Supporting dyslexic learner and employee by Magdalena Ziemnicka
16 September 2013
Š Magdalena Ziemnicka 2013
DysVet
Supporting dyslexic learner and employee
Content What does mean to support dyslexic individuals? A brief quide on the support Kinds of support: Emotional support Educational support Vocational support Technological support Organisational support Who do we support? Is supporting dyslexics fair to non-dyslexics? Is supporting beneficial only for dyslexics? Individualisation of the support Templates: Declaration of usage The DysVET Individual Support Plan Eisenhower’s matrix Statement Priorities References and further reading
Learning Objectives The purpose of this module is to make teachers and managers aware of needs of dyslexic individuals. Its aim is to equipping teachers and employers with practical knowledge how to support students and workers.
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Supporting dyslexic learner and employee
What does mean to support dyslexic individuals? Support of dyslexic individuals may be considered to be any service (or technology) that maintains or improves their ability to communicate, learn and live independent, fulfilling and productive lives.
AA brief brief quide quide on on the the support support 1. 1. ItIt isis aa duty duty to to support support dyslexics dyslexics individuals. individuals. Dyslexics Dyslexics should should not not feel feel obliged obliged to to feel feel grateful grateful for for getting getting the the support. support. 2. 2. Support Support means means enabling enabling not not releasing releasing from from duties. duties. From From people people with with dyslexia dyslexia we we should expect same results as from non -dyslexics. should expect same results as from non -dyslexics. 3. 3. The The provided provided support support should should be be talked talked over over with with dyslexic dyslexic individuals. individuals. ItIt isis also recommended to get advice from specialists. also recommended to get advice from specialists. 4. 4. The The support support must must be be individual individual and and fit fit to to the the person. person. Every Every dyslexic dyslexic has has different different needs. needs. 5. 5. To To give give aa pole, pole, not not aa fish. fish. The The support support dyslexic dyslexic persons persons isis teaching teaching them them how how to to support support themselves. themselves. In In case case of of children children itit isis important important to to teach teach to to proofread proofread their their text. text. In In case case of of adults adults itit isis to to teach teach some some study study skills. skills.
Support of individuals or the support for everybody? There are two ways of support dyslexic individuals: individually and institutionally. Some of the shools or workplaces provide dyslexia friendly solutions. For example in the library in every computer is installed speech to text programme, or book may be returned later than by non-dyslexics. It is great idea nevertheless individual support is always crucial.
Links
http://www.goodschoolsguide.co.uk/sen/sen-and-schools/special-schools /336/crested-schools-reviewed-by-the-good-schools-guide http://dyslexiaaction.org.uk/creating-dyslexia-friendly-workplace
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Supporting dyslexic learner and employee
Emotional support
understanding
help emotional support
being discreet
being demanding
self-confidence
Lack of support, school failures, low selt-esteem can be the reasons of behavioural disorders and problems at school. These may lead to the incompleted education and then poor quality of the life. Emotional support could be expressed in a following ways: • • • • •
Understanding the reasons of mistakes and failures. Create an environment where making mistakes is seen as part of the learning process Being discreet. Point out mistakes personally, never in front of the class, not to push to read out loud. Being demanding. After appropriate support it is important to expect cetrain work. It is a good feeling to know that it was worthy to work hard. To help and to direct where to find help. It means readiness to support. It is a result of understanding of the difficulties and knowledge how to help. Promotion of self-confidence by giving learners the experience of success and positive feedback.
There is a lot of examples when dyslexic adults say that the worse part of their life was school when they were not supported and nobody understood their difficulties. These examples are from famous dyslexics: S.Spielberg struggled with math and eventually dropped out of college. A teacher sent the following not home with a six year-old Thomas Edison: "He is too stupid to learn„. W. Churchill was punished at school for lack of efforts.
