6enpreparing materials for dyslexic learners and employeesdysvet

Preparing materials for the dyslexic learner and employee by Magdalena Ziemnicka

16 September 2013

Š Magdalena Ziemnicka 2013

DysVet

Preparing materials for the dyslexic learner and employee

Content

Learning Objectives

Introduction

The purpose of this module is to equipp teachers and managers in practical knowledge how to make teaching and working process friendly for all users in particular for people with dyslexia.

Text and reading Why we should prepare materials to the dyslexic people needs?

How much does it cost?

Why dyslexic individuals need materials adjusted to their needs?

General standards how to prepare dyslexia friendly texts Layout Fonts Writing style Headings and Emphasis Good practices on conveying information.

Readability Presentations Books and papers Reports and minutes Making Reports and Minutes – The DysVet checklist TestsMaking Tests – The DysVet checklist Forms Making Forms – The DysVet checklist Instructions E-mails Case studies – at the high school Case study – at the university Case studies – at the workplace

DysVet

Preparing materials for the dyslexic learner and employee

Introduction

It’s about the design!

Information is a key to empowering individuals to understand the environment around them. Obtaining knowledge through access to information is important to receive proper education which has effect to all one’s life. In the workplace access to information, ability to effective use it, is important to have job satisfaction.

Document design for an audience of individuals with dyslexia is not that different from designing for an audience of average readers, except that even more attention should be paid to the basic principles of design.

Nowadays information as a text is present everywhere and reading allows the acquisition of the further knowledge, studying, working and having normal daily-life activities.

Written text dominates in schools and workplaces. Kids and students still more often use paper based books than audiobooks. Also in a workplace information is provided mainly in writing.

The key is the way how information is conveyed.

With the dyslexic individual what makes this knowledge acquisition is speed and accuracy. Therefore it is those two aspect that should be at the core of preparing accessible materials.

These include clean layout, logical information flow and no fancy fonts.

DysVet

Preparing materials for the dyslexic learner and employee

Text and reading Our brains were not originally designed to read. This is culturally and sociologically conditioned.

Reading is learned and culturally conditioned, yet so fundamental that we can not do otherwise than read the text.

In other words, we cannot look at a word and do not read it.

For most of the people reading is automaticed activity, but not for dyslexics.

Exercise Exercise (this (this test test works works best best in in colour) colour)

Green

Green Red Blue Blue This This was was experiment experiment made made by

by J.R. J.R. Stroop Stroop Yellow Yellow in in 1936 1936 showing showing that that we we have have difficulties difficulties not with not to to read read the the words. words. But But itit in in can can be be affected affectedBlue with other other factors. factors.Blue In this case an ability to read the word correctly is affected name In this case an ability to read the word correctly is affected when when colour colour name isis Yellow Yellow diferent to the colour of the word.

Read Read as as quickly quickly as as possible possible the the words words Red on the left side of the table and on the left side of the table and then then on on the the right. right.

diferent to the colour of the word.

Hence Hence naming naming objects objects in in the the right right column column isis more difficult than naming colours more difficult than naming colours in the in the left left one. one.

The fact that for the majority of people’s reading is such an automatized activity is a result of hundreds hours of rehearsals and also shows how powerful our brain is. Yet it is easy to forget that not for everybody reading is that automatic process.

Every reader has different perception of the text.

Some people say they feel that text moves or wobbling. Some see rivers in it. For dyslexic these problems happens continously. For most of the people reading is automatic and sunconscious activity, but not for dyslexics. They may struggle with reading and read with effort every word, letter by letter.

Unfortunately at that speed it is difficult to process for meaning.

In this module there are some suggestions how to make information more accessible for all learner, in particular for dyslexics.

Everatt and others (1998) showed hat dyslexics have more trouble with this exercise above than nondyslexics.

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Preparing materials for the dyslexic learner and employee

For whom?

Key points

In this chapter you will find ideas how to prepare written texts for dyslexic individuals, as well as understand why.

We should remember that this has broader usability than that. Materials which are dyslexia friendly can be used by all learners and all can have benefit from it (see table below). For example much easier for everybody is to read text with bolded key words, or structured into paragraphs. The problems of dyslexics are the same as everybody else’s but magnified.

It is important to mention that dyslexics are 10% of the population and it makes dyslexia as a very common problem.

