colour coding

bull homework diary

bull mnemonic and acronym strategies

Memory cues

Supplying memory aids is not enough

bull Learners with low WM show little spontaneous

use of these

bull Coach model encourage make accessible ndash close to hand

bull Refer to explicitly ndash remind them what the

posters on the wall refer to

bull Allow lots of practisendash the processing involved in

using memory aids must not outweigh the benefits

bull Support learners until automatic responses are shown

Mind mapping

bull planning

bull structure

bull note-taking

bull revision

bull display of knowledge

Mind Mapping How it helps

Whole brain note taking or Mind Mapping uses both

sides of your brain to study subjects usually only

studied with your left brain

Differentiation 4 more strategies to make it work

1 ICT

2 Making Information Clear

3 Differentiated Responses

4 Flexible Grouping

ICT often represents an environment

that learners have not failed in

ICT can help by giving access to the curriculum of the subject

giving specific help ie reading memory functioning etc

developing ICT capacity in its own right

1Differentiation ICT

o Word talk

o Ivona Reader

o My Study Bar

o Record oral responses

o mobile devices

Build skills in keyboard and navigation

Differentiation also includes how material is presented

Letrsquos consider a few points to help make the information you present to students as accessible as possible

2 Differentiation Making Information Clear

Break the learning down

visual hooks and demonstrations

chunk down steps and coach the learner to use

this as a strategy

use short simple instructions tasks

spoken at appropriate pace with pauses

Sit down please

Connect the Learning

Use prior knowledge to forge links

Develop the learnerrsquos skills in making

their own connections Use concrete and real life

experiences to make learning meaningful and

memorable

Apply the Learning

Evaluate and reduce the load on Working Memory

stand

Reducing the load on Working Memory Chunking through a targeted phonics programme

Overlearning commits blends

to long term memory ndash

reduces lsquochunksrsquo from 5 to 3

Reducing the load on Working Memory building automaticity in skills

bull appropriate rate of introduction

bull structured and cumulative

bull multi-sensory

bull encompassing skills in sound isolation and blending

bull frequent focussed short sessions of overlearning

Above all children with dyslexia whatever their

pattern of lsquoco-occurencersquo will benefit from

repeated practice to mastery levels in the tasks

they find difficult coupled with support and

encouragement to recognise and build on their

strengths

British Dyslexia Association 2012

Making a skill automatic

Over

learning

Automatic skill

New Learning

Free

Space

multi-sensory ldquoThere is a considerable body of evidence that

intervention strategies for teaching reading and spelling

skills to dyslexic children should be both

multisensory and phonic

and that this type of teaching

can benefit most children in any class

at most stagesrdquo

Gavin Reid

Working on the blue sheet from your tables

Of these methods of presenting information hellip

o Which leads to the highest rate of retention of

information

o Which to the lowest

o Rank them with 7 being the highest amount of

retention and 1 the lowest

Awareness of Working Memory and Processing demands

Processing instructions puts pressure on

pupils with weak memory skills

Keep instructions

o clear and to the point

o when repeating use the same wording

o in chunks 1 or 2 at a time

Give thinking time

for instructions to be processed

bull delivered using multi sensory methods

bull attended to are they looking amp listening

bull given in the order they are to be done

bull supported with peer partner explanations

bull supported by encouraging learners to visualise the steps

they need to take

To further simplify mental processing

instructions explanations should be

Meta-cognition ndash help learners find their own strategies

bull What did you do Encourage them to reflect dig deep

bull Why did you do that Raise their awareness of their learning

memory preference

bull How will it help you Help them make

- connections between what they are

doing and the lesson

- their strategies easy to remember and

to apply to future activities

bull When can you use it again Learners with low WM may view

strategies as one- off activities

Coach them to identify further activities

they could apply their strategies to

Bloomrsquos Taxonomy Higher Order Thinking Skills

HOTS

bull labelling things

bull word banks amp key words at start

bull wallet cards

bull times table squares

bull visual prompts

bull colour coding

bull homework diary

bull mnemonic and acronym strategies

Memory cues

Supplying memory aids is not enough

bull Learners with low WM show little spontaneous

use of these

bull Coach model encourage make accessible ndash close to hand

bull Refer to explicitly ndash remind them what the

posters on the wall refer to

bull Allow lots of practisendash the processing involved in

using memory aids must not outweigh the benefits

bull Support learners until automatic responses are shown

Mind mapping

bull planning

bull structure

bull note-taking

bull revision

bull display of knowledge

Mind Mapping How it helps

Whole brain note taking or Mind Mapping uses both

sides of your brain to study subjects usually only

studied with your left brain

Differentiation 4 more strategies to make it work

1 ICT

2 Making Information Clear

3 Differentiated Responses

4 Flexible Grouping

ICT often represents an environment

that learners have not failed in

ICT can help by giving access to the curriculum of the subject

giving specific help ie reading memory functioning etc

developing ICT capacity in its own right

1Differentiation ICT

o Word talk

o Ivona Reader

o My Study Bar

o Record oral responses

o mobile devices

Build skills in keyboard and navigation

Differentiation also includes how material is presented

Letrsquos consider a few points to help make the information you present to students as accessible as possible

2 Differentiation Making Information Clear

stand

Reducing the load on Working Memory Chunking through a targeted phonics programme

