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Enabling the dyslexic student
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Suggestions about how teachers can help dyslexic pupils and students to learn more effectively within a predominantly word-based education are outlined by Mike Juggins , who is dyslexic and gives lectures accompanied by visual presentation on this subject. He would have liked to include diagrams to link the ideas here, but was defeated by the word-processing program!
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and teaching in pictures Linear modes of communication such as the printed word are on the one hand an incredible tool that allows us humans to relay and record information. On the other hand it can be seen as a slow and indeed cumbersome method that does not always lend itself to learning new information in the time constraints dictated by the majority of learning situations. Most humans are able to process information visually at great speed. When we go for a walk for example, we process thousands of pieces of information relatively naturally, it would seem, but none the less impressively. The rain falling from the sky, the leafs in the trees, ducks feeding, dogs piddling, fishermen contemplating, cars speeding, puddles (whoops!) splashing, lovers… loving, old men with walking sticks, children with toys, grass – green, sky – gray, bricks – red, a sweat wrapper flying or a baby crawling, all of these things enter our brains through our visual gateways as we trundle along on our merry little journey. Processing information seemingly effortlessly and at great speed as we go! How much longer did it take? I wonder how much longer did it take you to actually read what is experienced in a fraction of a second? As you have, hopefully, just witnessed by reading the previous paragraph whilst using the smaller gateway (that of the written word) as a tool to access information. Reading is not necessarily the only or often the best method to acquire knowledge! Indeed, we use all of our senses simultaneously when learning: seeing, smelling, hearing and feeling, forged with insight, imagination, ambition, empathy and often a sense of humor alongside numerous other senses. Each brain perceiving and processing differently, each mind uniquely special and yet wonderfully powerful. I am a dyslexic At this juncture I would like to announce the fact that I am a dyslexic, this is a factuality that I cannot change, nor would want to. I may find spelling difficult and reading tiring, my short-term memory also leaves a uhmmm err… that’s it! …a lot to be desired ,and as for my organizational skills, well don’t even go there! However, I feel that I more than compensate for this in other areas of brain functioning. High aural reasoning and visual spatial skills is what the psychologist said and all that without the hint of a bribe! Being dyslexic in itself isn't that frustrating. You get used to forgetting the bread at the supermarket and having to eat the soup without it. I also forgive myself for misplacing the list that I wrote that was to remind me of the tasks for the day. Unfortunately, the thing that still remains incredibly frustrating is having to come to terms with the gaps in my knowledge base that I know exists. These holes are due mainly to the lack of information being relayed in an accessible format that suited my learning style. Call me "lucky" but the same thing occurred during both of my two spells within the education system. As a child and as a degree student I experienced what millions of dyslexics continue to endure each day. Big picture thinkers It is universally recognized that most dyslexics have poor literacy skills, combined with short-term memory difficulties. Equally, many dyslexics have higher than average conceptual abilities - big picture thinkers - with good visual spatial skills. Dyslexics at a disadvantage Therefore, most teaching automatically puts dyslexics at a disadvantage. It is the way information is relayed rather than the difficulties most dyslexics have with basic skills that is the main issue to consider if we are at all serious about providing a level playing field for the millions of dyslexics. Alongside the achievements of the well-known dyslexics, such as Einstein and Branson lies a legacy of under-achievement for the vast majority of dyslexics. High numbers of dyslexics can been found in both the Criminal Justice System and the homeless figures, with the emotional scaring incurred by ridicule and disappointment from school carrying on into adult life for most dyslexics. Key points for teachers: a.. Start by focusing on strengths whilst working on weaknesses (you might need to help the student find their strengths initially) a.. Provide a clear subject overview a.. Match teaching approach with learning style (ask the student how they feel they learn best). a.. Link key concepts and constantly revisit previously covered areas of work, applying new knowledge when appropriate. a.. Provide clear and concise visual handouts using plenty of diagrams, mind maps and even pictures. (Use large text, preferably on colored paper) a.. Build confidence by enabling the student to present work in a format that they feel confident with, e.g. verbally, through a mind-map or even as a drawing. All of these forms of relaying information can prove to be at an equal level of understanding to that of a long essay and in many situations showing an even higher level of understanding. a.. Promote good practice relating to the organization of students’ work. A dyslexic might have a weakness in this area. Files with color-coded subject areas for example will enable the individual to develop their organization skills. Visual aids Of key importance are the use of visual aids such as video and other forms of visual representation. Discussion and debates are also vital as this provides the student an opportunity to check for understanding and again attempt to store information into the memory - not easy, but extremely important!. Working at a speed that suits the student is also essential if a teacher really wants the student to learn the subject fully, rather than simply copy and regurgitate without understanding. A holistic approach In essence, a holistic (multi-sensory) approach is needed to ensure that the best possible attempt has been made to ensure the fullest level of understanding. Making tasks practical, thus avoiding large amounts of theoretical and initially abstract concepts allows for real creativity on the part of the student. Making models or running computer visualizations enables students to understand in a real and substantial way by taking a pro-active role in their learning. Most curriculum is needlessly fragmented by professionally defined subject areas. This does not serve the dyslexic, or in fact non-dyslexic in most circumstances, as it means that ideas and concepts that are naturally linked get separated and are not covered at the right times. Whenever possible try to link subject areas that naturally overlap. Visual diagrams Visual diagrams and bullet points enable the dyslexic to see and understand the information being relayed more effectively and in a far shorter time. Plowing through truckloads of text is both time consuming and often very tiring. Short term memory difficulties means that usually what is read never fully gets remembered or understood! Using diagrams, models and charts as notes are a useful tool in both linking concepts and revising subject areas at speed. Unlike heavy blocks of swaying text images are usually pleasurable to look at for the dyslexic. Diagrams that promote learning and encapsulate key points need not be masterpieces. Keeping them plain and to the point is most effective. Marking down At this point I would like to add that… "Marking down" a student's work solely for poor spelling or grammar is absolutely ridiculous. Computers, with spell checkers and voice to text systems, will in time put an end to this strange preoccupation with the finer side of notation and allow the students who understand and are able to develop concepts to receive the credit they deserve. The End Game… To summarize, each individual has the ability to process information in all number of ways, finding ones own most effective mode is vital if intellectual potential is to be fulfilled. I believe that the use of varied teaching approaches would benefit all students but is essential when working with a dyslexic. Computers and new technologies can help students but the emphasis must be on making curriculum as accessible as possible. Keeping presentations of information short and punchy is vital. But please remember to keep it visual, whenever possible and as importantly try to make it fun. Finally, Much work needs to be done in finding new and imaginative ways of relaying information, it is indeed a real challenge for all involved in education, I for one look forward to this challenge with vigor! Information is power… all power to the dyslexic! Mike
Juggins: dyslexic artist and writer.
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