UNLOCKING INNOVATION IN PRISON EDUCATION EPEA Conference – Antwerp 2015 1 Melanie Jameson, Dyslexia Consultancy Malvern

Slides:



Advertisements
Similar presentations
ADHDADHD (Attention Deficit Disorder) with or without hyperactivity.
Advertisements

What is Dyslexia Dyslexia is a learning disability characterised by problems in expressive or receptive, oral or written language. Problems may emerge.
Inclusive teaching – designing for accessibility. Lynne Kerfoot Learning support/dyslexia tutor. Julie MacDonald Disability Adviser.
Unit 4 Using ICT to support SEN Special Needs and ICT ICT has been recognised as a valuable tool in the area of SEN for a long time. In addition to the.
Role of A Special Educator By Rukhshana F. Sholapurwala.
Dyslexia. Aims To raise your awareness and understanding of Dyslexia and other specific learning difficulties To understand how Martock School identifies.
Fit to Learn Using the Employability Skills Framework to improve your performance at College The Employability Skills Framework has been developed by business.
Rose Farnhill (Learner Development Service Adviser and Faculty Link Adviser) Dawn Nicholson (School of Science and the Environment) Personal Learning Plans.
Dyspraxia ( Developmental Coordination Disorder) Dr. Judy Turner Dr Angela Taylor Chartered Psychologists.
Melanie Jameson BA, PGCE, Dip RSA, AMBDA DYSLEXIA CONSULTANCY MALVERN, UK DITT Webinar March 2012.
1 I Can Succeed! Skills Development Workshop disAbled Student Support Services Lynne D. Hagan, Presenter.
Autism and Asperger’s Syndrome How to make accommodations in academic assessments.
Characteristics of Students with Learning Disabilities ESE 380 February 12, 2009.
Specific Learning Difficulties: Dyslexia is one of many labels for a Specific Learning Difficulty. Other Labels for other Learning Difficulties include:
Dyspraxia. Introduction Incidence → 5-10% of population Not so well-researched or understood as dyslexia Often picked up later than dyslexia or misdiagnosed.
Hidden Disabilities Presented by Anita Moore. Test Your Knowledge Let’s test your disabilities. Let’s test your disabilities. Take 5-10 minutes to complete.
Children with Specific Learning Disabilities: Who are they & what do they need? Dr. Catherine CC LAM HK Society of Child Neurology & Developmental Paediatrics.
What is Dyslexia?. Dyslexia is a neurobiological disorder that affects the development of both decoding (written word pronunciation) and encoding (spelling).
Specific Learning Disabilities
Dr Dhaval Mody. A Disorder manifested by difficulty in learning to read despite conventional instructions, adequate intelligence and socio cultural opportunities,
An investigation into best lecturing practice for students with learning difficulties with special emphasis on Dyslexia: A comparison of two student cohorts.
Quality Education for a Healthier Scotland Dyslexia Raising awareness.
Dyslexia Awareness Week 31 October – 4 November 2011 “ Our vision is that of a dyslexia friendly society that enables dyslexic people to reach their potential.”
Dyslexia Awareness Seeing Through The Mist. Aims and outcomes Aim: To demystify dyslexia and encourage application to own contexts and roles Outcomes.
The LCVP is funded by the Department of Education and Science under the National Development Plan Preparing students for Work Experience.
Presentation by Dr. Brian Butler Disability Support Service UCC.
29 October 2012 Identifying and Supporting Dyslexia Moira Thomson & Anne Warden Dyslexia Scotland South East.
Dyslexia and ICT. What is Dyslexia? The word 'dyslexia' is Greek and means 'difficulty with words'. Definition: Dyslexia is a specific learning difficulty.
Dyslexia Friendly Strategies/Supporting Memory
CONSIDERING DYSLEXIA & OTHER SPECIFIC LEARNING DIFFICULTIES Melanie Jameson DYSLEXIA CONSULTANCY MALVERN, UK
OnlineInset.net Ltd is a non-profit training company limited by guarantee that develops training courses to teach people who support children.
