Using ICT to support dyslexic learners

Report
Using ICT to support dyslexic learners
EDUCATION, HEALTH AND SCIENCES
Sarah Charles and Ros Clark
University of Derby
www.derby.ac.uk
A little bit about us…..
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Aim of the session
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• To raise awareness of ICT based strategies
that can be used to reduce barriers to learning
for students with dyslexia
What is dyslexia?
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What is dyslexia?
(Milne 2005)
“Dyslexia is typically thought to be a reading
and writing disorder.”
(Berninger 2008)
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“Although dyslexia was first reported over
100 years ago, there has been, and still is,
much confusion as to what dyslexia actually
is.”
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“Dyslexia is best described as a specific difficulty
in learning, in one or more of reading, spelling and
written language which may be accompanied by
difficulty in number work, short-term memory,
sequencing, auditory and/or visual perception,
and motor skills. It is particularly related to
mastering and using written language –
alphabetic, numeric and musical notation. In
addition, oral language is often affected to some
degree.”
(BDA 2012)
The dyslexic myth?
(Stringer 2009)
"Dyslexia, as commonly understood, is a
myth, and a myth which hides the scale
and scandal of true reading disability."
(Elliot 2005)
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“Dyslexia is a myth invented by education
chiefs to cover up poor teaching methods.”
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•
“Letters jumping off pages and blurriness, not being able to
see gaps clearly between letters…..my spelling.”
•
“I’m slow at reading compared to my peers… I have memory
processing problems, poor short term memory…. too many
questions in my head…. can’t remember formulas for
maths.”
•
“My organisation of thoughts is slow….reading is slow.”
•
“Getting words and letters the right way round…. Letters
and words are reversed when I read them.”
•
“Can’t get ideas down on paper….speed and rate of learning
is slow….spend longer processing information…..low reading
age.”
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Areas of difficulty for students
A structured system of identification and
assessment needs to be developed for each
university in order to support
dyslexic students effectively. (Reid 2009)
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Removing Barriers
Traditional strategies/adjustments
 Comic Sans or Arial in enlarged print
 Minimal text/greater use of visual images
 Writing on board in different coloured ink
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 Buff or cream background
Why ICT?
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“ICT is recognised as a key tool to help dyslexic
learners in the classroom in both learning and
teaching experiences, as well as accessing or
recording written information. When ICT is used
effectively, many of the barriers to and differences in
learning can be reduced or overcome.”
(Crivelli 2006)
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“… technological aids are revolutionising the efficiency
of dyslexic people…”
(Close 2006)
Benefits of ICT in Inclusive Teaching
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• ICT can be used to:
– Provide alternative forms of communication
for children
– Enable access to the curriculum
– Create differentiated and multi-sensory
resources
– Present learning in an individually preferred
style
Key Considerations
• Other children should not be denied access to
using ICT in their learning
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• The ICT demands from activities must be
appropriate to the ICT capability of the child
Speaking and Listening
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Remove barriers to writing by
recording
• Voice recorders
• Easispeak
• Talking tins
• Windows voice recorder
• Talking faces
• Talking tutor
www.derby.ac.uk
http://www.inclusive.co.uk/downloads/dow
nloads.shtml#talkingfaces
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http://www.emasuk.com/assets/files/modernlanguage---talking-tutor.pdf
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Talking tutor
www.derby.ac.uk
Screen readers
• Claro Read
http://www.youtube.com/user/ClaroSoftwar
e#p/c/1A31CA479D1F8699/0/dG889VWJs
B0
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Examples of text to speech tools:
• Orato
http://www.fxc.btinternet.co.uk
Examples of talking word processors:
• Clicker
http://www.cricksoft.com/uk/products/tools/click
er/special-needs/clicker-symbols/clickersymbols.aspx
• Talking First Word
• Textease
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Talking word processors/ on screen word
banks
Other tools available:
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T- Bar
Rapid set
Vu bar 4.5
http://www.fxc.btinternet.co.uk/as
sistive.htm
Spell checkers
‘Ginger’ is a freely downloadable spellchecker, with speech support, that
may be a good alternative to spellchecking in MS word.
Available at http://www.gingersoftware.com/download/
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• Franklin Children’s dictionary and spellchecker
Using Mind Mapping
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27
Visual information:
Easier to digest
Can add symbols/pictures
Can add colour
To plan, add and
sort ideas:
Into categories
Into relationships
Why is mind
mapping
useful?
For revision:
Information easier to digest
Pictures/keywords trigger facts
Colour and visuals aid memory
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Why mind map?
• Inspiration 8 (free trial at
www.inspiration.com)
• Sparkspace www.bdastore.org.uk
• Kidspiration 3 www.dyslexic.com
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Using Mind Mapping
ICT and dyslexia
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With appropriate programs and ICT tools pupils
will:
• Gain confidence and have a go
• Work independently on tasks
• Demonstrate what they can do and know
• Overcome frustration and raise selfesteem
• Become less tired
ICT that is ‘dyslexia friendly’
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• Options for full speech
• Opportunity to review or repeat
• Options to alter font, size, colour, and
background
• Record keeping where appropriate
• Clear instructions, navigation tools and menus
• Unclutter screens
IWBs can reduce visual stress
• Use dyslexia friendly fonts e.g. comic sans,
Sassoon
• Use IWB tools e.g. reveal blind, spotlight,
magnifier
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• Change the background colour
Practical Strategies - Hardware
Make icons on screen larger
Change size of fonts
Change contrast of text and background
Change speed of mouse
Change number of clicks on mouse
Letters on keyboard/use of concept
keyboards/textured keys
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Software
Remove tools from toolbars
Choose simple or advanced set-ups
Create document templates
Specific SEN software
Supporting the wider role of the teacher -IEP
Writer
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Close, S. (2006) Dyslexia and Technology Aids in the Workplace. Patoss,
19 (1), pp 62 – 68.
Keates, A. (2000) Dyslexia and information and communications
technology: a guide for teachers and parents. London: David Fulton.
Sands, S. and Buchholz, E. S. (1997) The underutilization of computers to
assist in the remediation of dyslexia.International Journal of Instructional
Media, 24(2), 153–175.
University of Nottingham Mental Health, Hidden Disabilities and Learning
Support Project (2001) Supporting dyslexic students in the use of IT: an
information literacy approach. University of Nottingham.
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Crivelli, V. (2006) How Technology can Support Dyslexic learners Patoss,
19 (2), pp 65 – 68.

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