Dyslexia Workshop for Parents and Carers This is a takeaway presentation for you to use in schools to raise parents’ awareness of how you support pupils with dyslexia and literacy difficulties in your school and ways that parents and carers can support at home The presentation should take no more than an hour Try to keep the session very informal and friendly – tea/coffee and biscuits are a good idea! When inviting parents to a workshop in school: Send invitations rather than letters Open the event to everyone so that nobody feels that they have been ‘targeted’ Send the invitations from the children themselves (e.g. ‘come and find out how you can help us more’) Some of the most effective workshops include opportunities for parents and children to work together – you could invite pupils to join the end of your workshop, e.g. to take part in some paired reading with their parents

Format for the workshop Dyslexia and literacy difficulties How we support pupils with dyslexia and literacy difficulties at our school Top tips to try at home

Making sense of dyslexia – what is it? Learning difference Widely–acknowledged strengths Reading and spelling Difficulties reading and spelling individual words All abilities Difficulties processing sounds, applying them and using them at speed Use this slide to clarify current thinking about what dyslexia is. This is taken from the descriprion of dyslexia used by Sir Jim Rose in his 2009 report 'Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties’ , and the definition currently used by the British Dyslexia Association. Wiltshire Specialist SEN Service uses this description 'Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across the range of intellectual abilities. It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points. Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia. A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well founded intervention.' In addition to these characteristics, the BDA acknowledges the visual and auditory processing difficulties that some individuals with dyslexia can experience, and points out that dyslexic readers can show a combination of abilities and difficulties that affect the learning process.  Some also have strengths in other areas, such as design, problem solving, creative skills, interactive skills and oral skills.

Making sense of dyslexia A child with dyslexia …and remember! Remember that every child with dyslexia and literacy difficulties is different. Focus on strengths!

Making sense of dyslexia How are difficulties with literacy identified in our school? Talk about how you identify dyslexia and literacy difficulties in your school Mention how you use your observations and data and, of course, the pupil’s voice to identify literacy difficulties in your school. Remember to mention that its what you do to support pupils, rather than the label or identification, that makes the difference

Top Tip One! Talk to your child Focus on their strengths and interests Parents and carers can help by sharing with school information about the child’s strengths and interests And encouraging the child’s self esteem by encouraging and celebrating their strengths

Simulations courtesy of Karen Monet, Opticalm Canada Visual Stress Remind parents that visual stress is not the same as dyslexia, but can impact on reading speed and comfort Parents and school may observe the following signs of visual stress: Words moving or blurring, even with good/corrected vision Headaches, migraines brought on by reading Preference for reading in dim light Preference for coloured or ‘off white’ paper Simulations courtesy of Karen Monet, Opticalm Canada

Ways of reducing visual stress in school Share ways that you support visual stress in your school e.g. Using coloured overlays Using different coloured paper Changing the background colour of whiteboards or computers using helpful fonts Using alternative colours when writing on the board

Noticing possible visual stress Eye test: check the basics. Don’t rush out for coloured lenses Talk to your school What can parents do if there are signs of visual stress

Top Tip Two! Be aware of visual sensitivities

Working with school The best scenario is when school and parents work together

Top Tip Three! Talk to school and work together Talk about ways that you work together in your school

How to help with learning at home

Reading Why is reading at home so important? What to do when you read at home Talk about the importance of reading together at home

What to read Remind parents that it’s not just about reading their child’s school reading book Talk about the value of reading a range of material, including e-books and audio books And mention the importance of listening to and talking about books

Top Tip Four! Encourage your child to read things that they are interested in; let your child choose

What to do when you read with your child

Paired Reading What is it How to do it

Top Tip Five! Shared reading, paired reading and bedtime stories

Spelling This section looks at some strategies that work to help with spelling

What works…

Highlight the tricky part of the word

Make a rhyme to help you

And teach the spelling to someone else

Top Tip Six! Active learning rather than repetition Strategies to correct spellings

Maths and numeracy

Times Tables Talk about how parents can use number mnemonics to help remember key multiplication tables

1p, 2p, 5p, 10p Would counting money be more meaningful...and useful? Number activities can be practised using money A good starting point, at least!

Number Practice by Games Remind parents of the value of playing games to help reinforce mathematical concepts

Top Tip Seven! Times tables – start small, little and often

Top Tip Eight! Practising maths…make it real

I.C.T. Games to support learning ICT to support writing ICT to support reading Using an iphone to support organisation Mention some of the games and apps available to reinforce learning Show parents the ‘wheel of apps’ For old pupils, don’t forget how mobile phones can be helpful (e.g. for taking photographs to help remember, using SIRI to check spellings and send messages etc) Show parents how to set the ‘speak’ facility in Word and ipads

Top Tip Nine! Touch typing, text and telephones Remind parents of the school policies regarding using mobile phones, but also how technology can be helpful Practising tough typing at home is a particularly useful skill (e.g. using programmes such as BBC Dancemat or NESSY Fingers)

Resilience and Self Esteem Positive role models Acceptance of learning difference Perseverance Using what works ‘I can do this’ Use what works to support what is not working Talk about the importance of focussing on the child’s individual strengths

Top Tip Ten! Never give up! http://vimeo.com/108894770 And show this clip to remind parents of the importance of perseverance

Support available The Wiltshire Local Offer website Wiltshire Libraries The Wiltshire Parent Carer Council Dyslexia associations in Wiltshire And finally, mention support available: Parents can find out more on the Wilshire Local Offer website Wiltshire libraries have a selection of dyslexia-friendly reading material Parents can sign up for the Wiltshire Parent Carer Council newsletters and attend events Wiltshire has a number of dyslexia support groups, including the Wiltshire Dyslexia Association and the Marlborough and District Dyslexia Association

Support available Wiltshire Specialist Special Educational Need Service (SSENS) Wiltshire Educational Psychology Service Wiltshire Local Offer website www.wiltshirelocaloffer.org.uk

“Thank you for listening”