[senco-forum] dyslexia friendly schools [Scanned]

Saves me inventing the wheel!!

The one that I often 'nag' about is in formal assessments where we would
normally give additional time, but lesson blocks won't allow this.  I
suggest something like

If additional time can not be given for a formal assessment, eg end of
unit test, term test, then mark this candidates paper out of 75 % of the
full marks to get a fair comparison.  Makes them think!

Susie

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of chris white
Sent: 04 November 2007 22:05
To: 'senco forum'
Subject: [senco-forum] dyslexia friendly schools [Scanned]

Hi all,
As part of the dyslexia friendly school initiative I'm putting a 'Tip of
the
Week' in the daily briefing sheet to all staff. (We are a secondary
school)
I've listed the ones we've thought of so far below.
Any other suggestions please?: Or any comments on any of these which you
think are not correct!

1.	Some dyslexic pupils, (and almost everyone when they are tired!)
find it more difficult to read black text on a white background. Try
printing worksheets on a pale coloured paper and using a pale coloured
background for PowerPoint or word presentations to the class.
2.	The most appropriate text for dyslexic pupils is Comic Sans MS
in
font size: 14. Times New Roman is often regarded as the most difficult
font
to read.
3.	When producing pictorial handouts for dyslexic pupils try to use
a
large picture and bold key words. 
4.	Do not giving large amounts of dictation or work to copy off the
board to dyslexic pupils in your group.  If you need to give them
information to put in their books print out handouts on cream/buff
paper.
Ask them to highlight the key words or facts.
5.	When having class discussions reinforce the answers given by
pupils
by repeating them back to the class in order to give the dyslexic pupil
time
to process the information.
6.	Use colour and pictures wherever possible to help visual
learners.
7.	Encourage pupils to write their own mnemonics to remember key
facts.
8.	Never ask a dyslexic child to read unprepared text out loud in
lesson without supporting them.
9.	When possible put key words on the wall and teach them!
10.	Either print homework tasks for students to put in their
organiser,
or write it in for them.
11.	When explaining new concepts to dyslexic pupils use visual
prompts
and practical demonstrations and examples.
12.	When working with dyslexic pupils use highlighters as a means of
pointing out key facts within text
13.	Encourage dyslexic pupils to highlight a difficult part of a
word as
it allows them to remember the shape and colour of the word
14.	Inform a dyslexic pupil they are going to be asked a question in
advance so that they can prepare their answer.
15.	When teaching try and pre-teach new  words or set them as
homework,
prior to that lesson.
16.	Praise the dyslexic pupil and make them feel a valued member of
the
class. 
17.	Mark the work of a dyslexic pupil separately for content and
appearance, preferably using different coloured highlighters.
18.	When marking work for spelling give the number of words spelled
incorrectly as a percentage of the whole.
19.	When teaching dyslexic pupils try and use Mind mappingC for
revision
and summarising new concepts
20.	Make sure hand-writing on the white board is clear and large
enough
to see from the back of the classroom. Use a black or dark blue pen and
put
a different colour dot at the end of each line.
21.	Try and seat a dyslexic pupil with a more confident pupil.
22.	To stop a child losing place in text begin each sentence with a
different coloured dot, to making tracking easier
23.	 Try and mark a dyslexic pupil's work in green pen as it is a
more
powerful colour.

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