1. What is it? Dyslexia comes from the Greek word meaning difficulty with words.

2. Meaning? Dys lexia Difficult.Word. Difficulty with words. But its just not that!!! Difficulty with reading. Difficulty with Spelling. Difficulty with memory. Difficulty with numbers. Difficulty with time management. Difficulty with confidence.

3. Dyslexia is…  ‘A specific learning difference which is neurological in origin and may, for a given level of ability, cause unexpected difficulties in the acquisition of certain literacy and numeracy skills.’  Some Dyslexics have outstanding creative skills. Others have strong oral skills. They all have strengths.  Dyslexia can occur despite normal intellectual ability and teaching.

4. Dyslexia Affects…  All races, gender, sexuality, nationality, ages (does not diminish with age).  No-one is exempt.  Usually more males are identified, as they are easier to identify and recognise the signs of Dyslexia in.  Some Dyslexics tend to develop good coping strategies from an early age and disguise it well.

5. Coping with Dyslexia…  No cure for Dyslexics just coping strategies/ things that help them.  Dyslexia is not just one thing, it is a combination of difficulties and problems in many areas including literacy (reading, writing, spelling) and numeracy, as well as other things like organisation, processing, memory, confidence and coordination.  An understanding of these difficulties and problems allows us to put effective and appropriate support in place to help people.

6. Dyslexia is…  Dyslexia is hereditary passed on through generations of the family.  10% of the population are Dyslexic in the UK, 4% are deemed severely Dyslexic.  4% of HE/ FE students are Dyslexic.  50% of the prison population are Dyslexic.  Each persons Dyslexia is like a thumb print ~ all different and unique to that person.

7. Problems associated with Dyslexia…  Do not have a good short term memory.  Reading.  Writing.  Spelling.  Maths.  Confidence.  Dexterity.  Sequencing.  Visual problems.  Lateral thinking.  Self esteem/ bad attitude.  Attention span.  A confident Dyslexic will learn more than someone with a low self esteem.

8. What are Dyslexics good at…  Thinking out of the box.  Planning.  Holistic thinking.  Visual and auditory aspects.  Innovated.  Motivated by experiences.  Risk takers ~ do not mind failing.  Determined.  Focused.  Good leaders.  Good at delegating.  Creative.  They are usually millionaires!!  They are usually millionaires!!

9. Learning Styles…  “If a student cannot learn in the way we teach them, we need to teach them in the way they learn.”  As the pathway to the memory is through the senses, the more senses that are used at one time, the more direct and powerful the learning.  It helps if Dyslexics can listen to things, visualise things, smell things, taste and touch items. It helps them to learn better in the style that suits them more.  Note we remember 90 % of what we read, hear, see, say AND do. This is the most effective way of learning for all students.

10. Dyspraxia…  Is an impairment or severe difficulty in the planning and organisation of physical movement.  It is difficulty with fine motor skills, catching a ball, tying shoe laces and movement.  It can be known as ‘clumsy child syndrome’ as they are know to be ‘clumsy’, fall over a lot and bump into things.  They can have very messy handwriting, find it difficult to hold pens/ pencils, have poor organisation and time management skills.  They find it difficult to learn to crawl, sit and walk.

11. Dyscalculia…  Specific disability with maths that prevents the learners from acquiring basic mathematical skills, processes, terms and symbols.  A person with this condition will have lower maths ability than would be expected from their age, intelligence and education.  Leaners find it difficult to calculate, reason mathematically, use maths strategy and easily confuse and reverse numbers and symbols.  It is also compounded by deficits in working memory and processing difficulties.

12. ADD/ ADHD…  Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD) is a condition where learners experience extreme difficulties in maintaining attention or concentration, they have difficulties with impulse control and difficulties in controlling motor activity.  They are often restless, talkative, off-task, easily distractive, fail to complete set tasks or activities that are finished can be of poor quality.  They fail to adhere to routines and rules and fail to meet expectations.  Severe cases of this condition are regulated through medication which helps improve attention span, control impulsivity and reduce excessive motor activity.

13. Asperger's Syndrome…  This is part of the Autism Spectrum. It is a development condition with no cure, although there are interventions which lesson its effects.  Common characteristics are: -  It is a failure to communicate effectively.  Poor social interaction.  Very literal.  Apparent lack of empathy.  Poor social imagination (working out other people’s thoughts).  Intense absorption in a special interest or a developed obsession.  Problems with change.

14. Irlen Syndrome…  Refers to a syndrome or difficulty with processing light efficiently enough to be able to read. Also called word blindness.  Recommended treatment is tinted lenses, coloured overlays, coloured paper and coloured backgrounds on the boards when going through presentations.  These colours are usually the ‘learners specific colour’ and this is usually pastel shades – cream, yellow, blue, green, pink, purple.  Individuals then claim it stops the visual distortion effects and improves reading.

15. Co-Morbidity…  This is where learners have several conditions or specific learning difficulties, so basically it is the presence of one or more disorders.  The other SpLD’s they have are usually masked by their primary one.  For example, a learner with Dyslexia often has Dyspraxia but because their Dyslexic difficulties prevail their Dyspraxic traits are masked/ hidden/ less obvious.