Links http://dyslexiahelp.umich.edu/success-stories/steven-spielberg http://www.youtube.com/watch?v=l_qGJ9svUbM
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Supporting dyslexic learner and employeex
Educational support exams
equal demandings
educational support
lectures
reasonable adjustments
You should not treat the dyslexic individual in a way that is either to demanding or not demanding enough. Both approaches are not fair and do more harm than good. Examples:
study skills
Every learner is different and needs individual solutions. In case of learner having dyslexia this is even more important. In order to effectively support the dyslexic learner vital is an awareness of the needs and practical knowledge how to help. Important is to create an individual support plan which sets out the direction what kind of support is needed. Educational support means: • To provide reasonable adjustments during lectures and exams (see examples from the University of Sussex) • Equal demandings. It is important to expect the same level of knowledge from dyslexics and non-dyslexics. In a labour market it is vital to get profound education. No expectations from dyslexics is unfair and do more harm than good. • To teach study skills (how effectively study: read, write and take notes). Bangor University (Wales, UK) is a perfect example of this: http://studyskills.bangor.ac.uk
Too demanding an attitude: "This student should write by hand like every other student. Handwriting is one of the easier school activity. The computer is not needed.” Non-demanding attitude: "He is dyslexic and has a problem to express his thoughts on paper. Therefore I will allow him to have an oral exam."
Links: https://www.sussex.ac.uk/webteam/gateway/file.php?name=ra-students.pdf&site=369
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Supporting dyslexic learner and employeex
Vocational support physical
trainings
allow technology
vocational support
atmosphere
environment
independence
When a person graduates school, dyslexia does not go away. Indeed some problems are significantly decreased due to some compensatory strategies but support at workplace is still needed. Useful would be to create an Individual Support Plan (template in attachements) which sets out the direction what kind of support is needed. Vocational support means: • To care about dyslexia friendly environment; in another words physical environment (e.g. silent place to work), and emotional environment; atmosphere (where mistakes are natural things which happen at work) • Equipping workers with skills and device which allow themto work independent which is a condition of effectiveness and job satisfaction. • Allow employees to use technology (devices and programmes) helping them in their work • Organize trainings and hiring experts teaching how to be better organized, and balance work and family life.
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Supporting dyslexic learner and employee
Technological support tools for employer and teacher
tuitions how to use
common solutions
technological support
tools for learner and employee
There is a lot of available in technology to support dyslexic individuals in different areas: reading, writing, organization. However, important is that the person has knowledge what choice s/he has.
choice
It is important to support on the following levels: • Awareness of simple solutions which make work with computer easier („Ctr+”to enlarge texts). It is important if teacher, employer knows them and convey it. • Allowing to use assistive technologies during work, learning and exams, e.g. spellcheckers; tools for learner and employee • Using technology during teaching („active board”, presentations with pictures, films) and during management (mailing list, common online calendars, Dropbox to share files); tools for employer and teacher • Advice of the possible choices (technologies differ at many levels (e.g. settings, interface, price) and it is fair to give to dyslexic a choice what to choose) • Providing tuitions to demonstrate of how to use assistive programmes, or device individualized for the person’s needs. There are some researches reporting that without it technology is rarely used effectively. In depth about technological support is written in Module 4.
Links Inclusion in the 21st-century classroom: Differentiating with technology http://www.learnnc.org/lp/editions/every-learner/6776
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Supporting dyslexic learner and employee
Organizational support
prioritizing
clarity of the information
information in different formats
Organizational support using technology
requirements and expectations
Apart from reading and writing difficulties known as „school difficulties” dyslexics often have problem with organizing their work and time. There are several ways how to support dyslexic person in organizing: • Help to identify priority tasks. Work and learning can be better orgranized when teacher or employer says to what extend some activities are urgent and which important (see template) • Using alternative ways to conveying information (blackboard, sms, handouts, emails, concept maps) • Information about requirements and expectations. In the workplace employee should know to whom s/he should report. Also job description should be clear and given printed to the employee. • Encouragement of the use of technology to support organisational skills (smartphones, online calendars).