Moreover it is worth to remember that there are some people who are not dyslexic but having problems similar to dyslexic individuals.

This process of preparation is also of benefit for teachers and managers themselves. Creating dyslexia friendly papers requires thorough analysis and understanding of the subject and establishing goals of conveying information. Once they learn how to present information suitable for dyslexics, they acquire a knowledge which guarantees success everywhere.

What is good for dyslexics is good for all.

The problems of dyslexics are the same as everybody else’s but magnified.

Please Please mark mark which which adjustment adjustment isis good good for for dyslexic dyslexic and and non-dyslexic non-dyslexic persons. persons.

Some adjustments

Dyslexic

Legible handwriting



Concise text



Providing paper copy to the presentation



Bolding key words in text



Providing list of abbreviation used



Writing down instructions



Non-dyslexic

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Preparing materials for the dyslexic learner and employee

Why we should prepare materials to the dyslexic people needs?

1.Article 9 Convention on the Rights of Persons with Disabilities states that all information must be accessible for disabled people*.

2.Teaching and managing people require to be sensitive and opened to diversity of the needs of learners and employees.

3.Preparations materials for dyslexic individuals means creating friendly and proper environment to learn and work.

Given support is makes process of learning and working more effective.

4.It gives prestige to the institution.

5.Most countries in Europe has legislation that says you cannot disadvantage somebody because of their disability.

Supporting dyslexic individuals gives prestige to your institution…

In Poland there is a project initiated by the Polish Dyslexia Association awarding schools which follow rules on how to support dyslexic students ‘Szkoła przyjazna uczniom z dysleksją’.

How much does it cost?

Preparing materials is not costly. It needs some work and time from the persons creating information (either teacher or employer). Knowing basic rules of the preparation of the materials is important because now all the information can be made in dyslexia friendly way suitable to everybody in ways not possible 20 years ago.

Some adjustments Time spent Total cost Printing text on a colourful paper (30 copies)

10 minutes

Your time + purchase of the colourful paper.

Preparing list of abbreviatons used in the lecture

10 – 20 minutes

Your time

Links: http://www.un.org/disabilities/convention/conventionfull.shtml

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Preparing materials for the dyslexic learner and employee

Why dyslexic individuals need materials adjusted to their needs?

One of the problem of the dyslexic person lays in access to the words (hence name of the disorder means ‘difficulties with words’ in Greek). Information is coded by letters, and this decoding process causes dyslexic person a lot of problems (Detailed information on dyslexia difficulties are presented in Module 03 ‘Causes and consequences’.)

Below are described some difficulties in the context of the needs of adjustment materials to the given needs and difficulties.

Person with dyslexia difficulties: May read slowly. It means that reading takes quite a long time as the process of reading has to be repeated again and again. May mistake words. For example may read and understand word ‘quite’ as a word ‘quiet’, or ‘parents’ instead of ‘partners’. This often leads to problems with understanding the whole text and failing exam. May have problem with new vocabulary. May have problem with sensitivity to contrast. Dyslexics describe that ‘letters dance’ and eyes quickly are tired. Printed text on a brilliant white paper can be very difficult to read. May have difficulties with listening and writing at the same time. May have problems with legible writing May have difficulties with organizing thoughts in paper May have difficulties with general planning.

How dyslexic person may perceive the text On the internet (see link) we can find some examples of how dyslexics may see the texts. It is interesting trial to show that people with dyslexia may have problem with perception the text, hence the slowiness in reading. However, we must have in mind that it is only an example and not all dyslexics have the same problems and with the same areas (see case studies A and B).

Links: dyslexia/further-information/dyslexia-style-guide.html

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Preparing materials for the dyslexic learner and employee

General standards how to prepare dyslexia friendly texts

Use explanations of abbreviations

No matter if you are teacher or employer, there are same general basic rules how to prepare materials for dyslexic learners. Below you find some hints.

SpLD – Specific Learning Difficulties

Layout

ADHD – Attention Deficit Hyperactivity Disorder

Layout of the text is important for dyslexic individuals because reading is for them usually difficult task and requires more time than from non-dyslexics. There are some tricks how to organize the layout which make text more legible and easier to follow. Left text justification is better than full justification. Start every new subject at new page wherever possible. Comprehension is usually assisted by using pictures, photos, tables presentation on paper. It is more comfortable to focus on the speech and in the margin just write personal notes.

