1. COMENIUS 2012 SUPPORT METHODS PARIS MEETING 28.11.12 - 1.12.12 LICEO PACINOTTI - CAGLIARI

2. Reading ELEMENTS BY DIAGNOSIS ELEMENTS BY CLASS OBSERVATION SPEEDSlow CORRECTNESS Inappropriate about single words and the whole passage comprehension Quite correct, with some doubts about single terms COMPREHENSIONQuite good

3. Writing ELEMENTS BY DIAGNOSIS ELEMENTS BY CLASS OBSERVATION HANDWRITINGNot shown by diagnosisNot problematic TYPE OF MISTAKESOrtographic mistakes Some ortographic mistakes about which she can work in the revision phase PRODUCTION Difficulties in narrating her past life and in elaborating exposition, related to the learning subjects Some difficulties – normal level – in logical and sintactic development; easy exposition, paratactical, sometimes not coherent

4. Calculating ELEMENTS BY DIAGNOSIS ELEMENTS BY CLASS OBSERVATION WRITTEN AND BY MEMORY Difficulties in simple calculation, arithmetic problems and calculation procedure No problem at the moment about basic algorithmics, written and by memory; some difficulties in geometrical problems comprehension

5. PDP ITALIANO Audio resources Mind maps Diagrams Support questions, even during oral tests to make narration easier Reading of text directions Compensative tools Aloud reading of long passages Longer time to develop exercises Lower quantity of exercises as homework Tools to be exempted

6. PDP ITALIANO The same written test as the other students in the class Organize a timetable for oral tests to complete the evaluation of written tests Verification Attention for contents, not for ortographic mistakes Oral tests to compensate the not adequate written test Evaluation

7. PDP MATEMATICA Use of calculator Use of tables Reading of directions for exercises/problems Audio resources (ex: audio books) Compensative tools Less homework Aloud reading Tools to be exempted

8. PDP MATEMATICA The same written test as the other students in the class Organize a timetable for oral tests to complete the evaluation of written tests The text will be structured in order to reach the basic aims by a lesser number of exercises Use of didactic supports according to the students needs Verification Attention for contents more than procedure Oral tests to compensate the not adequate written test Evaluation

9. THE SUPPORT TEACHER  The actual law allows to the dyslexic students to be supported by a specific teacher ONLY IF CERTIFICATED BY THE LAW 104/92  The support teacher can have different functions:  READER  HELP TO MAKE NOTES DURING THE LESSONS  HELP TO TEACH STUDY METHODS  SUPPORT TO THE COMPUTER AND WRITING SOFTWARE USE  SUPPORT IN LEARNING ORAL FOREIGN LANGUAGE  PSYCOLOGICAL SUPPORT  other

10. THE SUPPORT TEACHER  The presence of a support teacher could be embarrassing by older boys who feel themselves judged by their classmates  There are not fixed rules: it depends on dyslesic student psycology, on the support teacher, on the class group and on work procedure  The presence of the support teacher must be lived as a precious and privileged help, a further opportunity, never as an element of emargination

11. THE SUPPORT TEACHER  Very important to be valued: the risk of an excessive dependance from an adult: the conseguence is that the student could be unable to work by him/herself  The support teacher, the school tutor (in upper secondary school), the parents should aim to create work autonomy and stimulate the student to use all available tools, both books and technological instruments

12. PARENTS WORK AT HOME  Teacher should suggest parents :  help their boy/girl in homework but without distorting the parents role;  remember that family must be the affection place, not a school reproduction: for specific problems the bes option is to find an individual tutor;  It could be useful to read the homework text and explain clearly the words meaning  Help him/her to organize his agenda and the work timetable, even using electronic tools  To give him/her different information sources, not just books but audio cd, videos, cdrom, ecc.;  To encourage the explicit learning, even for notions taken for granted.  The use of pc, with orthografic check and vocal synthesis can be an useful support

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