Overlearning commits blends

to long term memory ndash

reduces lsquochunksrsquo from 5 to 3

Reducing the load on Working Memory building automaticity in skills

bull appropriate rate of introduction

bull structured and cumulative

bull multi-sensory

bull encompassing skills in sound isolation and blending

bull frequent focussed short sessions of overlearning

Above all children with dyslexia whatever their

pattern of lsquoco-occurencersquo will benefit from

repeated practice to mastery levels in the tasks

they find difficult coupled with support and

encouragement to recognise and build on their

strengths

British Dyslexia Association 2012

Making a skill automatic

Over

learning

Automatic skill

New Learning

Free

Space

multi-sensory ldquoThere is a considerable body of evidence that

intervention strategies for teaching reading and spelling

skills to dyslexic children should be both

multisensory and phonic

and that this type of teaching

can benefit most children in any class

at most stagesrdquo

Gavin Reid

Working on the blue sheet from your tables

Of these methods of presenting information hellip

o Which leads to the highest rate of retention of

information

o Which to the lowest

o Rank them with 7 being the highest amount of

retention and 1 the lowest

Awareness of Working Memory and Processing demands

Processing instructions puts pressure on

pupils with weak memory skills

Keep instructions

o clear and to the point

o when repeating use the same wording

o in chunks 1 or 2 at a time

Give thinking time

for instructions to be processed

bull delivered using multi sensory methods

bull attended to are they looking amp listening

bull given in the order they are to be done

bull supported with peer partner explanations

bull supported by encouraging learners to visualise the steps

they need to take

To further simplify mental processing

instructions explanations should be

Meta-cognition ndash help learners find their own strategies

bull What did you do Encourage them to reflect dig deep

bull Why did you do that Raise their awareness of their learning

memory preference

bull How will it help you Help them make

- connections between what they are

doing and the lesson

- their strategies easy to remember and

to apply to future activities

bull When can you use it again Learners with low WM may view

strategies as one- off activities

Coach them to identify further activities

they could apply their strategies to

Bloomrsquos Taxonomy Higher Order Thinking Skills

HOTS

bull labelling things

bull word banks amp key words at start

bull wallet cards

bull times table squares

bull visual prompts

bull colour coding

bull homework diary

bull mnemonic and acronym strategies

Memory cues

Supplying memory aids is not enough

bull Learners with low WM show little spontaneous

use of these

bull Coach model encourage make accessible ndash close to hand

bull Refer to explicitly ndash remind them what the

posters on the wall refer to

bull Allow lots of practisendash the processing involved in

using memory aids must not outweigh the benefits

bull Support learners until automatic responses are shown

Mind mapping

bull planning

bull structure

bull note-taking

bull revision

bull display of knowledge

Mind Mapping How it helps

Whole brain note taking or Mind Mapping uses both

sides of your brain to study subjects usually only

studied with your left brain

Differentiation 4 more strategies to make it work

1 ICT

2 Making Information Clear

3 Differentiated Responses

4 Flexible Grouping

ICT often represents an environment

that learners have not failed in

ICT can help by giving access to the curriculum of the subject

giving specific help ie reading memory functioning etc

developing ICT capacity in its own right

1Differentiation ICT

o Word talk

o Ivona Reader

o My Study Bar

o Record oral responses

o mobile devices

Build skills in keyboard and navigation

Differentiation also includes how material is presented

Letrsquos consider a few points to help make the information you present to students as accessible as possible