This is the same text. Which is easier to read? „Ammonite shells are made from aragonite, a mineral that is unstable, and after death tends to decay. Sometimes it is replaced with other minerals like iron pyrites or calcite, but more often it simply dissolves anyway”*

„Ammonite shells are made from aragonite, a mineral that is unstable, and after death tends to decay.

Sometimes it is replaced with other minerals like iron pyrites or calcite, but more often it simply dissolves anyway”.

Font: Times New Roman, black, 12 Background: white

Font: Comic Sans, grey, 12 Background: pale yellow

Links: dyslexia/further-information/dyslexia-style-guide.html *”Ammonites”, N. Monks and F. Palmer, p.33

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Preparing materials for the dyslexic learner and employee

Fonts

Key points

Use non serif fonts (Arial, Verdana, Calibri, Tahoma, Century Gothic, Trebuchet ). They are more legible than serif (Times New Roman).

Some lecturers are afraid to let students to record their talks in case they put it on the YouTube. One solution is to have a written agreement to use recording for their educational-persontal use only.

Use size of fonts not smaller than 12 in paper-based documents  Try to avoid fonts smaller than 24 in presentations

Writing Style Be concise and write short sentences. They are easier to follow and understand. This is true for all learners. That does not mean that text cannot convey complex message. Do not start sentence at the end of the line Avoid hyphenations (i.e. cutting words into the pieces such as se-nte-nce) Avoid double negatives. The generally agreed maximum line length good for understanding should be not more than 80 characters. Average sentence length should be 15-20 words.

Try to avoid white background in printing. It is better to use pale yellow-coloured paper.

Dyslexics have often problem with sensitivity to contrast.

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Preparing materials for the dyslexic learner and employee

Headings and Emphasis Important piece of text should be highlighted. You can bold text, or insert it into frames. Avoid underlining and italics: these tend to make the text appear to run together. Use bold instead. AVOID TEXT IN BLOCK CAPITALS: this is much harder to read.

Our Our brain brain recognizes recognizes

Enhanced text is always more legible.

shapes ofof words words

CAPITAL

WHEN LETTER WHEN WE WE USE USE LETTER IT IT IS IS FAR FAR A MORE B THEM. MORE DIFFICULT DIFFICULT TO TO DECODE DECODE THEM.

„Aoccdrnig „Aoccdrnig to to aa rscheearch rscheearch at at Cmabrigde Cmabrigde Uinervtisy, Uinervtisy, itit deosn't deosn't mttaer in waht oredr the ltteers in a wrod are, the olny mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt iprmoetnt tihng tihng isis taht taht the the frist frist and and lsat lsat ltteer ltteer be be at at the the rghit rghit pclae. pclae. The The rset rset can can be be aa toatl toatl mses mses and and you you can can sitll sitll raed raed itit wouthit wouthit porbelm. porbelm. Tihs Tihs isis bcuseae bcuseae the the huamn huamn mnid mnid deos deos not not raed raed ervey ervey lteter lteter by by istlef, istlef, but but the the wrod wrod as as aa wlohe”. wlohe”. http://www.mrc-cbu.cam.ac.uk/people/matt.davis/cmabridge/ http://www.mrc-cbu.cam.ac.uk/people/matt.davis/cmabridge/

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Preparing materials for the dyslexic learner and employee

Good practices on conveying information.

Readability This is the ease in which how the text can be read and perceived.

Some countries oblige their institutions to use clear, plain language in all official documents.

Convention on the Rights of Persons with Disabilities* mentions plain language in Article 2: „Communication includes languages, display of text, Braille, tactile communication, large print, accessible multimedia as well as written, audio, plainlanguage (…). In article 21 - Freedom of expression and opinion, and access to information: „States Parties shall take all appropriate measures to ensure that persons with disabilities can exercise the right to freedom of expression and opinion, including the freedom to seek, receive and impart information and ideas on an equal basis with others and through all forms of communication of their choice, as defined in article 2 of the present Convention, including by: Providing information intended for the general public to persons with disabilities in accessible formats and technologies appropriate to different kinds of disabilities in a timely manner and without additional cost.