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Supporting dyslexic learner and employee
Who do we support? This module concentrates on supporting dyslexic individuals. We should have in mind the fact that when we introduce solutions for dyslexics, we make our schools and workplaces easier to learn, teach, and work for everybody. We may all have more or less difficulties with reading, listening and notetaking. They are not easy tasks and need a lot of concentration, excellent short term memory, good visual discrimination. When a person giving lecture, or workshop prepares a good, comprehensive presentation and then send it to everybody it is appreciated either by people having severe dyslexia, mild dyslexia, up to non-dyslexics. The difference is that dyslexic cannot pass exam, work effectively without support, whereas for non-dyslexics adjustments are just facilities in the school or workplace. NON-DYSLEXICS
DYSLEXICS If proficiency in reading were in shades of grey, person with dyslexia would be on a brighter place. Where would be your place?
When we introduce solutions for dyslexics, we make our schools and workplaces easier to learn, teach, and work for everybody.
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Supporting dyslexic learner and employee
Is supporting dyslexics fair to non-dyslexics? It is surprisingly a very common question and doubt. Supporting dyslexics means equipping them with the ability to compete with their peers therefore it does not mean that dyslexics are privileged. They should be given help to have equal opportunities. It can be service (human support), or support of assistive technologies. Sometimes support means more work for dyslexic person. Analyse examples below:
Paul Paul isis an an assistant assistant of of the the manager manager in in the the company company producing producing glass. He is very succesful employee, though he has glass. He is very succesful employee, though he has difficulties difficulties in in listening listening and and notetaking notetaking in in the the same same time. time. Being Being an an assistant assistant he is responsible ( among lots of other things) for he is responsible (among lots of other things) for preparing preparing minutes minutes from from every every meeting. meeting. He He asked asked his his boss boss for for using recorder. It was agreed that he can do that, but it was using recorder. It was agreed that he can do that, but it was an an exceptional case in the company it is not allowed to record exceptional case - in the company it is not allowed to record the the meetings meetings on on the the recorders recorders and and cameras. cameras. ItIt isis related related to to confidentiality of the production process. confidentiality of the production process. Question: Question: Does Does Paul Paul has has easier easier job job than than other other assistants? assistants? Does Does Paul Paul should should not not apply apply for for the the function function of of assistant assistant ifif he he has has problem problem with with proficient proficient notetaking? notetaking? Answer: Answer: Paul Paul having having recorded recorded the the meeting meeting has has to to listening listening to to it, rewind and laboriously write the report. That means that it, rewind and laboriously write the report. That means that he he has has to to devote devote more more time time than than non-dyslexic non-dyslexic to to the the same same task. task. He He got got an an allowance allowance to to use use device device to to maintain maintain the the same same duties duties as other managers. As soon as he is able succesfully fulfil as other managers. As soon as he is able succesfully fulfil the the needs needs with with certain certain support, support, he he isis appropriate appropriate person person for for this this function. function.
„There is nothing so unfair as the equal treatment of unequal people.� (Thomas Jefferson) People with dyslexia has to work harder than non-dyslexics even if they get support.
Having support makes things possible to happen.
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Supporting dyslexic learner and employee
Monika Monika isis at at 2nd 2nd class class in in the the college. college. Having Having dyslexia dyslexia she she struggles struggles particulary particulary with with tests, tests, written written exams exams and and essays. essays. She She applied for having 25% of the additional time. applied for having 25% of the additional time. ItIt means means that that instead instead of of writing writing test test in in 60 60 minutes minutes she she will will stay stay 15 minutes longer. Her colleagues envie her, some say that 15 minutes longer. Her colleagues envie her, some say that everybody everybody isis stressed, stressed, so so everybody everybody who who isis stressed stressed should should write exam in a longer time. write exam in a longer time. Question: Question: Does Does extending extending of of the the duration duration of of the the exam exam isis of of disadvantage of her colleaques? disadvantage of her colleaques? Answer: Answer: Monika Monika got got this this adjustment adjustment not not because because she she was was particulary stressed about exam situation but because particulary stressed about exam situation but because of of her her dyslexic dyslexic difficulties. difficulties. When When other other students students finish finish test, test, the the noise noise of of folding folding chairs chairs and and rustling rustling cards cards will will bother bother her. her. Therefore Therefore the the test test must must be be taken taken in in the the separate separate room room with with separate separate comission. comission. ItIt isis worth worth to to consider consider that that only only that that student student who who needs it, decides to be parted from the rest of the peers. needs it, decides to be parted from the rest of the peers.
