A cross-examine for individuals who own dyslexia?

I am conducting a research project and I would like to implement a program within schools for individuals near dyslexia, so that their learning abilities will be assisted.

I am directing this question at children and adults who hold symptoms of dyslexia, as well as family members and teacher who have been in contact near such individuals.

The type of things I would like answered are:
What type of supports do you have that are beneficial to you (in school or otherwise)?
What supports would you approaching to see in place (in school, or otherwise)?

With many thankfulness!
Answers:
Teachers need to have a clear understanding of how dyslexia affects the student, they also involve to know that no student with dyslexia is the same.

Classroom supports should be;
Write each paragraph within a different colour, this helps the students keep track of where they are up to, and bequeath a little extra time to allow students to write notes, or the dyslexic students handwriting becomes scrawled.

Assignment guidelines to printed on coloured paper, (student will tell you which colour is best for them) & be in point form for the student to get. Comic Sans font & size 14 is dyslexic friendly.

Extra time for assignments if needed, but never let them use it as an excuse for every assignment. Also accept a draft so you can keep a track of where on earth they are up to, and steer them in the right direction if needed. Let them hand in assignments typed near hand written notes/work as proof of ownership.

Avoid asking the student to read aloud in the class, as this is unbelievably distressing, embarrassing and demoralizing, if they can’t read or struggle to read.

Avoid giving spelling tests to dyslexic students, as they very seldom pass. What they can do is give them the student the list, and hold them write the words into a notebook, and find the word in the dictionary to learn the meaning of the word.

Have a catalogue of the most 100 commonly misspelt words,
& Spelling rules such as I before E except after C, & Homophones etc. Being dyslexic Homophones are my pet hate.

Tests and exams on coloured paper, if multi choice testing, allow student to mark the sheet, crossing out the incorrect answers. Or do a verbal test, and allow for extra time if needed.

If edification younger children use bright coloured magnetic alphabet to teach the students letter placement. That is where on earth they belong in the alphabet.

Teaching phonics will also help in spelling and pronunciation of parcels and words.

Ensure that room is well lit, and the student is sitting correctly.

Use pencil or pen grips, this can help students who have trouble next to writing, can lessen fatigue (dyslexics often complain of sore hands, headaches and fatigue).

There is some excellent computer programs that can assist the dyslexic student contained by fact its very beneficial to all students, such as Read & Write Gold and Dragon easily speaking. I prefer & use Read & Write Gold, which can assist the student to complete assignments etc.

Coloured overlays may also help the dyslexic student with reading, so it should be tried.

These can only work if the students parents, support their child at home, by using some of the above strategies.

I might donate that these very tips & strategies helped my daughter through high academy, and I used them to return to school to gain my qualification, and I now use them for my students dyslexic or not. Source(s): Youth & Disability support worker and sessional teacher next to a special interest in learning disabilities, especially dyslexia.


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