B

„Just as some women are said to be handsomer when unadorned... so this plain style gives pleasure when unembellished.... All noticeable pearls, as it were, will be excluded.

Not even curling irons will be used. All cosmetics, artificial white and red, will be rejected. Only elegance and neatness will remain”.

(Cicero, The Orator, XXXIII, 76-79) In 2010 B. Obama signed PLAIN Writing Act which obliged all executive agencies to put text into the plain language.**

Readability index There are several ways to count how clearly we convey our thoughts: Below are some of calculators: http://gunning-fog-index.com/ http://www.readability-score.com/

Links: *http://www.un.org/disabilities/convention/conventionfull.shtml http://www.un.org/disabilities/documents/maps/enablemap.jpg **http://www.plainlanguage.gov/

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Preparing materials for the dyslexic learner and employee

Examples of bad practice

Presentations Recently the number of speeches or lectures accompanied by presentations has grown. A good presentations should be a hint for the speaker and good illustration for the speech to others. There are, however some rules how to make a good, dyslexia friendly presentation.

This This is is an an example example of of GOOD LAYOUT. GOOD LAYOUT. The The background background is plain is plain and and it it is easier to is easier to recognize recognize words. words.

B

This This is is an an example example of of BAD BAD LAYOUT. LAYOUT. There There is is little little contrast contrast between letters between letters and and backround backround and and letters letters are are not not legible. legible.

ďƒť

Here are the most popular mistakes: Different fonts on one slide Text in not legible and does not look professional when are used different kinds of fonts.

Bad designed animation Animation should be concise in all document.

When too animation is used, audience may get quickly tired.

Patterned background When a photo has too much details, it should not be used as a background for the slide.

Too much continuous text Listeners, instead of listening to the speech, read the long text on a slide.

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Preparing materials for the dyslexic learner and employee

Making Presentations – The DysVet checklist

D 

•Use plain background, rather than very colourful and patterned •Use legible fonts (sans, and size not less than 24) •Use attractive fonts. It is recommended to use other sans fonts, like Lucida Console •Prepare a slide which sets out the structure of your presentation •Each slide should have a clear heading and make sure you answer the question in the body of the slide.

•Be very clear about your key message and ensure that everything in your presentation is consistent with, and supportive of that key message.

•Make appropriate use of pictures. It's a good idea to break up text with illustrations )and it is true that a picture is worth a thousand words). Do not overuse amount of pictures, they might be distractive factor for dyslexics.

•Explain abbreviations used in your presentation •Make copies of your presentation available in paper. It is a matter of preference whether you do this at the beginning of your presentation or at the end.

•Send your presentation via emails (or Dropbox if they are too big for email)

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Preparing materials for the dyslexic learner and employee

Books and papers The problem for dyslexic individuals is that when a book has too much continuous text, segmentation is often indiscriminative, and relationship between randomly linked element is not clear. Needless to say it is difficult for everybody, not only for dyslexics.

Well Well structured structured book book should should contain contain for for each each chapter: chapter: an an abstract, abstract, aa table table of of contents, contents, and and summary. summary.

When there is a text to study each student should own their own book/paper. Every individual reads at a different pace and every student should have the possibility to make its own notes. It is a good practice to allow dyslexic students to borrow books for longer time. They need more time to read and more time to make from it electronic versions (pdf, doc, or mp3).

A

B

Some authors think it might be better and look more „intelligent” when they use sophisticated words. The research say this is not the case. Dr. Daniel M. Oppenheimer (2005) http://www.ucd.ie/artspgs/semantics/ConsequencesErudite.p df did research which shows that students choose authors using more often plain language as a more intelligent.

There is an anecdote of a the physicist and storyteller Richard Feynman who took part in a conference discussing "the ethics of equality". Feynman read a paper which found completely incomprehensible, and feared that he was out of his depth — until he decided to pick one sentence at random and parse it until he understood. The sentence he chose was: „The individual member of the social community often receives his information via visual, symbolic channels”.

Feynman "translated" the sentence and discovered it meant "People read".

The rest of the paper soon made sense in the same fashion.

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Preparing materials for the dyslexic learner and employee

Four ways to present information

Consider the following four ways to present information: 1. Continous text.

