Background
Many of the coping strategies that students with dyslexia use whilst in the university may or may not be helpful whilst on placement. Being in school brings a new set of challenges for every student, not just for those with dyslexia.
Some students may find that they need to develop different strategies to manage the effects of their dyslexia and these effects may be more evident in times of stress and change. Dyslexia can produce a pattern of strengths and challenges and these may be different for each individual.
It is important to bear in mind that some students may have had a recent diagnosis of dyslexia on joining the university and may be still adjusting to this; also some students may be reluctant to discuss and acknowledge their difficulties due to previous negative experiences.
Having dyslexia is not a barrier to becoming a successful classroom teacher. Many students may need additional support and guidance form CTMs, SMs and LTs. and therefore it is essential that all tutors have an understanding of dyslexia and the possible challenges that individuals may experience – see below for suggested reading.
Adopting a proactive approach, where possible challenges are addressed and acknowledged is the best way to overcome any difficulties that may be encountered.
Students with dyslexia may have a characteristic range of additional strengths that are particularly useful for classroom teaching.
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Possible challenge
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Support suggestions
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Memory
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- Remembering names – make a seating plan and keep it where it can be seen at all times
- Play name games with the children and associate features or stories to names
- Make a photo register and write names phonetically if this helpsHave key dates clearly recorded – use alerts if using an electronic diary
- Avoid memory overload
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Organisation
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- Colour coordinate filing
- Have labelled trays/boxes.
- Label personal items – pens, etc. Use ‘Post-It Notes’ as reminders
- Have a checklist by the door at home and get everything ready the night beforeKeep keys, wallets, phones, etc., in the same place – have a getting ready routine and do it every morning
- Use mindapping software for planning
- Establish routines and keep to them – for example for filing paperwork, etc.
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Time Management
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- Visual timetables are helpful for everyone
- Have a notebook/diary where everything goes in one place (be aware of possible difficulties with use of phones as diaries and spellcheckers in the classroom)
- Include to do lists, and checklists and keep these visible
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Reading
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- Prepare and practise everything that needs to be read aloud in advance – instructions, L.O.s, names on registers, key vocabulary, class texts and poetry, etc. Highlight key sentences and read slowly
- Ask other adults in the class to read aloud material when necessary. Use audio books for class texts
- Use on line dictionaries that help with pronunciation of words
- Use ‘Post It Notes’ or highlighters to indicate key points in documents
- Use blue or green pens on the whiteboard. Use yellow, light blue or pink backgrounds on IWB
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Writing and Spelling
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- Make wordlists focusing on personal challenges and have these to hand at all times – these could be shared with the children or attached to lesson plans, etc
- Prepare IWB slides in advance and have them spell checked
- Use the slides to sequence and organise lessons. Keep master slides
- Use electronic spell checkers and dictionaries – play dictionary games with the children. Get the children to be ‘spelling spotters’ or to look out for ‘deliberate’ mistakes
- Get children to write on the whiteboard. Type directly on to IWB and spell check
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Marking
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- Use erasable pens for marking in books and ask CTM to check spelling.
- Collect a comments bank – ask CTM for suggestions. Use a coding system or stamps and give verbal feedback when possible.
- Use peer and self-marking using success criteria.
- Ask CTM or TA to check all comments in any books that go home – reading diaries, homework, etc
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Phonics
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- Have picture clues on the back of phonics flash cards
- Use a multi-sensory approach wherever possible
- Rehearse the lesson in advance. Use online resources to practise – ‘Mr Thorne does phonics’, ‘Phonics Play’, etc. Have visual prompts clearly visible – Speed Sounds chart for Read Write Inc. Jolly Phonics poster, etc
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Helpful links