2 Differentiation Making Information Clear

Reducing the load on Working Memory building automaticity in skills

bull appropriate rate of introduction

bull structured and cumulative

bull multi-sensory

bull encompassing skills in sound isolation and blending

bull frequent focussed short sessions of overlearning

Above all children with dyslexia whatever their

pattern of lsquoco-occurencersquo will benefit from

repeated practice to mastery levels in the tasks

they find difficult coupled with support and

encouragement to recognise and build on their

strengths

British Dyslexia Association 2012

Making a skill automatic

Over

learning

Automatic skill

New Learning

Free

Space

multi-sensory ldquoThere is a considerable body of evidence that

intervention strategies for teaching reading and spelling

skills to dyslexic children should be both

multisensory and phonic

and that this type of teaching

can benefit most children in any class

at most stagesrdquo

Gavin Reid

Working on the blue sheet from your tables

Of these methods of presenting information hellip

o Which leads to the highest rate of retention of

information

o Which to the lowest

o Rank them with 7 being the highest amount of

retention and 1 the lowest

Awareness of Working Memory and Processing demands

Processing instructions puts pressure on

pupils with weak memory skills

Keep instructions

o clear and to the point

o when repeating use the same wording

o in chunks 1 or 2 at a time

Give thinking time

for instructions to be processed

bull delivered using multi sensory methods

bull attended to are they looking amp listening

bull given in the order they are to be done

bull supported with peer partner explanations

bull supported by encouraging learners to visualise the steps

they need to take

To further simplify mental processing

instructions explanations should be

Meta-cognition ndash help learners find their own strategies

bull What did you do Encourage them to reflect dig deep

bull Why did you do that Raise their awareness of their learning

memory preference

bull How will it help you Help them make

- connections between what they are

doing and the lesson

- their strategies easy to remember and

to apply to future activities

bull When can you use it again Learners with low WM may view

strategies as one- off activities

Coach them to identify further activities

they could apply their strategies to

Bloomrsquos Taxonomy Higher Order Thinking Skills

HOTS

bull labelling things

bull word banks amp key words at start

bull wallet cards

bull times table squares

bull visual prompts

bull colour coding

bull homework diary

bull mnemonic and acronym strategies

Memory cues

Supplying memory aids is not enough

bull Learners with low WM show little spontaneous

use of these

bull Coach model encourage make accessible ndash close to hand

bull Refer to explicitly ndash remind them what the

posters on the wall refer to

bull Allow lots of practisendash the processing involved in

using memory aids must not outweigh the benefits

bull Support learners until automatic responses are shown

Mind mapping

bull planning

bull structure

bull note-taking

bull revision

bull display of knowledge

Mind Mapping How it helps

Whole brain note taking or Mind Mapping uses both

sides of your brain to study subjects usually only

studied with your left brain

Differentiation 4 more strategies to make it work

1 ICT

2 Making Information Clear

3 Differentiated Responses

4 Flexible Grouping

ICT often represents an environment

that learners have not failed in

ICT can help by giving access to the curriculum of the subject

giving specific help ie reading memory functioning etc

developing ICT capacity in its own right

1Differentiation ICT

o Word talk

o Ivona Reader

o My Study Bar

o Record oral responses

o mobile devices

Build skills in keyboard and navigation

Differentiation also includes how material is presented

Letrsquos consider a few points to help make the information you present to students as accessible as possible

2 Differentiation Making Information Clear

Above all children with dyslexia whatever their

pattern of lsquoco-occurencersquo will benefit from

repeated practice to mastery levels in the tasks

they find difficult coupled with support and

encouragement to recognise and build on their

strengths

British Dyslexia Association 2012

Making a skill automatic

Over

learning

Automatic skill

New Learning

Free

Space

multi-sensory ldquoThere is a considerable body of evidence that

intervention strategies for teaching reading and spelling

skills to dyslexic children should be both

multisensory and phonic

and that this type of teaching

can benefit most children in any class

at most stagesrdquo

Gavin Reid

Working on the blue sheet from your tables

Of these methods of presenting information hellip

o Which leads to the highest rate of retention of

information

o Which to the lowest

o Rank them with 7 being the highest amount of

retention and 1 the lowest

Awareness of Working Memory and Processing demands

Processing instructions puts pressure on

pupils with weak memory skills

Keep instructions

o clear and to the point

o when repeating use the same wording

o in chunks 1 or 2 at a time

Give thinking time

for instructions to be processed

bull delivered using multi sensory methods

bull attended to are they looking amp listening

bull given in the order they are to be done

bull supported with peer partner explanations

bull supported by encouraging learners to visualise the steps

they need to take

To further simplify mental processing

instructions explanations should be

Meta-cognition ndash help learners find their own strategies

bull What did you do Encourage them to reflect dig deep

bull Why did you do that Raise their awareness of their learning

memory preference

bull How will it help you Help them make

- connections between what they are

doing and the lesson

- their strategies easy to remember and

to apply to future activities

bull When can you use it again Learners with low WM may view

strategies as one- off activities

Coach them to identify further activities

they could apply their strategies to

Bloomrsquos Taxonomy Higher Order Thinking Skills

HOTS

bull labelling things

bull word banks amp key words at start

bull wallet cards

bull times table squares

bull visual prompts

bull colour coding

bull homework diary

bull mnemonic and acronym strategies

Memory cues

Supplying memory aids is not enough

bull Learners with low WM show little spontaneous

use of these

bull Coach model encourage make accessible ndash close to hand

bull Refer to explicitly ndash remind them what the

posters on the wall refer to

bull Allow lots of practisendash the processing involved in

using memory aids must not outweigh the benefits

bull Support learners until automatic responses are shown

Mind mapping

bull planning

bull structure

bull note-taking

bull revision

bull display of knowledge

Mind Mapping How it helps

Whole brain note taking or Mind Mapping uses both

sides of your brain to study subjects usually only

studied with your left brain

Differentiation 4 more strategies to make it work

1 ICT

2 Making Information Clear

3 Differentiated Responses

4 Flexible Grouping

ICT often represents an environment

that learners have not failed in

ICT can help by giving access to the curriculum of the subject

giving specific help ie reading memory functioning etc

developing ICT capacity in its own right

1Differentiation ICT

o Word talk

o Ivona Reader

o My Study Bar

o Record oral responses

o mobile devices

Build skills in keyboard and navigation

Differentiation also includes how material is presented

Letrsquos consider a few points to help make the information you present to students as accessible as possible