When When we we want want to to support support the the dyslexic dyslexic employee employee we we should should be be aware aware of of three three groups groups of of difficulties difficulties which encounters every dyslexic person: which encounters every dyslexic person: reading, reading, writing Employees writing and and organization. organization.

Employees often often claims claims that they have to continuously and quickly be aware that they have to continuously and quickly be aware with with aa loads loads of of information information and and rapidly rapidly process process it. it.

It is the case when employee gets everyday a lot It is the case when employee gets everyday a lot of of email and is difficult for him to differentiate what email and is difficult for him to differentiate what are are priorities. priorities. Also Also aa lot lot of of difficulties difficulties cause cause reading loads of papers in which is sophisticated reading loads of papers in which is sophisticated vocabulary vocabulary (for (for example example financial financial or or administrative administrative guide).

The solution might be to mark guide). The solution might be to mark priority priority texts.

For dyslexic person frustrating texts. For dyslexic person frustrating could could be be reading reading out out loud loud (for (for example example during during meetings). meetings).

Reasonable Reasonable and and sensitive sensitive manager manager should should withdraw withdraw with with the the request request to to read read out out loud loud in in that that case. case.

AA proper management of people means proper management of people means to to plan in advance their tasks, so either reading plan in advance their tasks, so either reading and and writing writing should should be be planned planned in in advance. advance.

Writing Writing essays essays is is usually usually difficult difficult for for dyslexic dyslexic student student but but to to some some extend extend can can cause cause difficulties difficulties even even for for this this person person who who is is used used to to write write aa lot lot of of documents documents at at work. work. Problems Problems are are compounded compounded by by the the stress stress and and time time limit. limit. Useful Useful could be to make familiar staff with the techniques could be to make familiar staff with the techniques how how to to note note take take or or write write effectively; effectively; for for example example composing concept maps (workshops how to write). composing concept maps (workshops how to write).

Very Very useful useful are are available available notepads notepads (A4, (A4, A3) A3) to to make make notes notes and and concept concept maps. maps.

An appropriate An appropriate organization organization of of space space is is another another problematic problematic field. field. In In aa user user friendly friendly workplace workplace people people should should know know where where is is the the place place for for everything. everything. In In case case of of office office work work every every employee employee should should have have own own place place for for items items and and be be aware aware of of place of all documents.

It saves time of employee place of all documents. It saves time of employee and and make make the the work work more more effective. effective.

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Preparing materials for the dyslexic learner and employee

2. Text with bolded key words.

When When we we want want to to support support the the dyslexic dyslexic employee employee we we should be aware of three groups of difficulties should be aware of three groups of difficulties which which encounters encounters every every dyslexic dyslexic person: person: reading, reading, writing and organization .

Employees often writing and organization . Employees often claims claims that that they they have have to to continuously continuously and and quickly quickly be be aware aware with a loads of information and rapidly process with a loads of information and rapidly process it. it.

It is the case when employee gets everyday a lot It is the case when employee gets everyday a lot of of email email and and is is difficult difficult for for him him to to differentiate differentiate what what are are priorities. priorities. Also Also aa lot lot of of difficulties difficulties cause cause reading reading loads loads of of papers papers in in which which is is sophisticated sophisticated vocabulary vocabulary (for (for example example financial financial or or administrative administrative guide). guide). The The solution solution might might be be to to mark mark priority priority texts. texts. For For dyslexic dyslexic person person frustrating frustrating could could be be reading out loud (for example during meetings). reading out loud (for example during meetings).

Reasonable Reasonable and and sensitive sensitive manager manager should should withdraw withdraw with the request to read out loud in that with the request to read out loud in that case. case.

AA proper proper management management of of people people means means to to reasonable reasonable organisation organisation of of time time and and plan plan people’s people’s tasks, so either reading and writing should tasks, so either reading and writing should be be planned planned in in advance. advance .

Writing Writing essays essays is is usually usually difficult difficult for for dyslexic dyslexic student student but but to to some some extend extend can can cause cause difficulties difficulties even even for for this this person person who who is is used used to to write a lot of documents at work.

Problems are write a lot of documents at work. Problems are compounded compounded by by the the stress stress and and time time limit. limit. Useful Useful could be to make familiar staff with the techniques could be to make familiar staff with the techniques how how to to note note take take or or write write effectively; effectively; for for example example composing concept maps (workshops how to write). composing concept maps (workshops how to write).