Tom Tom isis third third year year student student of of history. history. He He prefers prefers oral oral exams, exams, and written exams are very difficult for him to pass. Partly and written exams are very difficult for him to pass. Partly itit isis because because he he has has to to write write itit in in hand hand and and his his handwriting handwriting isis illegible, especially when it is stressed situation illegible, especially when it is stressed situation (exam). (exam). One One of of the lecturer said that handwriting is a basic skill and that Tom the lecturer said that handwriting is a basic skill and that Tom should should pass pass all all exams exams this this way. way. Additionaly Additionaly he he said said that that he he will will not give the computer during the exam because student can not give the computer during the exam because student can cheat cheat (using (using Internet) Internet) and and itit isis not not fair fair to to others. others. Question: Question: Would Would he he be be advantaged advantaged more more than than other other students students when when professor professor allowed allowed him him the the computer? computer? Answer: Answer: The The aim aim of of the the exam exam isis to to check check test test takers’ takers’ knowledge and not to check their other skills like knowledge and not to check their other skills like legibility legibility of of handwriting. It is possible to have computer during exam but handwriting. It is possible to have computer during exam but itit should should be be checked checked before before ifif itit isis deprived deprived Internet Internet access. access. IfIf using computer is the only way how student can express using computer is the only way how student can express his his knowledge, knowledge, the the student student must must get get this this support. support.
DysVet
Supporting dyslexic learner and employee
Is supporting beneficial only for dyslexics? From supporting dyslexic individuals there are several benefits. Benefits for dyslexics learners and employees. Thank to support they can fulfill their duties and achieve same level of professionalism and marks at school as non-dyslexics. Receiving appropriate support has also emotional impact. There are many papers reporting negative influence on psychological functioning due to unsupported dyslexic difficulties. Benefits for dyslexics’ colleagues. When teacher will provide solution to the dyslexic it will be benefit to everybody: for example PowerPoint presentation sent to all learners, or list of key words before the workshop will be appreciated by every student. When manager will provide list of important events on the blackboard it will be useful for all his workers. 3. Benefits for the instituition. Either school or workplace can have profits becaue it become better place to learn and to work. So more people will want to learn and work there! Some schools, universities (disability support services) make electronic versions of books which students need. By preparing that electronic versions, institution has its own library.
Non-dyslexics may well benefit from the range of methods used to teach dyslexics.
DysVet
Supporting dyslexic learner and employee
Individualisation of the support It is important to mention that suppot must be designed for every individual. We cannot anticipate what is best, we must ask about it. Compare this two examples: Adam’s Adam’s teacher teacher knew knew that that Adam Adam isis dyslexic. dyslexic. The The teacher teacher enlargered enlargered the the text text (size: (size: 16) 16) for for him him and and other other 33 dyslexic dyslexic learners and printed it in A3 format. When Adam got learners and printed it in A3 format. When Adam got itit he he was was very suprised and dissapointed. Now he needed more time very suprised and dissapointed. Now he needed more time to to read read the the text. text. He He always always preferred preferred to to see see the the whole whole sentences sentences and and structure. structure. Big Big fonts fonts made made him him to to read read all all very very slowly. slowly. He He asked asked for for standard standard version version test test (size: (size: 12). 12).
Alan Alan always always asked asked teachers teachers when when itit was was test test to to enlarge enlarge either either drawings, icons and fonts. He asked for enlarging not less drawings, icons and fonts. He asked for enlarging not less than than 14. It was easier for him to read bigger fonts. When one day 14. It was easier for him to read bigger fonts. When one day teacher teacher brought brought test test enlarged enlarged to to size size 16 16 in in A3 A3 paper paper he he was was very happy. very happy.
To support effectively student we may use Individual Support Plan (see template).
Difficulties, needs and appropriate support. Dyslexic people have similar difficulties, but regarding age and their occupation they may have different needs. The following chapter will be dedicated to the possible solutions to support dyslexic learners and employees. There are chosen only some of the difficulties which may encounter dyslexic person. Some other examples are available in case studies and resources recommended at the end of the module.
