1. Specific Learning Difficulties: Dyslexia is one of many labels for a Specific Learning Difficulty. Other Labels for other Learning Difficulties include: Dyscalculia. Dyscalculia. Dysgraphia. Dysgraphia. Dysphraxia. Dysphraxia. Developmental Co-ordination Disorder (DCD). Developmental Co-ordination Disorder (DCD). Attention Deficit Disorder (ADD). Attention Deficit Disorder (ADD). Attention Deficit Hyperactivity Disorder (ADHD). Attention Deficit Hyperactivity Disorder (ADHD).

2. Specific Learning Difficulties Specific Learning Difficulties are usually caused by inherent, sensory, physical, or neurological factors and they: Can cause a person to learn differently. Can cause a person to learn differently. Are not linked to intellectual impairment (except incidentally). Are not linked to intellectual impairment (except incidentally). May coincidently exist with problems with motor co-ordination / skills attention, social perception and social interaction. May coincidently exist with problems with motor co-ordination / skills attention, social perception and social interaction. Are life-long. Are life-long. Specific Learning Difficulties affects the learning of about 4%-10% of all people. Specific Learning Difficulties affects the learning of about 4%-10% of all people.

3. Dyslexia Greek "dys" meaning difficulty, and "lexis" meaning words. Sometimes known as ‘specific learning difficulty’, dyslexia is a problem in the acquisition of reading, spelling and writing. Frequently mathematics and aspects of spoken language are affected. The term ‘developmental dyslexia’ is often used to describe those who fail to acquire written language easily and whose written language is delayed.

4. Characteristics of Dyslexia Common characteristics of Dyslexia include: Short Term Memory Difficulties. Short Term Memory Difficulties. Reading and Writing Difficulties. Reading and Writing Difficulties. Visual Processing Difficulties. Visual Processing Difficulties. Auditory Processing Difficulties. Auditory Processing Difficulties. Time Management Difficulties. Time Management Difficulties. Organisational Difficulties. Organisational Difficulties.

5. Theoretical Explanations of Dyslexia Its explained in the literature at different levels Its explained in the literature at different levels Biological Level Biological Level Cognitive Level Cognitive Level Behavioural level Behavioural level

6. Effects of Dyslexia The effects of dyslexia may include: Making errors with numbers (telephone numbers, reversing bus number etc). Making errors with numbers (telephone numbers, reversing bus number etc). Difficulty with organisational skills, including time management. Difficulty with organisational skills, including time management. Misplacing personal items such as keys. Misplacing personal items such as keys. Making mistakes copying things down (instructions, number etc). Making mistakes copying things down (instructions, number etc).

7. Effects of Dyslexia II Also: Confusing dates, and missing appointments. Confusing dates, and missing appointments. Difficulty with orientation, e.g. with maps or in strange towns. Difficulty with orientation, e.g. with maps or in strange towns. Confusing left and right. Confusing left and right. Problems with explaining ideas and concepts, particularly on paper. Problems with explaining ideas and concepts, particularly on paper. Word finding difficulties, and mispronunciation of long words. Word finding difficulties, and mispronunciation of long words.

8. Dyslexia and the Use of Assistive Technology

9. Characteristics of Specific Learning Difficulties The following are common characteristics of Specific Learning Difficulties: Memory Difficulties Memory Difficulties Writing Difficulties Writing Difficulties Reading Difficulties Reading Difficulties Visual Processing Difficulties Visual Processing Difficulties Auditory Processing Difficulties Auditory Processing Difficulties Time Management Difficulties Time Management Difficulties Organisational Difficulties Organisational Difficulties

10. Memory Difficulties Audio Recorder Audio Recorder Sticky Notes Sticky Notes Electronic To Do Lists / Task Lists Electronic To Do Lists / Task Lists

11. Organisational Tools Mind Mapping Software Mind Mapping Software Outline Tool Outline Tool

12. Keyboarding Smart Keyboards Smart Keyboards Personal Digital Assistants (PDAs) Personal Digital Assistants (PDAs) Desktop or Laptop Computer Desktop or Laptop Computer

13. Visual Difficulties Good lighting. Good lighting. Coloured Overlays. Coloured Overlays. Choose a clear font and think about the visual presentation. Choose a clear font and think about the visual presentation.

14. Reading from the screen Text to Speech can be useful for students with an auditory learning style. Text to Speech can be useful for students with an auditory learning style. Text to speech can be used for reading a whole range of text documents (web pages, Word Documents and PDFs etc). Text to speech can be used for reading a whole range of text documents (web pages, Word Documents and PDFs etc). Text to speech can be used in conjunction with OCR to read printed books or papers. Text to speech can be used in conjunction with OCR to read printed books or papers.

15. Writing on the Screen Good Keyboarding skills. Good Keyboarding skills. Speech Recognition programs. Speech Recognition programs. Spell Checking. Spell Checking. Word Prediction. Word Prediction.

16. Conclusion Technology can help support the needs of students with specific learning difficulties. Technology can help support the needs of students with specific learning difficulties. Sometimes simple technology can work more effectively. Sometimes simple technology can work more effectively. Technology does not replace the need for specialist learning support, but it does give students more independence and freedom to work using their skills and strengths. Technology does not replace the need for specialist learning support, but it does give students more independence and freedom to work using their skills and strengths.