Very Very useful useful are are available available notepads notepads (A4, (A4, A3) A3) to to make make notes notes and and concept concept maps. maps.

An An appropriate appropriate organization organization of of space space is is another another problematic problematic field. field. In In aa user user friendly friendly workplace workplace people people should should know know where where is is the the place place for for everything.

In case of office work every employee everything. In case of office work every employee should should have have own own place place for for items items and and be be aware aware of of place of all documents.

It saves time of employee place of all documents. It saves time of employee and and make make the the work work more more effective. effective.

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Preparing materials for the dyslexic learner and employee

2. Punctuated text with key words.

Supporting Supporting the the dyslexic dyslexic employee employee 1.

1.

A. A. B. B. C. C.

Reading Reading Mark Mark priority priority texts texts Plain reading in Plain reading in advance advance Do not push to read Do not push to read out out loud loud

2.

2. Writing Writing a. a. Organisation Organisation of of workshops workshops how how to to write write (c-maps) (c-maps) 3.

3. a. a. b. b.

Organisation Organisation Time Time Space Space

4. Text in concept map.

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Preparing materials for the dyslexic learner and employee

Reports and minutes Consider that report or minutes are documents which are to be a summary and a help for other people for further actions.

They should be reminder of what had been said and what is going to happen. The reader having quick look at it should immediately be aware on the content. Remember that minutes should be written in a very concise style with the key.

A well written reports should contain the following parts:

Making Reports and Minutes – The DysVet checklist Well designed Reports should



•Have a clear structure with list of milestones •Consist diagrams, pictures •Has list of references, attachments

A

Well designed Minutes should •Show clearly what was accomplished •Have agreed action points •Have agreed areas of and who has responsibility

B

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

Tests

Examples of bad practice

A test is an assessment intended to measure a test-taker's knowledge. Some tests, however, are created in a such way that not only check knowledge but also require an excellent short term memory (dyslexics has huge problem with it). When the questions are on a different page and answers had to be given on another, dyslexics may mix rows and columns. They use so much brainpower to find a proper place to put the answer that even if they know the correct answer they can fail the whole exam.

There are many ways the test can be wrong. Here are a few:

The solution might be to prepare alternative way of exam with same questions but answers could be given in a same page as questions.

Inapropriate size font Font should be not smaller than 12, but also not too large (unless student ask for this).

Another difficult type of exam is when are used double negatives. For example: ‘Is it difficult not to get lost in forms?

They are always problematic. Dyslexics use holistic approaches in reading so they may omit the word ‘not’ and choose the opposite answer, or spend a lot of time to understand it.

Better way would be to change the question to: Is it easy to get lost in forms?’

Accomodations for exams are in order to support both students and their teachers. Well prepared exam offering well structured layout and well written questions checks knowledge and not students’ perceptivity. As was mentioned above, all people have similar problems but dyslexics’ are magnified.

Scanner cards are tricky for the test takers and dyslexics may be disadvantaged by taking exam in this way.

1.

a. □

b. □

c. □

d. □

2.

a. □

b. □

c. □

d. □

3.

a. □

b. □

c. □

d. □

Different pages Question and answers on different pages are challenging, for dyslexics in particular.

Ilegible printing Sometimes tests are copied many times and text is not legible, or some words are not copied.

Too little space It is worthy to remember that test takers would need more space to reply to the question. It Test not available in electronic version.

Some students may have problem with handwriting therefore need to take it by the computer.

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Preparing materials for the dyslexic learner and employee

Making Tests – The DysVet checklist Well designed test should:



• Ensure the test is fair and equal to all, and no test taker is disadvantaged by their disability.

• If the individual has been using assistive technology in their studies, consider that removing their technology for exams could be detrimental to their results and contravene equality legislation • Where appropriate, use multiple choice questions.

• If multiple choice questions are used, do not make them so long and complex that they are difficult to remember, compare and contrast.

• Ensure that electronic versions are available wherever feasible, to allow background colours to be changed and as well as font size and style.

• Avoid use of vocabulary that is designed to trick the reader.

• Ensure that the examinee can at all times see the question when preparing the answer.