Dyslexics have similar difficulties but different needs.
Difficulties in READING The DysVET solutions: Service Education
Technology Work
Help identify text Help identify text Concept maps priority to read priority to read (notes from reading) Give an extra time for Give an extra time for Text-to-speech deadline for reading reading documents, or (reading e-mails and books prepare documents to other electronic read in advance Use fonts 12 in paper documents) Use fonts 12 in paper based documents and Coloured overlays based documents 24 in presentations (to decrease and 24 in presentations sensitivity) Print texts on coloured Print texts on coloured papers Changing settings of papers the screen Permit longer exam Use plain language Spellchecker Use plain language Ask HR personnel to be Electronic post-it Recommend TTS familiarize with TTS and notes programme, ask them to teach Recommend coloured employers to use it. overlays (paper version and electronic version) Be familiar with the idea of concept maps. They can be a tool to mark and memorizing what was read. Do not ask for out loud reading unless student wants it. Individual at school: Individual in a workplace: Try different types of reading: Try different types of reading: skim skim reading, scan reading and full reading, scan reading and full text reading text reading Print your own copies of documents and Use post-in notes for books keep it Highlight important issues in Try different options (backgrounds, books fonts) when you use computer Use concept maps to highlight Use concept maps to highlight ideas ideas Use technology – make your own Use technology – make your own audiobooks using TTS programme. audiobooks using TTS programme.
Difficulties in WRITING The DysVET solutions Human
Technology
Education
Work
Show examples of essays Permit longer written exam Allow use computer and software (e.g. spellchecker) Be familiar with idea of concept maps. They can be the tool of what to write, will help organize thoughts and are helpful in syndrom of blank page.
Allow use computer and software (e.g. spellchecker) Plan enough time for workers to finish their writings When you notice repeated problem of writing with spelling mistakes, talk individually, remind using spellcheckers.
Individual at school: Use concept maps Find examples of essays Learn touch typying Use spellcheckers Ask somebody to read/proofread your text Use technology (e.g. TTS).
Concept maps (to draw ideas) Spellchecker (for proofreading) Text-to-speech (to listen document for its proofreading).
Individual in a workplace: Use concept maps Find examples of the documents you must prepare Learn touch typying Use spellcheckers Use technology (e.g. TTS).
Difficulties in NOTETAKING The DysVET solutions Human Education
Technology
Work
Allow recording your Allow recording your Concept maps lecture speech (to highlight main Inform that you may Slow down during issues) slow down when presentations Digital recorders necessary Give out paper with introduced new words Give out presentation on paper Give out presentation Send your presentation on paper to the audience and inform them in advance you will do so Write new terms on a blackboard, slow down pace of your talking when you introduce new terms Use flipcharts; draw pictures whenever possible Be familiar with idea of concept maps. They can be the picture to your speech and they can be a tool for notetaking. Individual at school: Individual in a workplace: Use concept maps Use concept maps Find examples of essays Find examples of written documents you must prepare Learn touch typying Learn touch typying Use spellcheckers Use spellcheckers Ask somebody to read text Use technology (TTS) Use technology (TTS) See your notes shortly after meeting See your notes shortly after finish and rewrite your notes lecture finishes and rewrite your notes Find person with legible handwriting
Difficulties in HANDWRITING The DysVET solutions Human
Technology
Education
Work
Allow using computer during any work (tests, exams, writing reports, filling forms) Be familiar with speech-to-text software. Build buddy system (exchanging notes).
Allow using computer during any work (tests, exams, writing reports, filling forms) Let workers to fill in forms electronically.
Individual at school: Learn to type proficiently If your capital letters are more legible than small letters, write using only capital letters Use electronic concept mapping programme, your handmade concept map may be not legible Find out who has good notes and borrow it. Do not resign from making your own notes Ask for using computer at the exams Use recorder (e.g. in your phone) to make short audio notes.
Programs teaching typing. Speech-to-text.
Individual in a workplace: Use electronic concept mapping programme Type your text, send it rather than give handwritten text Use recorder (e.g. at phone) to make short audio notes.
