Helpful Strategies |
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The classroom
· Adjust the lighting in the classroom- if possible- to relax stressed pupils experiencing headaches/eyestrain
· Pupils at front of class with an easy view of the teacher
· Clear view of the board
· Sufficient space to accommodate work
· Sources of equipment clearly labelled and organised (pictures helpful)
· Key and high frequency words placed strategically around the classroom
· Adjust the lighting in the classroom- if possible- to relax stressed pupils experiencing headaches/eyestrain
· Pupils at front of class with an easy view of the teacher
· Clear view of the board
· Sufficient space to accommodate work
· Sources of equipment clearly labelled and organised (pictures helpful)
· Key and high frequency words placed strategically around the classroom
Copying from the board and alternatives
· Issue pre –prepared blank table, charts etc to complete to save time
· Hand out of notes to be copied
· Use the board for reminders - not big bits of work
· Allow plenty of time to read from the board
· Notes given in clear format
· Fonts that studies have found to be the best for those with reading difficulties; Arial, Verdana, Calibri, Helvetica
· Issue pre –prepared blank table, charts etc to complete to save time
· Hand out of notes to be copied
· Use the board for reminders - not big bits of work
· Allow plenty of time to read from the board
· Notes given in clear format
· Fonts that studies have found to be the best for those with reading difficulties; Arial, Verdana, Calibri, Helvetica
If you have to use the board-
· Try using different colours
· Underline every second line to break things up
· Make sure writing is clear and well spaced out
· Leave the writing up long enough to ensure pupils don’t need to rush
· The board can be divided into sections using different colours to aid place finding
· Try using different colours
· Underline every second line to break things up
· Make sure writing is clear and well spaced out
· Leave the writing up long enough to ensure pupils don’t need to rush
· The board can be divided into sections using different colours to aid place finding
Teaching
· Teach specific terminology and explain and illustrate the specialist meanings often
· Begin the lesson by outlining what it is going to be about
· End lesson with a summary – much more likely to stay in long term memory
· Give only one instruction at a time and repeat instructions frequently
· Ask pupils to repeat instructions back- this not only provides a check that things have been understood, but often they remember things better if they hear themselves speak.
· Make use of multi-sensory learning- involve the senses- visual, auditory and kinaesthetic learning.
· Arrange/allow peer support to help dyslexic pupils keep up to the pace of the lesson
· Use visual cues (pictures/diagrams) to illustrate subject-specific language to make the meanings clearer.
· Allow thinking time
· Teach specific terminology and explain and illustrate the specialist meanings often
· Begin the lesson by outlining what it is going to be about
· End lesson with a summary – much more likely to stay in long term memory
· Give only one instruction at a time and repeat instructions frequently
· Ask pupils to repeat instructions back- this not only provides a check that things have been understood, but often they remember things better if they hear themselves speak.
· Make use of multi-sensory learning- involve the senses- visual, auditory and kinaesthetic learning.
· Arrange/allow peer support to help dyslexic pupils keep up to the pace of the lesson
· Use visual cues (pictures/diagrams) to illustrate subject-specific language to make the meanings clearer.
· Allow thinking time
Recording work
· Use coloured paper- this can be a great help in reducing glare and visual stress
· Encourage alternatives to writing e.g Alphasmart, ICT etc
· Provide a framework for written responses e.g paragraph headings
· Oral contribution encouraged- praise the asking of questions
· Use alternative ways of recording work- verbal descriptions- Dictaphone- Audacity (PC recording software on all school computers)
· Do not ask dyslexic pupils to make notes while watching a demonstration or listening to instructions
· Allow pupils to record dictated notes so that they can store them as voice files for revision
· Allow pupils to decide the method of recording that suits them best
· Evidence of pupils ‘showing what they know’ in different ways – drama, posters, ICT, concept maps etc
· Homework tasks are clearly explained and homework instructions are written down for dyslexic pupils (not set in the last few minutes of lessons where possible)
· Use coloured paper- this can be a great help in reducing glare and visual stress
· Encourage alternatives to writing e.g Alphasmart, ICT etc
· Provide a framework for written responses e.g paragraph headings
· Oral contribution encouraged- praise the asking of questions
· Use alternative ways of recording work- verbal descriptions- Dictaphone- Audacity (PC recording software on all school computers)
· Do not ask dyslexic pupils to make notes while watching a demonstration or listening to instructions
· Allow pupils to record dictated notes so that they can store them as voice files for revision
· Allow pupils to decide the method of recording that suits them best
· Evidence of pupils ‘showing what they know’ in different ways – drama, posters, ICT, concept maps etc
· Homework tasks are clearly explained and homework instructions are written down for dyslexic pupils (not set in the last few minutes of lessons where possible)