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Preparing materials for the dyslexic learner and employee

Forms We have to fill in forms in many places. These include: •Applying for college and university •Applying for a job •Opening a bank account •Claiming expenses •Completing project reports •Booking a flight There are now many forms online, with no dictionary, no help, and a time out if you do not complete it quick enough.

Forms are usually problematic for dyslexic person because they are unclear. They are usually approved exclusively by form maker who obviously know where information should go.

Here are some features which make forms particulary difficult: Conditional sentences are difficult to understand and are misleading. Text comes from tax refunding form.

If line 13 is less than €1.000 you need not complete line 17 or Schedule B. Combination questions Example: When was the last time you upgraded your computer and printer? This is a double-barreled question because it asks about two separate topics (computer and printer) at the same time.

Overly complex language or sentence structure Instead of Try a and/or b a or b or both addressees you in order that for

Examples of bad practice



It would be inappropriate to name specific examples. However, the following will be recognised as difficult for everybody and not just dyslexic individuals.

Flight bookings Some airline companies are notorious for putting lots extras, using confusing drop down menus (where “No thanks” is difficult to find”) and confusing double negatives. (If you do not want X, then don’t do Y.) Finance forms While the forms may be relatively easy, the terms and conditions are made using complex language and small print both of which are difficult for dyslexic individuals.

Expenses claims Some companies kindly offer expenses at job interviews, but expect the paper form to be filled in on the spot. This is very difficult for dyslexic individuals.

Links: http://www.plainlanguage.gov/howto/wordsuggestions/simplewords.cfm

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Preparing materials for the dyslexic learner and employee

Making Forms – The DysVet checklist Well designed form should:



• start with a brief sentence to explaining the purpose of the questionnaire • use short sentences with comprehensive wording to minimize the factor of ambiguity • have a clear structure, and questions dealing with similar aspects should be grouped together.

• use accessible language.

• use multiple choice wherever possible • be available online and offline.

• have the option to change the format (e.g. maximize text and/or use coloured background) • where online, there should be a spellchecker available.

• have a warning if there is a time limit, with an option for more time if required.

• clearly indicate where Help and Advice is available, with a contract phone number where possible.

• leave plenty of room for writing in paper-based versions.

• be clear which items are mandatory fields.

• avoid scrolling wherever possible.

• try to avoid drop down boxes

DysVet

Preparing materials for the dyslexic learner and employee

Instructions It is difficult for dyslexic adults to follow instructions which are full of: jargon, and are written in long sentences.

Example: "Once the yellow common lock has been placed on the box, the M24 common key must be taken to the kiln fireman on duty. The kiln fireman will put the M24 common key in the common key lockbox located in the kiln booth and the individual who placed the common lock on the M24 lockbox must sign off indicating that they have given control of the key too. Machine is now locked out�.

To improve: 1. Put M24 common lock on the box.

2. Give the M24 common key to kiln fireman.

3. Kiln fireman put the M24 common key to key lockbox in kiln booth.

4. Everyone must put lock on the lockbox and sign off.

5. Machine is now locked out. 2.

B

E-mails Emails are the most common way of communication.

Sometimes their excess is a reason of a lot of difficulties, therefore it is a good practise to send the most important information to the employees and not to overload their inbox with useless information.

Another common problem is a lack of good entitling of the message. It is worthy to remember to name properly emails. It enables later to find appropriate information.

DysVet

Preparing materials for the dyslexic learner and employee

Case studies – at the high school A. Daniel always had problem with proficient reading. He got quickly tired – after 1-2 pages he stopped reading. He even could not get to the end of the chapter.

His teacher adviced him to use coloured overlays. Daniel reported that it decreased much the time he spent on reading.

With the time this teacher started to print on an coloured paper needed notes for all of the pupils.

Problems: Slow reading Eye fatique Solutions: Coloured overlays

A

B

B. Lisa is at first class in the college. She often had problems with proper and quick decoding words (she mistook letters and read word ‘parent’ as ‘partner’).

Despite the time she devoted for learning she was a good learner. In the school she had problem with one subject – history. The teacher brings source texts from old books (copied from originals) and texts are often written in small, illegible fonts. Lisa asked teacher to magnify the text. On the next class teacher brought magnified text 40%, but it was too large and inconvenient for her to read. She ask next time to magnify only 10%.

