1. Lucy Mallorie Dyslexia Centre North West
Welcome
Lucy Mallorie
Dyslexia Centre North West

2. Dyslexia 10% of the population, 4% severely.
The most common of the Specific Learning Difficulties:
- Dyslexia
- Dyspraxia
- Attention Deficit Disorder
- Dyscalculia
Together these are believed to affect around 15% of people to a lesser or greater extent.

3. Dyslexia
Contrary to popular misconception, Dyslexia is not only about literacy.
Dyslexia affects the way information is processed, stored and retrieved, with problems of memory, speed of processing, time perception, organisation and sequencing. 

4. How do we identify someone with dyslexia?
Difficulties with taking in information efficiently (processing)
There are many types of information processing, and some overlap, however two important and critical areas are visual processing and auditory processing.

5. Visual discrimination – using sight to notice and compare features of different items to distinguish one item from another

6. Visual Sequencing - seeing and distinguishing the order of symbols, words, images

7. Visual Motor - using feedback from the eyes to coordinate movement of other body parts

8. Visual Memory – two types: long term and short term

9. Spatial Relationships – understanding how objects are positioned in space in relation to oneself

10. Auditory Discrimination – the ability to notice, compare and distinguish separate sounds in words

11. Auditory Memory – two types: long term and short term

12. Auditory Sequencing – the ability to understand and recall the order of words

13. How does it feel?

14. Say the colour NOT the word….
Green

15. Blue

16. Red

17. Pink

18. Yellow

19. black

20. orange

21. Pink

22. blue

23. Purple

24. Pink

25. “Sometimes my eyes go funny and I can’t see them – it looks like they are going wavy and they get mixed up and small words look like black things with white in between.”

26. dav puts opco abowl
id omep rnin
bav ib duts omed obcornin adowl

27. David put some popcorn in a bowl.

29. Copy this down. You have three minutes!

31. What can we do?
The board Clutter free Plain background Dyslexia friendly fonts Stop clock Colour each line Don’t ask them to copy

32. Their notes Don’t expect lots of written notes
Give handouts, in advance, if possible
Encourage colour coding – each topic
Use an exercise book
Provide information in a structured way
Allow them to use a digital recorder
Post its!

34. Exam Preparation Build an awareness of time Highlight key words
Post its
Mark scheme per question

36. Our Teaching Reflect – “Hurry up!” Give time to answer questions
Give time/direction for overlearning
Ask for volunteers to read aloud
Learned helplessness
Coloured paper/overlays
Avoid distractions
Cumulative

37. Why have a diagnosis? Get the correct support
Possible access arrangements in exams
Dyslexia is a recognised disability under the Equality Act 2010
DSA - £5,212
Provide a diagnostic assessment report. The NHS and (most) schools and colleges won't fund an assessment. 

38. Don’t want a diagnosis!
Confusing feelings – sometimes feel intelligent, sometimes feel like a fool,
Remember those feelings before?

39. Answers 1) 10% 2) Visual and auditory
3) b and d, 2 and 5, 3 and 8, 6 and 9, 1 and 7
4) Because of difficulties with visual motor processing (using feedback from the eyes to coordinate movement of other parts of the body)
5) Spatial relationships
6) Please share!

40. Lucy Mallorie Dyslexia Centre North West
Thank you
Lucy Mallorie
Dyslexia Centre North West