2 Differentiation Making Information Clear

Making a skill automatic

Over

learning

Automatic skill

New Learning

Free

Space

multi-sensory ldquoThere is a considerable body of evidence that

intervention strategies for teaching reading and spelling

skills to dyslexic children should be both

multisensory and phonic

and that this type of teaching

can benefit most children in any class

at most stagesrdquo

Gavin Reid

Working on the blue sheet from your tables

Of these methods of presenting information hellip

o Which leads to the highest rate of retention of

information

o Which to the lowest

o Rank them with 7 being the highest amount of

retention and 1 the lowest

Awareness of Working Memory and Processing demands

Processing instructions puts pressure on

pupils with weak memory skills

Keep instructions

o clear and to the point

o when repeating use the same wording

o in chunks 1 or 2 at a time

Give thinking time

for instructions to be processed

bull delivered using multi sensory methods

bull attended to are they looking amp listening

bull given in the order they are to be done

bull supported with peer partner explanations

bull supported by encouraging learners to visualise the steps

they need to take

To further simplify mental processing

instructions explanations should be

Meta-cognition ndash help learners find their own strategies

bull What did you do Encourage them to reflect dig deep

bull Why did you do that Raise their awareness of their learning

memory preference

bull How will it help you Help them make

- connections between what they are

doing and the lesson

- their strategies easy to remember and

to apply to future activities

bull When can you use it again Learners with low WM may view

strategies as one- off activities

Coach them to identify further activities

they could apply their strategies to

Bloomrsquos Taxonomy Higher Order Thinking Skills

HOTS

bull labelling things

bull word banks amp key words at start

bull wallet cards

bull times table squares

bull visual prompts

bull colour coding

bull homework diary

bull mnemonic and acronym strategies

Memory cues

Supplying memory aids is not enough

bull Learners with low WM show little spontaneous

use of these

bull Coach model encourage make accessible ndash close to hand

bull Refer to explicitly ndash remind them what the

posters on the wall refer to

bull Allow lots of practisendash the processing involved in

using memory aids must not outweigh the benefits

bull Support learners until automatic responses are shown

Mind mapping

bull planning

bull structure

bull note-taking

bull revision

bull display of knowledge

Mind Mapping How it helps

Whole brain note taking or Mind Mapping uses both

sides of your brain to study subjects usually only

studied with your left brain

Differentiation 4 more strategies to make it work

1 ICT

2 Making Information Clear

3 Differentiated Responses

4 Flexible Grouping

ICT often represents an environment

that learners have not failed in

ICT can help by giving access to the curriculum of the subject

giving specific help ie reading memory functioning etc

developing ICT capacity in its own right

1Differentiation ICT

o Word talk

o Ivona Reader

o My Study Bar

o Record oral responses

o mobile devices

Build skills in keyboard and navigation

Differentiation also includes how material is presented

Letrsquos consider a few points to help make the information you present to students as accessible as possible

2 Differentiation Making Information Clear

multi-sensory ldquoThere is a considerable body of evidence that

intervention strategies for teaching reading and spelling

skills to dyslexic children should be both

multisensory and phonic

and that this type of teaching

can benefit most children in any class

at most stagesrdquo

Gavin Reid

Working on the blue sheet from your tables

Of these methods of presenting information hellip

o Which leads to the highest rate of retention of

information

o Which to the lowest

o Rank them with 7 being the highest amount of

retention and 1 the lowest

Awareness of Working Memory and Processing demands

Processing instructions puts pressure on

pupils with weak memory skills

Keep instructions

o clear and to the point

o when repeating use the same wording

o in chunks 1 or 2 at a time

Give thinking time

for instructions to be processed

bull delivered using multi sensory methods

bull attended to are they looking amp listening

bull given in the order they are to be done

bull supported with peer partner explanations

bull supported by encouraging learners to visualise the steps

they need to take

To further simplify mental processing

instructions explanations should be

Meta-cognition ndash help learners find their own strategies

bull What did you do Encourage them to reflect dig deep

bull Why did you do that Raise their awareness of their learning

memory preference

bull How will it help you Help them make

- connections between what they are

doing and the lesson

- their strategies easy to remember and

to apply to future activities

bull When can you use it again Learners with low WM may view

strategies as one- off activities

Coach them to identify further activities

they could apply their strategies to

Bloomrsquos Taxonomy Higher Order Thinking Skills

HOTS

bull labelling things

bull word banks amp key words at start

bull wallet cards

bull times table squares

bull visual prompts

bull colour coding

bull homework diary

bull mnemonic and acronym strategies

Memory cues

Supplying memory aids is not enough

bull Learners with low WM show little spontaneous

use of these

bull Coach model encourage make accessible ndash close to hand

bull Refer to explicitly ndash remind them what the

posters on the wall refer to

bull Allow lots of practisendash the processing involved in

using memory aids must not outweigh the benefits

bull Support learners until automatic responses are shown

Mind mapping

bull planning

bull structure

bull note-taking

bull revision

bull display of knowledge

Mind Mapping How it helps

Whole brain note taking or Mind Mapping uses both

sides of your brain to study subjects usually only

studied with your left brain

Differentiation 4 more strategies to make it work

1 ICT

2 Making Information Clear

3 Differentiated Responses

4 Flexible Grouping

ICT often represents an environment

that learners have not failed in

ICT can help by giving access to the curriculum of the subject

giving specific help ie reading memory functioning etc

developing ICT capacity in its own right

1Differentiation ICT

o Word talk

o Ivona Reader

o My Study Bar

o Record oral responses

o mobile devices

Build skills in keyboard and navigation

Differentiation also includes how material is presented

Letrsquos consider a few points to help make the information you present to students as accessible as possible

