Print out our pages!
All articles, listings and other material from this website may be printed out and copied by teachers for personal or professional use (meetings, courses, for parents, etc.) provided that our web address
www.dyslexia-college.com
is clearly included in the copy as a reference for others.

Teaching dyslexic
students in
Further Education.

. . . become an independent learner . . .

The aim is to teach each dyslexic student to become an independent learner.

I would like to consider some of the more general problems I encounter with dyslexic learners in a UK Further Education setting (age 18+) and propose teaching strategies that can be useful with this age group and in this educational environment.

Much of the work I do is in a one-to-one setting, and some of the issues I raise are based on my experience in individual support tutoring sessions.

It is clear that no two dyslexics present exactly the same learning difficulties. The first task for the teacher, therefore, is to gain as clear an understanding of the student's specific difficulties and individual learning style. Once this has been achieved, a teaching strategy specifically designed to the student's needs can be implemented which has more chance of a successful learning outcome.

Dyslexic students need to feel involved in the processes of learning, and to understand the how and why of what is being taught. It is important to establish clear goals and review them periodically. The student may have spent many years receiving either no help or of having a number of different teaching strategies imposed upon them, each ending in failure. It is pointless persisting with ineffective approaches, as processing difficulties can not be overcome by mere practise and repetition. A personalised approach to learning encourages trust and confidence from which the student can begin to develop independent learning strategies which they can employ throughout their studies and beyond.

The most important aspects of this approach are:

1) Teaching through topics which hold interest for the student.

2) Discovering the individual style of learning most appropriate to the student and presenting work in that form as often as possible. This involves utilising a multi-sensory approach to learning which does not rely wholly on the skills of literacy to achieve learning goals.

As self-organisation is one of the key difficulties facing the dyslexic, it is essential to spend some time looking at how the dyslexic student manages time and study, Effective and sustainable routines should be encouraged from the start. Good practice in planning and organising assignments can make a great difference to the success of a dyslexic, and without this discipline students invariably waste valuable time and energy. The implementation of an efficient time and task management system gives a sense of control and mastery over the inevitable difficulties and frustrations that dyslexia brings.

Important areas of personal organisation include:

1) The study environment. For example, keeping desk space arranged so that books and writing materials are easy to locate when required.

2) Time management. Keeping a diary can help with learning to sequentialise as well as organise. A wall planner with its more at-a-glance overall picture may be more appropriate for some students.

3) File management. Students should be encouraged to keep work in well-organised files. These can be colour-coded, but must be easy to keep tidy and up to date. Their maintenance also gives useful practise in how categorise and sequentialise.

Personal study should be arranged into short periods with regular breaks, so that concentration levels can be maintained without tiredness or loss of motivation. Time spent on help with research and study skills will help ensure learning success.

The provision of one-to-one support can be invaluable, particularly when the students desire to fit in to their peer group encourages the desire to hide difficulties in classroom situations or when disruptive behaviours are used to divert the teacher (and other students) from their anxieties.

Ideally, lessons should begin by introducing the outline of the lesson and its key points. Dyslexic students benefit greatly from seeing the whole picture before they learn the steps or the details. I sometimes describe this as the 'Ladybird book' approach to learning (after the children's story books which have a simple page of text with an illustration on the opposite page).

Teaching methods themselves need to match the individual’s learning style, but take into account many of the following general principles:

1) Make it fun.
2) Break information down into small, easily recalled sections.
3) Use positive/attractive worksheets which do not overload the student with text to decipher.
4) Work at a gradual pace which ensures continued enthusiasm and confidence through successful learning.
5) Give acknowledgement and praise for good content and meaning.
6) Provide constant opportunities for re-enforcement of information.
7) Stay aware of what the student is feeling and adapt content and pace to any concerns they may have about their abilities to succeed at what they have been set.

Problems with effective note-taking in lectures can create anxiety in the dyslexic student and increase the concern that they are falling behind the class and of not being bright enough. There are a number of different strategies to overcome this, and the teacher and student should work together to discover the most effective methods learning effectively in the classroom situation. Methods include

1) Reading up in advance of lecture.
2) Highlighting key points to stimulate later recall.
3) Using coloured pens and highlighters.
4) Using mind maps.
5) Making sure the notes are understandable when returned to.
6) Asking questions to keep attentive (risk-taking).
7) Asking meaning of words you don’t understand.
8) Bold headings and sub-headings to contextualise topics.
9) Making tapes of lectures.
10) It is important not to take notes at the expense of listening and understanding.

The teacher should make full use of multi-sensory approaches to teaching which encompass:

1) The visual. Use of images, colour varied font Varied text size Pages with illustrations Line spacing Gaps between paragraphs May be poor at remembering sequencing but good at remembering patterns.
2) Sound. Use of Dictaphone Putting ideas to music.
3) The tactile. Adapting primary school games such as writing letters/words on the hand and asking student to identify them.
4) Performance. Acting out can be a dynamic way of re-enforcing learning –students should have a level of self-confidence and trust before this is attempted in classroom situations.
5) Games and activities. Non-competitive are best as students probably already have too much experience of failing in relation to others. Competing against their own best performances can though be a good incentive and motivator.
6) Humour.
7) Computers. Fun programmes. Also use of spell-checkers/grammar checkers, but with understanding that they should not be relied upon for all tasks. Mind-mapping programmes such as Inspiration.

The important thing to keep in mind, whatever approach is used, is the aim of encouraging independent learning. The teacher must seek to inspire the student to want to continue to learn and express themselves imaginatively and effectively. Some students may never master the skills necessary for good spelling, but they should have access to literacy and communication that does not necessary rely on this skill.

Kim Green.
January 2003.

• For teachers of dyslexic students at college or university.