PTLLS – Embedding Literacy, language & numeracy L3 – Explain ways to embed elements of functional skills, in your specialist area. L4 – Evaluate a range.
Working with Students with Learning Disabilities By: Amanda Baker.
Chapter 11 Management Skills
The Disability Support Worker Copyright © 2011 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – /Arnott/The Disability.
Mary O’Flaherty & Brighid Cahalane INTO Equality Committee INTO Equality Conference 2010 Fáilte – Inclusion in the Teaching Profession Discussion Group.
© 2010 Pearson Education, Inc. All Rights Reserved. 1  Two Major Types  Language disorders include formulating and comprehending spoken messages. ▪ Categories:
WP3 UK sample 46 teacher/trainer questionnaires ICT learner group of 10 - focus group Bath Chamber of Commerce discussions (300 members) Connexions West.
Copyright (c) 2003 Allyn & Bacon Chapter 2 Teaching Students with Learning Disabilities or Attention Deficit Hyperactivity Disorders.
Dyslexia Defined: ‘All you need to know in 15 minutes!’ Mark Sherin School Radio 4 Learning Comenius Regio
Teaching Disabled Students Kirsty Wayland
ROSSHALL ACADEMY “Our School Our Future” Our Future”
Games People Play: DGL and Dyslexia Mary Dziorny University of North Texas United States
Dyslexia is very common
Dyspraxia and doing mathematics. Dyspraxia is... a specific learning difficulty that affects the brain's ability to plan sequences of movement. a condition.
What is it? Dyslexia comes from the Greek word meaning difficulty with words.
Dyslexia Thursday 21 st November 2013 Laura Bradbury and Donna Lloyd.
Dyslexia Renae & Leigh. Dever. What is Dyslexia? Dyslexia is a life-long disability that is language-based. With symptoms ranging from specific language.
DYSPRAXIA in F.E..
VULNERABILITY OF YOUNG PEOPLE WITH DYSLEXIA & OTHER SPECIFIC LEARNING DIFFICULTIES Melanie Jameson DYSLEXIA CONSULTANCY MALVERN, UK
ON LINE TOPIC Assessment.  Educational assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs.
Hidden communication Needs Glenys Heap Head of Research, Educational Development and Policy.
 Developmental language disorder is the most common developmental disability of childhood  Children learn language in early childhood; later they use.
Dyslexia Awareness Session. Aims of the Session To provide attendees with information regarding Dyslexia and how it affects students’ work and progress.
Teaching for Neurodiversity Engaging learners with SEND Working together to empower educators to cater for Special Educational Needs 1.
Supporting Foreign Language Learners with Dyslexia
Alternative Assessment Arrangements
Yr7 = 26% (Una currently works with 30 of these) Yr 8 = 18% Yr 9 = 16%
Understand the importance of early intervention to support the speech, language and communication needs of children and young people.
Inclusive Services Working with You - using a solution focused approach Support for Specific Learning Difficulties/ Differences (SpLD) and Disability.
What is dyslexia?.
What is dyslexia?. What is dyslexia? Dyslexia is very common Ranges from mild to severe 1 in 10 is dyslexic and of those, 1 in 4 has severe dyslexia.
Learning Disabilities
BDA Dyslexia Network Presentation
Chapter 11 Career Development Services for Clients with Disabilities
What is dyslexia?. What is dyslexia? Dyslexia is very common Ranges from mild to severe 1 in 10 is dyslexic and of those, 1 in 4 has severe dyslexia.
What is dyslexia?. What is dyslexia? Dyslexia is very common Ranges from mild to severe 1 in 10 is dyslexic and of those, 1 in 4 has severe dyslexia.
Assessing Dyslexia Toolkit for Teachers
LEARNING SUCCESS LEARNING DISABILITY DEFININITION ASSESSMENT
Accessibility.
Presentation transcript:

UNLOCKING INNOVATION IN PRISON EDUCATION EPEA Conference – Antwerp Melanie Jameson, Dyslexia Consultancy Malvern RELEASING POTENTIAL OF THE 20%