2 Differentiation Making Information Clear

Working on the blue sheet from your tables

Of these methods of presenting information hellip

o Which leads to the highest rate of retention of

information

o Which to the lowest

o Rank them with 7 being the highest amount of

retention and 1 the lowest

Awareness of Working Memory and Processing demands

Processing instructions puts pressure on

pupils with weak memory skills

Keep instructions

o clear and to the point

o when repeating use the same wording

o in chunks 1 or 2 at a time

Give thinking time

for instructions to be processed

bull delivered using multi sensory methods

bull attended to are they looking amp listening

bull given in the order they are to be done

bull supported with peer partner explanations

bull supported by encouraging learners to visualise the steps

they need to take

To further simplify mental processing

instructions explanations should be

Meta-cognition ndash help learners find their own strategies

bull What did you do Encourage them to reflect dig deep

bull Why did you do that Raise their awareness of their learning

memory preference

bull How will it help you Help them make

- connections between what they are

doing and the lesson

- their strategies easy to remember and

to apply to future activities

bull When can you use it again Learners with low WM may view

strategies as one- off activities

Coach them to identify further activities

they could apply their strategies to

Bloomrsquos Taxonomy Higher Order Thinking Skills

HOTS

bull labelling things

bull word banks amp key words at start

bull wallet cards

bull times table squares

bull visual prompts

bull colour coding

bull homework diary

bull mnemonic and acronym strategies

Memory cues

Supplying memory aids is not enough

bull Learners with low WM show little spontaneous

use of these

bull Coach model encourage make accessible ndash close to hand

bull Refer to explicitly ndash remind them what the

posters on the wall refer to

bull Allow lots of practisendash the processing involved in

using memory aids must not outweigh the benefits

bull Support learners until automatic responses are shown

Mind mapping

bull planning

bull structure

bull note-taking

bull revision

bull display of knowledge

Mind Mapping How it helps

Whole brain note taking or Mind Mapping uses both

sides of your brain to study subjects usually only

studied with your left brain

Differentiation 4 more strategies to make it work

1 ICT

2 Making Information Clear

3 Differentiated Responses

4 Flexible Grouping

ICT often represents an environment

that learners have not failed in

ICT can help by giving access to the curriculum of the subject

giving specific help ie reading memory functioning etc

developing ICT capacity in its own right

1Differentiation ICT

o Word talk

o Ivona Reader

o My Study Bar

o Record oral responses

o mobile devices

Build skills in keyboard and navigation

Differentiation also includes how material is presented

Letrsquos consider a few points to help make the information you present to students as accessible as possible

2 Differentiation Making Information Clear

Awareness of Working Memory and Processing demands

Processing instructions puts pressure on

pupils with weak memory skills

Keep instructions

o clear and to the point

o when repeating use the same wording

o in chunks 1 or 2 at a time

Give thinking time

for instructions to be processed

bull delivered using multi sensory methods

bull attended to are they looking amp listening

bull given in the order they are to be done

bull supported with peer partner explanations

bull supported by encouraging learners to visualise the steps

they need to take

To further simplify mental processing

instructions explanations should be

Meta-cognition ndash help learners find their own strategies

bull What did you do Encourage them to reflect dig deep

bull Why did you do that Raise their awareness of their learning

memory preference

bull How will it help you Help them make

- connections between what they are

doing and the lesson

- their strategies easy to remember and

to apply to future activities

bull When can you use it again Learners with low WM may view

strategies as one- off activities

Coach them to identify further activities

they could apply their strategies to

Bloomrsquos Taxonomy Higher Order Thinking Skills

HOTS

bull labelling things

bull word banks amp key words at start

bull wallet cards

bull times table squares

bull visual prompts

bull colour coding

bull homework diary

bull mnemonic and acronym strategies

Memory cues

Supplying memory aids is not enough

bull Learners with low WM show little spontaneous

use of these

bull Coach model encourage make accessible ndash close to hand

bull Refer to explicitly ndash remind them what the

posters on the wall refer to

bull Allow lots of practisendash the processing involved in

using memory aids must not outweigh the benefits

bull Support learners until automatic responses are shown

Mind mapping

bull planning

bull structure

bull note-taking

bull revision

bull display of knowledge

Mind Mapping How it helps

Whole brain note taking or Mind Mapping uses both

sides of your brain to study subjects usually only

studied with your left brain

Differentiation 4 more strategies to make it work

1 ICT

2 Making Information Clear

3 Differentiated Responses

4 Flexible Grouping

ICT often represents an environment

that learners have not failed in

ICT can help by giving access to the curriculum of the subject

giving specific help ie reading memory functioning etc

developing ICT capacity in its own right

1Differentiation ICT

o Word talk

o Ivona Reader

o My Study Bar

o Record oral responses

o mobile devices

Build skills in keyboard and navigation

Differentiation also includes how material is presented

Letrsquos consider a few points to help make the information you present to students as accessible as possible

2 Differentiation Making Information Clear

bull delivered using multi sensory methods

bull attended to are they looking amp listening

bull given in the order they are to be done

bull supported with peer partner explanations

bull supported by encouraging learners to visualise the steps

they need to take

To further simplify mental processing

instructions explanations should be

Meta-cognition ndash help learners find their own strategies

bull What did you do Encourage them to reflect dig deep

bull Why did you do that Raise their awareness of their learning

memory preference

bull How will it help you Help them make

- connections between what they are

doing and the lesson

- their strategies easy to remember and

to apply to future activities

bull When can you use it again Learners with low WM may view

strategies as one- off activities

Coach them to identify further activities

they could apply their strategies to

Bloomrsquos Taxonomy Higher Order Thinking Skills

HOTS

bull labelling things

bull word banks amp key words at start

bull wallet cards

bull times table squares

bull visual prompts

bull colour coding

bull homework diary

bull mnemonic and acronym strategies

Memory cues

Supplying memory aids is not enough

bull Learners with low WM show little spontaneous

use of these

bull Coach model encourage make accessible ndash close to hand

bull Refer to explicitly ndash remind them what the

posters on the wall refer to

bull Allow lots of practisendash the processing involved in

using memory aids must not outweigh the benefits

bull Support learners until automatic responses are shown

Mind mapping

bull planning

bull structure

bull note-taking

bull revision

bull display of knowledge

Mind Mapping How it helps

Whole brain note taking or Mind Mapping uses both

sides of your brain to study subjects usually only

studied with your left brain

Differentiation 4 more strategies to make it work

1 ICT

2 Making Information Clear

3 Differentiated Responses

4 Flexible Grouping

ICT often represents an environment

that learners have not failed in

ICT can help by giving access to the curriculum of the subject

giving specific help ie reading memory functioning etc

developing ICT capacity in its own right

1Differentiation ICT

o Word talk

o Ivona Reader

o My Study Bar

o Record oral responses

o mobile devices

Build skills in keyboard and navigation

Differentiation also includes how material is presented

Letrsquos consider a few points to help make the information you present to students as accessible as possible