Problems: Slow reading Mistaking words Solutions: Magnified text

DysVet

Preparing materials for the dyslexic learner and employee

Case study – at the university

C. Amy is a first year geology student but was having difficulties with her palaeontology lectures. The professor is an international expert in the field, spent a lot of years in the subject and is an author of many academic palaeontology books. In his lectures he is passionate about the subject and speaks in interesting ways and quickly. He writes down some of the key points and new expressions on the blackboard but never produces visual presentation using Power Point. Amy prefers to attend the lecture than to read a lot of his books which contain words like ammonites, archaeopteryx and Parapuzosia Seppenradensis.

She is enthusiastic about her studies, she likes the subject and likes the lectures. But she has difficulty listening and notetaking at the same time. Her handwriting is barely legible. She tried to borrow notes from her colleagues but it is not the best solution, particular because it was difficult for her to read what somebody else wrote. She felt she may not pass the final exam. Eventually she went to the disability support service where they advised her to apply for the lecturer’s notes for the each lecture. She had to sign paper that it will be used only for her educational purposes.

The lecturer was reluctant at first, but acknowledged that he would be treating some disabled students unfairly if he did not explore other methods of presenting. Therefore he decided to start to use Power Point presentation and found it enjoyable for himself. In time he started to use pictures in the programme which he was not doing in his the lectures so far.

His lectures came to life, his attendance increased, which pleased the university. Pass rates improved, which made his bosses very happy. And his search for appropriate material not only made lectures more entertaining and easy to recall, but also provided a platform for the development of more publication whose content was more visually-based, and sold better than his normal text-based books.

Amy was able to have copies of his slides, and even started to adapt them for her own use to assist her revision process. He was asked to send his presentations to all of the students.

A

B

DysVet

Preparing materials for the dyslexic learner and employee

Case study – at the workplace

D. Hannah is a manager at the advertising company. They have meetings every Tuesday. She she noticed that often employees are not well prepared for the meetings. She remembers very well actions points so rarely used minutes which were prepared by Peter, her assistant.

When she decided to see minutes she understood that the problem may lay in the documents prepared by Peter.

Sentences were long and written as a continuous text. Also employees reported that very often they get unimportant information on the mailing list so it is difficult to differentiate what is importnant and what is not. Hannah asked Peter to change the way he writes the minutes with more punctuations and bolding text. Also she put attention to the e-mails sent to the group as a more relevant.

E. Monika has just started her new job in a chain fast food restaurant. It is a shift work, and she works between 10 and 20. She was informed about her schedule at the beginning of the month. The schedule was written on a big board for all 40 employees. So it was a lot of columns (31 for 31 days) and 40 raws for 40 employees therefore it was very difficult to put down all the records. She wrote down her schedule. Second day of her work she came at the wrong time, because she put down mistakenly the time at she should appear. It was very difficult for her because she was very dedicated to her work and wanted to do her best. And it never happened in her previous job. She was afraid to be told off but fortunately manager did not do so. They had a businesslike talk about the problem and manager promised to print for her the schedules.

B

DysVet

Preparing materials for the dyslexic learner and employee

References and further reading: Dyslexia Style Guide http://www.bdadyslexia.org.uk/about-dyslexia/further-information/dyslexia-styleguide.html Convention on the Rights of Persons with Disabilities http://www.un.org/disabilities/convention/conventionfull.shtml Oppenheimer, D. M. (2005). "Consequences of Erudite Vernacular Utilized Irrespective of Necessity: Problems with using long words needlessly", Applied Cognitive Psychology.

Distortion effects - visualisation http://irlen.com.sg/irlen.html Simple words suggestions www.plainlanguage.gov/howto/wordsuggestions/simplewords.cfm

A

B

On fonts http://www.sciencebuddies.org/science-fair-projects/project_display_board_fonts.shtml Fonts for presentations:

http://www.labnol.org/software/tutorials/advice-select-best-fonts-for-powerpoint-presentation-s Questionnaires – good and bad examples http://cs3240team13.wordpress.com/2012/09/21/questionnaires-good-and-bad-examples/ Barlett D., (2000), Dyslexia in the workplace, Athenaeum Press Ltd. Morgan E., (2000), The Dyslexic Adult in a non-dyslexic world, Athenaeum Press Ltd. Monks N., Palmer F., (2010) Ammonites, N. Monks& F. Palmer.