SPECIFIC LEARNING DIFFICULTIES Specific Learning Differences [SLDs] DYSPRAXIA/DCD ATTENTION DEFICIT DISORDER DYSLEXIA NOT to be confused with Learning Disabilities / Difficulties DYSCALCULIA

ABILITIES LINKED TO SLDs  Creativity & originality  Visuo-spatial skills  Visualisation  Intuitive approach  Lateral thinking / problem solving  Affinity for colour / rhythm  Entrepreneurship  [Good oral skills]

IESPEIESPE How can we release this potential? IDENTIFY SLDs ENCOURAGE learners with SLDs SUPPORT them in educn. & training PROMOTE SLD-friendly practices ENABLE, via disability entitlements

Identifying Offenders with Specific Learning Difficulties Identifying Offenders with Specific Learning Difficulties

6 DYS - LEXIA can affect: READING - WRITING - SPEAKING SKILLS - LISTENING SKILLS DYSLEXIA is an INFORMATION PROCESSING difficulty People with Dyslexia may suffer from Visual Stress DYSLEXIA often affects: SHORT-TERM & WORKING MEMORY/ CONCENTRATION ORGANISATION / TIME MANAGEMENT

7 VISUAL STRESS - WHAT ARE THE ISSUES? 1. Dyslexic people are prone to certain eye problems 2. These can be treated by specialist Practitioners * 3. Use of colour may make reading easier 4. Certain types of text make the problem worse * SEE &

1. Inattention: distractibility, failing to pay attention to detail. 2. Impulsivity: poor inhibition & turn-taking, blurting out comments. 3. Hyperactivity: garrulous, accident- & addiction-prone. Further areas affected in ADHD: listening skills; organisation; awareness of consequences of your actions; learning from feedback. ATTENTION DEFICIT HYPERACTIVITY DISORDER ATTENTION DEFICIT DISORDER [ADD] dreamy, poor concentration, ‘spaced out’

Difficulties with co-ordination: (fine and/or gross motor skills) speech: poor articulation, lack of control over volume social skills: may appear tactless, disregard body language PARTICULAR PROBLEMS : poor orientation and navigation : coping with change and new situations. : poor organisation, prioritisation and time-management DYSPRAXIA or DEVELOPMENTAL CO-ORDINATION DISORDER

DYSCALCULIA inability to understand number concepts subsequent problems with time-telling, money matters, retaining numbers eg personal dates, recording dates and appointments correctly, taking measurements etc. NUMBERS IN PRISON Entering your prison number correctly Form filling (eg canteen form, meal choices) Using pin numbers for phoning Dealing with your money Number aspects of practical training

RESOURCE ON SLDs KIWIs K Key facts I Impact of Specific Learning Difficulty W Ways of Working with Offenders I Information & Networks SEE

SLDs should be identified as early as possible, so that difficulties can be addressed during custody. Screening should be followed by Assessment of those who screen positive. The Assessment Report informs the delivery of Support Chapters 1 & 2 PDF of ‘Releasing Potential’ is freely available from website

Encouraging Offenders with Specific Learning Difficulties Encouraging Offenders with Specific Learning Difficulties

Raising Self esteem Promoting Confidence Fostering Motivation HOW? - Through providing a taste of success - Through access to the Arts, in the widest sense e.g. London Shakespeare Workshops - By valuing and encouraging their abilities - By giving choice (people with SpLDs find it particularly difficult to work on something that is not of personal interest) Always seek to minimise stress and frustration (e.g. Prison Phoenix Trust: yoga & meditation) RESOURCES: Ten Tips & Ten Steps

Specific Learning Difficulties / Differences = a different way of thinking & processing information, due to neurological differences in brain formation & function People with SLDs are often Visual thinkers, Verbal communication may be challenging Tom West In the Mind’s Eye (1991) “For some people the handicap and the gift may be two aspects of the same thing. How we perceive it depends entirely on the context.”

