Classroom Layout and Resources (Dyslexia)

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    • 00:18

      SPEAKER 1: Right.OK.We're going to be looking at a little bit of place valueto begin with this morning.

    • 00:23

      DR. KATE SAUNDERS: Very often many dyslexic childrenare very good at 3-D thinking.They can be very good visualizers.They're very good at remembering meaning in terms of stories.Things that they've seen, things that they've done.What they find difficult is remembering symbols.

    • 00:46

      DR. KATE SAUNDERS [continued]: But that can be made much easier for themif we use multi-sensory methods, if we use ways of teachingthat work to their strengths.

    • 00:57

      NARRATOR: Teachers as Southfield Primary School near Swindonare implementing Kate's approach of workingto the strengths of dyslexics by carefullydesigning the classroom layout and their use of resources.

    • 01:09

      SPEAKER 1: Children that have dyslexia needto actually be able to feel and seewhat you're asking them to do.If I'm just standing at the front of the lessonand I'm just showing them on the board,it's very difficult for them to thoroughly understand it.So they have to have the resources in front of them,tactile, be able to see, hear.

    • 01:29

      SPEAKER 1 [continued]: So it's multi-sensory.So something to get their hands into.We're going to have a little bit of fun.

    • 01:35

      NARRATOR: Teachers make sure the room is arranged with plentyof floor space, giving the pupils lots of roomfor physical activities.

    • 01:42

      SPEAKER 1: I use hoops within my lessonto help with multiplication and division,simply because another multi-sensory wayof the children learning.So I have the hoops laid out on the floor.I would then have so the children are alsohaving to think about their place value.So when I'm labeling them, this is my decimal point, so which

    • 02:03

      SPEAKER 1 [continued]: column would come next?Who thinks they know what this is here?What do they think this might be?Liam?

    • 02:09

      LIAM: A decimal point.

    • 02:10

      SPEAKER 1: Good boy.So I'm going to put this right at the end of our hoops.So I'm going to place this on the floor.So this is my decimal point.I ask the children to come up and say I'd like you to beseven 10's.So they have to think about which columnthey're going to be standing in.If I wanted to multiply this number by 10,

    • 02:32

      SPEAKER 1 [continued]: what do I need to do?Callum?

    • 02:34

      CALLUM: Jump to the left.

    • 02:35

      SPEAKER 1: How many jumps are we going to do to the left,if we multiply by 10?Sarah?

    • 02:42

      SARAH: One.

    • 02:43

      SPEAKER 1: One, so can you show meon your sliders or your white boards what my answer would be?The children that are not involvedwill be using white boards or they willbe using a slider to help them.They will work out the answer, and then as a class,we will get the children in the hoops,tell them where they need to jump.Brilliant!

    • 03:03

      SPEAKER 1 [continued]: So what column are you now in?

    • 03:04

      SPEAKER 2: Hundreds.

    • 03:05

      SPEAKER 1: Good girl.So we've got four hundreds, haven't we?

    • 03:07

      DR. KATE SAUNDERS: Motor memory is oftenvery strong for dyslexics.So if she has them physically moving,this is something they're going to be able to remember doing.The use of color is often very strong for dyslexics.Actually place-- the place that you teach is oftenvery strong for dyslexics.So even if it's a different part of the carpet,when they visualize that, it's as if they're playing back

    • 03:30

      DR. KATE SAUNDERS [continued]: a video or a film in their mind, and they canpicture themselves being there.So these are really important memory strengths for dyslexics.

    • 03:37

      SPEAKER 1: We're going to do some adding together.Can you remember what method we would use whenwe're writing down our method?It's really important to have lotsof bright, colorful displays that the children can actuallyphysically get up and use them.For instance, with the numeracy board,if they can't remember a method for written addition,

    • 03:58

      SPEAKER 1 [continued]: it's, OK we'll go and have a look at the board,see which one it will jog their memory.So when you're adding up, just to remind you of the methodyou would use.All right, so next time if you're not sure,this is when you need to come up and have a look.

    • 04:11

      DR. KATE SAUNDERS: Many dyslexic children experiencevisual stress difficulties.What this means is that they seemto be particularly sensitive to glare from the white pageor from a white board, for example.Those children who are sensitive to visual stresscan have a crowding effect from the glare.So it can make the letters seem to merge together,

    • 04:32

      DR. KATE SAUNDERS [continued]: it can make them sometimes unstable,children will say that the word dance.And they're not really being able to haveconsistent learning about the look of a wordbecause it's not consistent every time they look at it.

    • 04:43

      SPEAKER 1: So it can be any of--

    • 04:44

      NARRATOR: To combat visual stress,the school have come up with a simple adaptation, whichdoesn't compromise the class.

    • 04:51

      SPEAKER 1: The white board we use,I dim it every time I use a back fill of a very pale color,so it's not quite so glaring.So the black text doesn't really hit outbecause again, it makes it very difficult to read.All right, so we've only got one five-headed alienon our spaceship.Doing activities in this way, using the resources I've done,

    • 05:12

      SPEAKER 1 [continued]: making sure that everybody in the classhas the opportunity to use them.Make sure that the dyslexic children do not feelany different to anybody else.And they leave this room hopefully feeling 10 feet tall,like they've been able to achieve.

Classroom Layout and Resources (Dyslexia)

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Abstract

A demonstration of how to instruct dyslexic students using multisensory teaching methods.

Classroom Layout and Resources (Dyslexia)

A demonstration of how to instruct dyslexic students using multisensory teaching methods.

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