Week 19: Inclusive Practice (Part 2)

This session started with a 1 hour special visit by Amanda Redmayne. We had an earlier visit by Amanda. This session was focusing on 'Dyslexia'.

We conducted some interesting practical experiments to test our own skills. These were designed to help us see how dyslexic students view everyday events/tasks as complex.

You are likely to come across students who are much better at answering questions verbally than they are at writing and especially at reading. In some cases this can be extreme, and the student seems very bright, but is not able to read one sentence or one phrase at a time, and instead seems to labour over each word in turn. However, there are a number of possible causes of reading difficulties, so only a qualified person, often an educational psychologist, is able to diagnose dyslexia.

The following is a very interesting snip from Geoff Petty. It's really kind of odd how easy it is to read:

Amanda did stress the importance of proper diagnosis. Especially in Further Education as only then will the addition funding be available, which can aid learners in funding special needs.

Because a student who has dyslexia often finds it hard to read text or numbers, it may help if you:

• Keep information that must be read to a minimum. Keep it concise, clear and

very structured, with helpful headings and subheadings, for example.

• Introduce new words explicitly. Write them on the board and explain what

they mean with some concrete examples. Give students a glossary.

• Produce handouts that include a mind-map summary of the key points,

preferably at the beginning.

• Leave notes on the board for as long as you can.

• Use colour coding of handouts if there is a lot of material.

• Allow students to tape lessons.

• Don’t force students to read large amounts of text, and don’t require learners

to read out loud, as this will embarrass them in front of their peers.

In addition, you may be able to arrange for the students to have someone to read to them during exams, or for them to have extra time in exams, or both. Because writing and spelling may be difficult for a student who has dyslexia, it may help if you:

• Produce written handouts. If the students make their own notes, check that

they can read them.

• If you grade work, grade the content, not the spelling, handwriting and

grammar.

• Don’t judge understanding by writing; students may limit their writing to

words that they can spell, and they may use odd grammar.

• Allow students to present their ideas verbally where possible.

• Consider the amount of written work you set. A dyslexic student may take

four or five times longer to complete this than your other students – is the

workload fair?

• Allow students to use a laptop for written work so they can check spelling

and grammar and read their notes easily. They may need careful tuition in

how to type, though.

• Accept dictated homework.

• Allow students to use speech-recognition software. This reduces typing time,

and also checks spelling and grammar.

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Following Amanda's discussion we moved on with the lesson, briefly recapping on the following 3 sections:

• Specific Learning Difficulties
• Inclusive Practice
• Learning Outcomes

This moved us on to a practical review of Mental Health. 20 minutes research to consider the impact of Mental Health on learning. We were grouped to cover the following areas:

• Self Harm

• Bi Polar

• Depression

Research was done mostly online via the 'Mind' website, also NHS Choices. The above information was then discussed via the Market Place technique and later through open classroom discussion.

This session formed an important part of developing our understanding of a wide range of learning difficulties and inclusive practice. It certainly heightened our awareness of these and stressed the importance of being alert to the signs. As teachers, we are not the experts and need to refer students to the Learning Services for proper assessment. We do though and would need to, differentiate our lessons to meet any new circumstances. 

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Inclusive Practice Task 1
11/03/2014 Ref: (1.1, 1.2)

Prepare for and contribute to a recorded small group discussion on the impact of personal, social, and cultural factors on learning. Review the impact of different physical, cognitive and sensory impairments.


I have a review of the material we have covered here and in the previous post to this.
I will use this information in part of my discussion. And later include a summary of the above task.

Petty,G. (2009). The learner's practical and emotional needs. In: Teaching Today a practical guide. Cheltnam: Nelson Thornes Ltd. 88-89.