Supporting Offenders with Specific Learning Difficulties Supporting Offenders with Specific Learning Difficulties Ch 3 Supporting Learners with Dyslexia, Dyspraxia & ADHD Ch 4 Support for Numeracy & Dyscalculia Ch 5 Support for Foreign Nationals and ESOL Learners Ch 7 On-line Learning and Assistive Technology

TEN PRINCIPLES OF SUPPORT 1. Be aware that these are largely visual learners 2. Use a multisensory approach, reinforce learning 3. Teach the subskills (as well as the skills) 4. Break tasks into achievable ‘bite-size’ parts 5. Give frequent feedback and encouragement 6. Use technology to liberate them from weak literacy skills 7. Provide choice and build on areas of interest 8. Include memory and organisational strategies 9. Use mentoring/‘buddy’ systems to help keep them on track 10 Identify individual barriers to progress eg Visual Stress

MINDMAPPING

CASE STUDY A blow to my self respect was that when I was in school I could never write a story down although I had them in my head. It was something about pen and paper and spelling and handwriting. But I learned to use computers while I was inside. This has changed my life. CASE STUDY I feel I am very disadvantaged if I am given tests or have to complete timed exercises on the computer. I failed my very first exam (about spread sheets) because I had to copy numbers across and place them in the right column - I kept losing the place and having to start again. Now I realise I can have extra time, I ask for it. It means I can go really slowly and not start to panic and make mistakes. USING ICT

Promoting an SLD-Friendly Environment in our Prisons Promoting an SLD-Friendly Environment in our Prisons Ch 6 Showcasing Good Practice across Europe examples drawn mainly from EPEA members Ch 8 An SLD-friendly Learning Environment…………..

ADOPT SLD - FRIENDLY APPROACHES.. to LEARNING SUPPORT.. to INDUCTION & ADMIN PROCEDURES.. to GIVING INSTRUCTIONS.. to ACCREDITATION and TESTING.. to WRITTEN COMMUNICATIONS ALWAYS TRY TO MINIMISE VISUAL STRESS STAFF AWARENESS of SpLDs is essential: for tutors, prison officers & management Chapter 8

wide spacing images and graphics to indicate content diagrams, charts, icons selective use of bold and bullet points left justification ONLY a clear font, at least 12 DYSLEXIA-FRIENDLY DOCUMENTATION minimises Visual Stress DON’T USE small fonts (below size 12) justified right margin ‘fancy’ fonts and italics bright white or shiny paper (try cream / pale blue) text in either red or green (also a colour-blind issue) whole words or phrases in capitals USE

‘Enabling’ (ex-)prisoners -through appropriate Work Preparation - through Disability Entitlements reframed, in UK, as ‘Equality & Diversity’ - via ‘Signposting’ to specialist services - by asking about their individual needs ‘Enabling’ (ex-)prisoners -through appropriate Work Preparation - through Disability Entitlements reframed, in UK, as ‘Equality & Diversity’ - via ‘Signposting’ to specialist services - by asking about their individual needs

Interview practice – a staged process -Discussion of the job, what it entails - Explaining your SLD: a three part model 1. your abilities 2 & 3 your difficulties + how you compensate -ROLE-PLAY Informal questions and answers -ROLE-PLAY Formal questions and answers -BEHAVIOUR Greetings, shaking hands, dress code DOUBLE DISCLOSURE a)Of an ‘unspent’ criminal conviction b)Of a specific learning difficulty Work Preparation

Ch 9 Resettlement & Employment Ch 10 Disability / Equality & Diversity Provisions TERMINOLOGY: WHAT HELPS WHEN? Vulnerability: ‘a vulnerable court-user’ in need of ‘special measures’ Disability: European Convention on Human Rights, Article 14: general prohibition on discrimination Equality & Diversity – much wider than just ‘Disability’ Concept of Accessibility – access to services (digital exclusion) – accessible communications Disability Definition in UK embedded in Equality Act, 2010 'a person has a disability if he has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day to day activities’

IN CONCLUSION “No-one should be shut off from opportunities, choice and options in life that most of us take for granted. We know that once people are given the chance to excel, they often do.” (Reaching Out: An Action Plan on Social Exclusion, 2006)

ANY QUESTIONS? Melanie Jameson 28