Difficulties in GETTING ORGANIZED The DysVET solutions Human Education Inform at the beginning of the school/academic year about requirements: dates of exams, books, organizational issues Keep reminding of the approaching exams Allow to have exam in a separate room if it is necessary.
Technology Work
Give the employee a Concept maps written job description. (to plan activities) Give employees a Smartphone year/month/week (to plan events, record calendar. It helps to and write notes) ensure that they know Digital recorder what their work (to record ideas). priorities are Have clear reporting procedures Hold meetings to see where your employees are Develop a filing system that is as paperless as possible. Offer seminars. Hire an expert to teach your employees how to become better organized. Individual at school: Individual in a workplace: Design place for everything Design place for everything Make checklist the day before Make daily and weekly To do lists what to take with you when you Make checklist the day before what to leave house in the morning take with you when you leave house in Make To do list in the day before the morning Use technology (e.g. recorder) Organize your daily activities according to Eisenhower matrix (see attachement) Explain and outline timetables, Establish separate folders for every dates and instructions event, conference, meeting. Organize Always have with you notepad or them according to chosen key (e.g. date). smartphone to make notes. Use technology (eg. calendars, recorders) Always have with you notepad or smartphone to make notes.
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Supporting dyslexic learner and employee
Example of the support at the high school
Paul Paul isis at at the the second second class class of of the the high high school. school. He He isis perceived perceived by his teachers as a very intelligent and skillfull boy, by his teachers as a very intelligent and skillfull boy, he he isis aa leader leader of of the the football football team. team. He He easily easily express express his his thoughts thoughts when he speaks. He is also a chairman of the class when he speaks. He is also a chairman of the class and and often often speaks speaks in in front front of of the the audience. audience. However, However, when when he he isis going going to to present his thoughts in paper, he is always uncescessfull. present his thoughts in paper, he is always uncescessfull. He He makes makes lots lots of of spelling spelling mistakes, mistakes, and and looses looses his his topic. topic. He He work work very very hard, hard, but but the the outcomes outcomes never never satisfy satisfy him. him. The The solutions solutions might might be: be: -To discuss with him the -To discuss with him the topic topic on on what what he he isis going going to to write write -To -To familiarize familiarize him him with with concept concept maps maps which which will will help help him him express his thoughts. His problem is that he has a lot of express his thoughts. His problem is that he has a lot of (good) (good) ideas ideas but but they they can can be be lost lost when when he he compose compose the the text. text. -To -To encourage encourage him him to to work work in in pairs pairs (peers, (peers, parents). parents). He could present his written work to someone He could present his written work to someone else else to to proofread, proofread, to to note note mistakes, mistakes, to to discuss discuss further further development. development. People People having having dyslexia dyslexia often often report report that that they they „read „read hundred hundred times times but but they they do do not not spot spot mistakes”. mistakes”. Presence Presence of of somebody somebody else else isis encouraging encouraging factor. factor. -To -To familiarize familiarize him him with with text-to-speech text-to-speech
Links http://www.dyslexia.com/library/classroom.htm
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Supporting dyslexic learner and employee
Example of the support at the college Eva Eva isis at at second second class class in in the the college. college. She She always always was was struggling struggling with with reading, reading, nevertheless nevertheless she she managed managed to to read read books books on on time. She always got quite good marks. time. She always got quite good marks. This This year year isis particular particular difficult difficult for for her. her. She She spends spends enormous enormous time on her homework, she rarely goes out with friends. time on her homework, she rarely goes out with friends. Her Her problem problem isis that that she she feels feels that that she she needs needs to to read read every every book and all the content. If she does not read it she does book and all the content. If she does not read it she does not not feel she is prepared for the exam. feel she is prepared for the exam. The The solutions solutions might might be: be: -To -To mark mark texts texts according according to to their their importance importance -To mention chapter in books which -To mention chapter in books which are are the the most most important important -To advice to find a tutor/ tuition on reading where -To advice to find a tutor/ tuition on reading where they they are are introduced introduced fast fast and and effective effective ways ways of of reading. reading. Reading Reading method method depends depends on on the the goal goal of of the the reading. reading. There There isis skimming skimming reading reading (general (general idea idea of of the the text), text), scanning scanning reading reading (looking for information) and word by word reading (reading (looking for information) and word by word reading (reading aa text text thoroughly). thoroughly). -To -To propose propose student student to to use use colourful colourful overlays overlays -To deliver text on coloured cards. -To deliver text on coloured cards.