2 Differentiation Making Information Clear

Meta-cognition ndash help learners find their own strategies

bull What did you do Encourage them to reflect dig deep

bull Why did you do that Raise their awareness of their learning

memory preference

bull How will it help you Help them make

- connections between what they are

doing and the lesson

- their strategies easy to remember and

to apply to future activities

bull When can you use it again Learners with low WM may view

strategies as one- off activities

Coach them to identify further activities

they could apply their strategies to

Bloomrsquos Taxonomy Higher Order Thinking Skills

HOTS

bull labelling things

bull word banks amp key words at start

bull wallet cards

bull times table squares

bull visual prompts

bull colour coding

bull homework diary

bull mnemonic and acronym strategies

Memory cues

Supplying memory aids is not enough

bull Learners with low WM show little spontaneous

use of these

bull Coach model encourage make accessible ndash close to hand

bull Refer to explicitly ndash remind them what the

posters on the wall refer to

bull Allow lots of practisendash the processing involved in

using memory aids must not outweigh the benefits

bull Support learners until automatic responses are shown

Mind mapping

bull planning

bull structure

bull note-taking

bull revision

bull display of knowledge

Mind Mapping How it helps

Whole brain note taking or Mind Mapping uses both

sides of your brain to study subjects usually only

studied with your left brain

Differentiation 4 more strategies to make it work

1 ICT

2 Making Information Clear

3 Differentiated Responses

4 Flexible Grouping

ICT often represents an environment

that learners have not failed in

ICT can help by giving access to the curriculum of the subject

giving specific help ie reading memory functioning etc

developing ICT capacity in its own right

1Differentiation ICT

o Word talk

o Ivona Reader

o My Study Bar

o Record oral responses

o mobile devices

Build skills in keyboard and navigation

Differentiation also includes how material is presented

Letrsquos consider a few points to help make the information you present to students as accessible as possible

2 Differentiation Making Information Clear

Bloomrsquos Taxonomy Higher Order Thinking Skills

HOTS

bull labelling things

bull word banks amp key words at start

bull wallet cards

bull times table squares

bull visual prompts

bull colour coding

bull homework diary

bull mnemonic and acronym strategies

Memory cues

Supplying memory aids is not enough

bull Learners with low WM show little spontaneous

use of these

bull Coach model encourage make accessible ndash close to hand

bull Refer to explicitly ndash remind them what the

posters on the wall refer to

bull Allow lots of practisendash the processing involved in

using memory aids must not outweigh the benefits

bull Support learners until automatic responses are shown

Mind mapping

bull planning

bull structure

bull note-taking

bull revision

bull display of knowledge

Mind Mapping How it helps

Whole brain note taking or Mind Mapping uses both

sides of your brain to study subjects usually only

studied with your left brain

Differentiation 4 more strategies to make it work

1 ICT

2 Making Information Clear

3 Differentiated Responses

4 Flexible Grouping

ICT often represents an environment

that learners have not failed in

ICT can help by giving access to the curriculum of the subject

giving specific help ie reading memory functioning etc

developing ICT capacity in its own right

1Differentiation ICT

o Word talk

o Ivona Reader

o My Study Bar

o Record oral responses

o mobile devices

Build skills in keyboard and navigation

Differentiation also includes how material is presented

Letrsquos consider a few points to help make the information you present to students as accessible as possible

2 Differentiation Making Information Clear

bull labelling things

bull word banks amp key words at start

bull wallet cards

bull times table squares

bull visual prompts

bull colour coding

bull homework diary

bull mnemonic and acronym strategies

Memory cues

Supplying memory aids is not enough

bull Learners with low WM show little spontaneous

use of these

bull Coach model encourage make accessible ndash close to hand

bull Refer to explicitly ndash remind them what the

posters on the wall refer to

bull Allow lots of practisendash the processing involved in

using memory aids must not outweigh the benefits

bull Support learners until automatic responses are shown

Mind mapping

bull planning

bull structure

bull note-taking

bull revision

bull display of knowledge

Mind Mapping How it helps

Whole brain note taking or Mind Mapping uses both

sides of your brain to study subjects usually only

studied with your left brain

Differentiation 4 more strategies to make it work

1 ICT

2 Making Information Clear

3 Differentiated Responses

4 Flexible Grouping

ICT often represents an environment

that learners have not failed in

ICT can help by giving access to the curriculum of the subject

giving specific help ie reading memory functioning etc

developing ICT capacity in its own right

1Differentiation ICT

o Word talk

o Ivona Reader

o My Study Bar

o Record oral responses

o mobile devices

Build skills in keyboard and navigation

Differentiation also includes how material is presented

Letrsquos consider a few points to help make the information you present to students as accessible as possible

