Dyslexia In Classroom
functioning autism have explained how they tend to think in pictures (Grandin, 1996). Thus, teachers are encouraged to make use of objects, photographs, drawings and symbols to represent activities. One way to help make the classroom inclusive is to label classroom resources using pictures and words, doing so will enable the pupil to easily locate resources they need and then return them to the correct place when they’ve finished using them. Due to ASC favouring routine it is vital that teachers stick to a clear routine whilst also making the routine clear the pupil, to help reduce anxiety that may be caused. The order and timing of said routine is important also, daily tasks should remain consistent with the timetable, however, to help prepare
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Children with learning difficulties may find certain areas of the curriculum difficult, whereas they may excel at others. Dyslexia can be observed by difficulty in learning to read despite adequate intelligence and sociocultural opportunity (Snowling, 2000). Some things in which indicate that a pupil may have dyslexia include; poor standard of written work, poor reading skills, and bizarre spelling. (Training and Development Agency for Schools, 2008). To help tackle dyslexia and provide an inclusive environment for all members of the school the teacher can educate pupils on dyslexia and provide examples of famous personalities that have it. Thus, helping them to understand that just because they have dyslexia they can still achieve their aspirations. As well as never asking someone with dyslexia to read aloud, due to their poor reading skills they may have little confidence in reading aloud and this may lead to bullying within the school. Therefore, if they are never asked to read aloud they will never face a knockback in their confidence. Another way to aid dyslexic pupils is to pair them with a reading buddy or a scribe, as this helps them with recording ideas in writing. Another learning difficulty that teachers may need to accommodate for is dyspraxia, this includes difficulties in organising and carrying out a sequence of movements, pupils may have poor spatial awareness and poor
Children with learning difficulties may find certain areas of the curriculum difficult, whereas they may excel at others. Dyslexia can be observed by difficulty in learning to read despite adequate intelligence and sociocultural opportunity (Snowling, 2000). Some things in which indicate that a pupil may have dyslexia include; poor standard of written work, poor reading skills, and bizarre spelling. (Training and Development Agency for Schools, 2008). To help tackle dyslexia and provide an inclusive environment for all members of the school the teacher can educate pupils on dyslexia and provide examples of famous personalities that have it. Thus, helping them to understand that just because they have dyslexia they can still achieve their aspirations. As well as never asking someone with dyslexia to read aloud, due to their poor reading skills they may have little confidence in reading aloud and this may lead to bullying within the school. Therefore, if they are never asked to read aloud they will never face a knockback in their confidence. Another way to aid dyslexic pupils is to pair them with a reading buddy or a scribe, as this helps them with recording ideas in writing. Another learning difficulty that teachers may need to accommodate for is dyspraxia, this includes difficulties in organising and carrying out a sequence of movements, pupils may have poor spatial awareness and poor