Links
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Supporting dyslexic learner and employee
Example of the support at the university
Helen Helen isis at at the the first first year year of of her her studies, studies, chemistry. chemistry. Her first session was very problematic even Her first session was very problematic even though though she she was was diligent diligent student student and and went went to to all all lectures. lectures. AA week week before before session session she she started started to to collect collect appropriate appropriate materials. materials. She She had had problems problems with with collecting collecting everything everything on on time: time: notes notes from from lectures, lectures, articles, articles, books. books. She She eventually eventually gathered gathered all all needed needed materials only an evening before first exam and she did materials only an evening before first exam and she did not not have have time time to to prepare prepare properly properly to to the the session. session. She She failed failed two two out of five exams. She is very stressed in connection with out of five exams. She is very stressed in connection with the the forthcoming forthcoming session. session. The The solutions solutions might might be: be: -Inform at the beginning -Inform at the beginning of of the the academic academic year year about about requirements: requirements: dates dates of of exams, exams, books, books, organizational organizational issues. issues. Give it printed. Give it printed. -Remind -Remind about about forthcoming forthcoming exams exams -Hold on workshops for first year -Hold on workshops for first year students students on on how how to to prepare prepare for exams. They are different than in the high school for exams. They are different than in the high school -Advice -Advice her her to to use use aa month month plan plan so so she she can can know know when when are are deadlines (template in attachement). deadlines (template in attachement). Date January
Example on how to create and use own calendar (e.g. in Excel):
1 books and aticles 2books and aticles 3books and aticles 4books and aticles 5books and aticles 6books and aticles 7 notes 8notes 9notes 10notes 11notes 12 learning 13learning 14learning 15learning 16learning 17learning 18learning 19learning 20learning 21learning 22learning 23learning 24learning 25learning 26learning 27 exams 28exams 29exams 30 31
February
March
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Supporting dyslexic learner and employee
Example of the support in the workplace
Adam Adam has has problems problems organizing organizing his his days. days. Today Today he he started started his his day checking his private and work e-mails and on-line day checking his private and work e-mails and on-line newspapers. newspapers. He He spent spent on on itit so so much much time, time, that that he he were were not not prepared well for meetings with new clients. Then he wrote prepared well for meetings with new clients. Then he wrote replies replies to to emails emails from from 22 clients; clients; they they claimed claimed there there are are urgent urgent issues. To do so he had to spend a lot of time to investigate issues. To do so he had to spend a lot of time to investigate the the IT solutions. At the meeting with his boss he did not prepared IT solutions. At the meeting with his boss he did not prepared aa short short report report on on the the discussion discussion with with aa new new client. client. He He feels feels that he has to do something to be better organized. that he has to do something to be better organized. The The solutions solutions might might be: be: -To advice what is the -To advice what is the most most important important event event today today -To -To put put down down activities activities on on Einsenhower’s Einsenhower’s matrix matrix -To -To advice advice to to get get training training on on how how to to be be better better organized organized
I
II
Important and urgent
Important and not urgent Delegate it
Do it now Example on how to use Einsenhower’s matrix:
Preparing for the meeting and meeting with a new client Report Meeting with boss
E-mails To check IT solutions
III
IV
Not important and urgent Do it later
Not important and not urgent Dumb it
E-mails to the clients
Private e-mails Newspapers
DysVet
The DysVET Individual Support Plan
Supporting dyslexic learner and employee
ďƒź
Name and surname of the INDIVIDUAL READING problems Reading aloud Understanding text Reading slowly Frequently re-reading Difficulties with sounding out new vocabulary Prioritizing texts What SUPPORT may be offered? Help identify priority texts Extended time for exams Enlarge fonts Print on coloured papers Buddy system What the INDIVIDUAL may do Learn different types of reading Highlight important conclusions, sentences Using concept maps Recommended TECHNOLOGY Text-to-speech Concept maps Coloured overlays Preferences (background, font etc.) Spellchecker Post-it-notes
DysVet
The DysVET Individual Support Plan
Supporting dyslexic learner and employee
ďƒź
Name and surname of the INDIVIDUAL WRITING problems Writers block Organizing thoughts Two finger typist Spelling Handwriting No writing template What SUPPORT may be offered?
