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SUBJECT :GENERAL CULTURE. CLASS : TS2&TS3. OBJECTIVEs : STUDENTS-TEACHERS should be able to know what is dyslexia and its symptoms . PROCEDURES: DEFINITION CAUSES of dyslexia Teaching strategies CONCLUSION . Prepared by : Salma Merhi. Dyslexia.
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SUBJECT:GENERALCULTURE • CLASS: TS2&TS3 • OBJECTIVEs: STUDENTS-TEACHERS should be able to know • what is dyslexia and its symptoms • PROCEDURES: • DEFINITION • CAUSES of dyslexia • Teaching strategies • CONCLUSION Prepared by : SalmaMerhi
Imagine the shame of 27 year old boy who is not able to write a check because he does not know how to spell the word twenty. • Imagine the embarrassment of a 7 years old girl who cannot read at the same level as her peers.
WHAT IS DYSLEXIA? Dyslexia is difficulty with language. People with dyslexia typically have average to above average intelligence. They may have difficulty with reading, spelling, understanding language they hear, or expressing themselves clearly in speaking or in writing. Dyslexia is a kind of learning disability.
The most common cause for dyslexia is genetic – the child has inherited the genetic material from one or both of the parents . • Far less common are head injuries where the cause is acquired brain damage
A Dyslexic’s Point of View… My brain is wired differently.” “It's like my computer crashing with too much information!” “I know what I want to say, but I can never find the right words.” “I see things from a different perspective.” “I have all the right ideas, but I can't get them down on paper.” “Speaking out in front of other people makes me stumble and forget what I was trying to say.” “I find a series of instructions difficult to follow but if I have time to make notes or a written list I can do the job.”
Teaching Strategies DO • Praise wherever possible • Encourage • Find something they are good at • Give less homework • Mark on oral responses where possible • Make sure they understand and remember • instructions • Give them plenty of time to copy instructions • Have expectations of success • Seat them at the front of the class, closer to the teacher
DO NOT • Make them read aloud in public • Ridicule or employ sarcasm • Correct all mistakes in written work – it is too discouraging • Give lists of spelling words to learn, no more than 3 and related words eg. plate and cake • Make them write out work again • Compare them to other students • Make them change their writing eg. printing is easier than cursive for them
At the end….. • Even though dyslexia creates experiences that may be frustrating, it is a gift. • Dyslexics will always think differently. The ability to do this may be necessary for the world ‘s future. • Albert Einstein, with all his brilliance, would not have existed without dyslexia.
Websites • http://www.childdreams.com.au/disorder/dyslexia.html • http://www.acurrentaffair.ninemsn.com.au/factsheets/451.asp • http://dyslexia.org/helpful_hints.shtml • http://www.dyslexiamylife.org/wb_help.htm • http://www.users.bigpond.com/speldnsw/how_to_help.html • http://www.users.bigpond.com/speldnsw/dyslexia.html • http://www.dcs.gla.ac.uk/~bussed/PWSN_info_service/dys_char.html • http://64.119.172.210/dyslexia/index/3http://64.119.172.210/dyslexia/index • http://www.netxv.net/esc/specialpops/dyslexia/dyslexia_characteristics.htm • http://dev.triothinkquest.org/TR0111164/history.htm • Websites • http://www.dyslexia-teacher.com/t7.html
