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Using ICT to support dyslexic learners

Using ICT to support dyslexic learners. Sarah Charles and Ros Clark University of Derby. A little bit about us…. Aim of the session. To raise awareness of ICT based strategies that can be used to reduce barriers to learning for students with dyslexia. What is dyslexia?. What is dyslexia?.

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Using ICT to support dyslexic learners

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  1. Using ICT to support dyslexic learners Sarah Charles and Ros Clark University of Derby

  2. A little bit about us…..

  3. Aim of the session • To raise awareness of ICT based strategies that can be used to reduce barriers to learning for students with dyslexia

  4. What is dyslexia?

  5. What is dyslexia? “Although dyslexia was first reported over 100 years ago, there has been, and still is, much confusion as to what dyslexia actually is.” (Milne 2005) “Dyslexia is typically thought to be a reading and writing disorder.” (Berninger 2008)

  6. “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)

  7. The dyslexic myth? “Dyslexia is a myth invented by education chiefs to cover up poor teaching methods.” (Stringer 2009) "Dyslexia, as commonly understood, is a myth, and a myth which hides the scale and scandal of true reading disability." (Elliot 2005)

  8. Areas of difficulty for students • “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.”

  9. Removing Barriers A structured system of identification and assessment needs to be developed for each university in order to support dyslexic students effectively. (Reid 2009)

  10. Traditional strategies/adjustments • Buff or cream background • Comic Sans or Arial in enlarged print • Minimal text/greater use of visual images • Writing on board in different coloured ink

  11. Why ICT?

  12. “… technological aids are revolutionising the efficiency of dyslexic people…” (Close 2006) “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)

  13. Benefits of ICT in Inclusive Teaching • 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

  14. Key Considerations • The ICT demands from activities must be appropriate to the ICT capability of the child • Other children should not be denied access to using ICT in their learning

  15. Speaking and Listening Remove barriers to writing by recording • Voice recorders • Easispeak • Talking tins • Windows voice recorder • Talking faces • Talking tutor

  16. http://www.inclusive.co.uk/downloads/downloads.shtml#talkingfaceshttp://www.inclusive.co.uk/downloads/downloads.shtml#talkingfaces

  17. http://www.emasuk.com/assets/files/modern-language---talking-tutor.pdfhttp://www.emasuk.com/assets/files/modern-language---talking-tutor.pdf Talking tutor

  18. Screen readers Examples of text to speech tools: • Orato http://www.fxc.btinternet.co.uk • Claro Read http://www.youtube.com/user/ClaroSoftwar e#p/c/1A31CA479D1F8699/0/dG889VWJsB0

  19. Talking word processors/ on screen word banks Examples of talking word processors: • Clicker http://www.cricksoft.com/uk/products/tools/clicker/special-needs/clicker-symbols/clicker-symbols.aspx • Talking First Word • Textease

  20. Other tools available: T- Bar Rapid set Vu bar 4.5 http://www.fxc.btinternet.co.uk/assistive.htm

  21. Spell checkers • Franklin Children’s dictionary and spellchecker ‘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/

  22. Using Mind Mapping 27

  23. 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 Why mind map?

  24. Using Mind Mapping • Inspiration 8 (free trial at www.inspiration.com) • Sparkspace www.bdastore.org.uk • Kidspiration 3 www.dyslexic.com

  25. ICT and dyslexia 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 self-esteem • Become less tired

  26. ICT that is ‘dyslexia friendly’ • 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

  27. IWBs can reduce visual stress • Change the background colour • Use dyslexia friendly fonts e.g. comic sans, Sassoon • Use IWB tools e.g. reveal blind, spotlight, magnifier

  28. 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

  29. 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

  30. Close, S. (2006) Dyslexia and Technology Aids in the Workplace. Patoss, 19 (1), pp 62 – 68. Crivelli, V. (2006) How Technology can Support Dyslexic learners Patoss, 19 (2), pp 65 – 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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