Accept alternative reports (e.g. auditory bullet pointed and concept maps) Extended time for exams Using computer, dictionaries, spellcheckers etc Examples of essays What the INDIVIDUAL may do Use text-to-speech Use spellchecker Take a typing course Take a concept map course Recommended TECHNOLOGY Text-to-speech Concept map programme Spellchecker
DysVet
The DysVET Individual Support Plan
Supporting dyslexic learner and employee
ďƒź
Name and surname of the INDIVIDUAL NOTETAKING problems Concentration Writing and listening in the same time Reading handwriting What SUPPORT may be offered? Presentation sent, given out Allowing recording Highlighting new terms
Clear presenation with plain language and visible fonts What the INDIVIDUAL may do Use the computer Record lectures Borrowing notes from reliable resource Rewriting notes Recommended TECHNOLOGY Digital recorder Concept map programme Smart phone camera
DysVet
The DysVET Individual Support Plan
Supporting dyslexic learner and employee
ďƒź
Name and surname of the INDIVIDUAL GETTING ORGANIZED problems Missing appointments Prioritizing activities Finding focus in writing reports What SUPPORT may be offered? Written instructions Shared calendars Holding regular meetings What the INDIVIDUAL may do Allocate place for everything
Making checklist (e.g. things to take to work or college) Develop routines including reviewing calendars and To do list Recommended TECHNOLOGY Concept map Smartphones Calendars Notes Reminders
DysVet
Supporting dyslexic learner and employee
Declaration of usage I hereby declare that I will use all recordings, and paper version only for the educational reasons connected with faculty I am studying.
A
Yours sincerely,
B
DysVet
Supporting dyslexic learner and employee
Priorities
Use this Eisenhower’s matrix to prioritize your duties .
I
II
Important and urgent Do it now
Important and not urgent Delegate it
III
IV
Not important and urgent Do it later
Not important and not urgent Dumb it
DysVet
Supporting dyslexic learner and employee
Calendar
Create your own calendar. Date
January
February
March
1 2 3 4 5 6 7 8 9 10 11 12 13 14
A
15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
B
References and further reading Books: Cottrell S., ‘The Study Skills Handbook” Bartlett D., Moody S., Dyslexia in the Workplace’ Morgan E., Klein C., ‘Dyslexic Adult in a Non-Dyslexia World’ Articles and websites: Skills for Life: the national strategy for improving adult literacy and numeracy skills http://www.texthelp.com/media/39354/USAdultLiteracy.pdf Article on supporting dyslexic employees in the workplace: http://www.trainingzone.co.uk/topic/supporting-dyslexic-employees-workplace-pt2/158189 The Theory Underlying Concept Maps and How to Construct and Use Them, Joseph D. Novak & Alberto J. Cañas: http://cmap.ihmc.us/publications/researchpapers/theorycmaps/theoryunderlyingconceptmaps.htm Teaching the features of effective writing http://www.learnnc.org/lp/editions/few/?ref=search How to Get Employees Organized http://www.ehow.com/how_6310819_employees-organized.html Dyslexia Toolkit. A resource for students and their tutors http://www3.open.ac.uk/near-you/yorkshire/objects/d2837.pdf Helping students get organized http://www.learnnc.org/lp/editions/firstyear/256 Tools To Help Students Get Organized
http://www.freetech4teachers.com/2009/12/15-tools-to-help-students-with.html#.UjLvP38erFw Concept Maps - A Learning & Study Strategy: http://www.youtube.com/watch?v=QENMp0K2-Zk Balabolka: Saving Text as an Audio File: http://www.youtube.com/watch?v=rXqWkki6zms