2 Differentiation Making Information Clear

Supplying memory aids is not enough

bull Learners with low WM show little spontaneous

use of these

bull Coach model encourage make accessible ndash close to hand

bull Refer to explicitly ndash remind them what the

posters on the wall refer to

bull Allow lots of practisendash the processing involved in

using memory aids must not outweigh the benefits

bull Support learners until automatic responses are shown

Mind mapping

bull planning

bull structure

bull note-taking

bull revision

bull display of knowledge

Mind Mapping How it helps

Whole brain note taking or Mind Mapping uses both

sides of your brain to study subjects usually only

studied with your left brain

Differentiation 4 more strategies to make it work

1 ICT

2 Making Information Clear

3 Differentiated Responses

4 Flexible Grouping

ICT often represents an environment

that learners have not failed in

ICT can help by giving access to the curriculum of the subject

giving specific help ie reading memory functioning etc

developing ICT capacity in its own right

1Differentiation ICT

o Word talk

o Ivona Reader

o My Study Bar

o Record oral responses

o mobile devices

Build skills in keyboard and navigation

Differentiation also includes how material is presented

Letrsquos consider a few points to help make the information you present to students as accessible as possible

2 Differentiation Making Information Clear

Mind mapping

bull planning

bull structure

bull note-taking

bull revision

bull display of knowledge

Mind Mapping How it helps

Whole brain note taking or Mind Mapping uses both

sides of your brain to study subjects usually only

studied with your left brain

Differentiation 4 more strategies to make it work

1 ICT

2 Making Information Clear

3 Differentiated Responses

4 Flexible Grouping

ICT often represents an environment

that learners have not failed in

ICT can help by giving access to the curriculum of the subject

giving specific help ie reading memory functioning etc

developing ICT capacity in its own right

1Differentiation ICT

o Word talk

o Ivona Reader

o My Study Bar

o Record oral responses

o mobile devices

Build skills in keyboard and navigation

Differentiation also includes how material is presented

Letrsquos consider a few points to help make the information you present to students as accessible as possible

2 Differentiation Making Information Clear

Mind Mapping How it helps

Whole brain note taking or Mind Mapping uses both

sides of your brain to study subjects usually only

studied with your left brain

Differentiation 4 more strategies to make it work

1 ICT

2 Making Information Clear

3 Differentiated Responses

4 Flexible Grouping

ICT often represents an environment

that learners have not failed in

ICT can help by giving access to the curriculum of the subject

giving specific help ie reading memory functioning etc

developing ICT capacity in its own right

1Differentiation ICT

o Word talk

o Ivona Reader

o My Study Bar

o Record oral responses

o mobile devices

Build skills in keyboard and navigation

Differentiation also includes how material is presented

Letrsquos consider a few points to help make the information you present to students as accessible as possible

2 Differentiation Making Information Clear

Differentiation 4 more strategies to make it work

1 ICT

2 Making Information Clear

3 Differentiated Responses

4 Flexible Grouping

ICT often represents an environment

that learners have not failed in

ICT can help by giving access to the curriculum of the subject

giving specific help ie reading memory functioning etc

developing ICT capacity in its own right

1Differentiation ICT

o Word talk

o Ivona Reader

o My Study Bar

o Record oral responses

o mobile devices

Build skills in keyboard and navigation

Differentiation also includes how material is presented

Letrsquos consider a few points to help make the information you present to students as accessible as possible

2 Differentiation Making Information Clear

ICT often represents an environment

that learners have not failed in

ICT can help by giving access to the curriculum of the subject

giving specific help ie reading memory functioning etc

developing ICT capacity in its own right

1Differentiation ICT

o Word talk

o Ivona Reader

o My Study Bar

o Record oral responses

o mobile devices

Build skills in keyboard and navigation

Differentiation also includes how material is presented

Letrsquos consider a few points to help make the information you present to students as accessible as possible

2 Differentiation Making Information Clear

o Word talk

o Ivona Reader

o My Study Bar

o Record oral responses

o mobile devices

Build skills in keyboard and navigation

Differentiation also includes how material is presented

Letrsquos consider a few points to help make the information you present to students as accessible as possible

2 Differentiation Making Information Clear

Build skills in keyboard and navigation

Differentiation also includes how material is presented

Letrsquos consider a few points to help make the information you present to students as accessible as possible

2 Differentiation Making Information Clear

Differentiation also includes how material is presented

Letrsquos consider a few points to help make the information you present to students as accessible as possible

2 Differentiation Making Information Clear

Visual Stress Learners may sometimes have visual stress

Strategies for Copying

1 Colour code highlight key words in

another colour

2 Number the lines

3 Limit the amount

4 Copy near at hand

5 Consider spacing font size and type

6 Ask the learner what works for them

Handouts may help reinforcement if

learners are given opportunities to

actively engage by adding to partly

completed diagrams visuals templates

Handouts should be designed to help the learner

bull Identify important information

bull Organize information in their own format

These activities help commit information to memory and encourage independence in learning

Active engagement with handouts

Handouts may help reinforcement if

learners are given opportunities to

actively engage by adding to partly

completed diagrams visuals templates

Handouts should be designed to help the learner

bull Identify important information

bull Organize information in their own format

These activities help commit information to memory and encourage independence in learning

Active engagement with handouts

Presenting Information

Use coloured paper if appropriate

Leaflets and posters

Keep design simple

Use clear rounded fonts

Group essential information

Text on picture backgrounds

is NOT recommended

Emphasis

Emphasise words by using bold letters andor colour

Donrsquot underline it can make text blur for learners with certain types of visual disturbances

Highlight key words and link to pictures

to enhance meaning

Emphasise using text boxes

Emphasis

Emphasise words by using bold letters andor colour

Donrsquot underline it can make text blur for learners with certain types of visual disturbances

Highlight key words and link to pictures

to enhance meaning

Emphasise using text boxes

Language and Readability Dyslexia can be seen as a difference in how information is processed

Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers

Take account of this in the way you generate work sheets slides

Readability check approximate reading age in WORD

Review

Spelling amp

Grammar

Options

Show readability

statistics

Readability

Structure and routine frees working memory for learning

Layout Classroom organisation

Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them

Label resources clearly

Calculators

Key issue

ldquoShow me all that you know about this topic in the best way you canrdquo

3Differentiation by OutcomeResponse

Where the learnerrsquos response has to be evidenced in traditional extended writing format try following

scaffold the writing (reduce demands on

literacy)

writing buddy

Folder of model answers (at various

levels of ability)

provide writing frames wwwwarwickacukstaffDJWray

Where the learnerrsquos response has to be evidenced in traditional extended writing format try following

scaffold the writing (reduce demands on

literacy)

writing buddy

Folder of model answers (at various

levels of ability)

provide writing frames wwwwarwickacukstaffDJWray

lsquoPictures firstrsquo scaffold

Cursive writing

Blue tac spaces

More strategies writing

Highlighted lines

Differentiated responses

4 Differentiation Grouping

Flexible Grouping

One of the best ways of differentiating

is to use a mixture of groupings

Benefits

Increases social skills

Increases confidence

Teaches personal and social responsibility

Grouping strategies

snowball

allocated roles

jigsaw

paired tutoring

pupils as teachers

Snowballhellip

What is the most valuable important resource in your classroom

Downloadhttpsmikegershoncomresources

Neurodiversity A concept whose time has come and pupil

strengths are valued

T Armstrong 2012

ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo

Useful Websites wwwbdadyslexiaorguk

wwwmindroomorg

wwweltwelcom

wwwaddrcorgdsm-5-criteria-for-adhd

wwwautismtoolboxcouk

httpsdyspraxiafoundationorgukfaqs

wwwcrossboweducationcom

4 Differentiation Grouping

Flexible Grouping

One of the best ways of differentiating

is to use a mixture of groupings

Benefits

Increases social skills

Increases confidence

Teaches personal and social responsibility

Grouping strategies

snowball

allocated roles

jigsaw

paired tutoring

pupils as teachers

Snowballhellip

What is the most valuable important resource in your classroom

Downloadhttpsmikegershoncomresources

Neurodiversity A concept whose time has come and pupil

strengths are valued

T Armstrong 2012

ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo

Useful Websites wwwbdadyslexiaorguk

wwwmindroomorg

wwweltwelcom

wwwaddrcorgdsm-5-criteria-for-adhd

wwwautismtoolboxcouk

httpsdyspraxiafoundationorgukfaqs

wwwcrossboweducationcom

Grouping strategies

snowball

allocated roles

jigsaw

paired tutoring

pupils as teachers

Snowballhellip

What is the most valuable important resource in your classroom

Downloadhttpsmikegershoncomresources

Neurodiversity A concept whose time has come and pupil

strengths are valued

T Armstrong 2012

ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo

Useful Websites wwwbdadyslexiaorguk

wwwmindroomorg

wwweltwelcom

wwwaddrcorgdsm-5-criteria-for-adhd

wwwautismtoolboxcouk

httpsdyspraxiafoundationorgukfaqs

wwwcrossboweducationcom

Snowballhellip

What is the most valuable important resource in your classroom

Downloadhttpsmikegershoncomresources

Neurodiversity A concept whose time has come and pupil

strengths are valued

T Armstrong 2012

ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo

Useful Websites wwwbdadyslexiaorguk

wwwmindroomorg

wwweltwelcom

wwwaddrcorgdsm-5-criteria-for-adhd

wwwautismtoolboxcouk

httpsdyspraxiafoundationorgukfaqs

wwwcrossboweducationcom

Downloadhttpsmikegershoncomresources

Neurodiversity A concept whose time has come and pupil

strengths are valued

T Armstrong 2012

ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo

Useful Websites wwwbdadyslexiaorguk

wwwmindroomorg

wwweltwelcom

wwwaddrcorgdsm-5-criteria-for-adhd

wwwautismtoolboxcouk

httpsdyspraxiafoundationorgukfaqs

wwwcrossboweducationcom

Neurodiversity A concept whose time has come and pupil

strengths are valued

T Armstrong 2012

ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo

Useful Websites wwwbdadyslexiaorguk

wwwmindroomorg

wwweltwelcom

wwwaddrcorgdsm-5-criteria-for-adhd

wwwautismtoolboxcouk

httpsdyspraxiafoundationorgukfaqs

wwwcrossboweducationcom

Useful Websites wwwbdadyslexiaorguk

wwwmindroomorg

wwweltwelcom

wwwaddrcorgdsm-5-criteria-for-adhd

wwwautismtoolboxcouk

httpsdyspraxiafoundationorgukfaqs

wwwcrossboweducationcom

Suggested Reading The Power of Neurodiversity (Armstrong T 2010)

Neurodiversity in the Classroom (Armstrong T 2012)

Dyslexia and Co Occurring Difficulties (BDA 2012)

Dyslexia (Reid G 2011)

Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)

Improving Working Memory Supporting Students Learning Alloway TP 2010)

Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)

Suggested Reading The Complete Guide to Aspergerrsquos Syndrome

(Attwood T 2008)

Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)

Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)

ADHD ndash Living Without Brakes (Kutscher ML 2009)

Reading by Colors (Irlen H 2005)

The Irlen Revolution (Irlen H 2010)

Suggested Reading The Complete Guide to Aspergerrsquos Syndrome

(Attwood T 2008)

Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)

Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)

ADHD ndash Living Without Brakes (Kutscher ML 2009)

Reading by Colors (Irlen H 2005)

The Irlen Revolution (Irlen H 2010)