Appropriate Accommodations for a Student with Dyslexia - Essay Example

Running Head: Appropriate Accommodations for a with Dyslexia First, Middle, Last) Admission Number: Institution: Instructor/Lecturer: Date of Submission: (Dd, mm, yyyy) Table of Contents Table of Contents 2 1.Introduction 2 1.1.Causes, incidence, and risk factors 3 2.Appropriate accommodations for a student with dyslexia 3 2.1.Accommodations/Modifications 3 2.1.1.Textbooks and Curriculum 3 2.1.1.1.Books/Reading 3 2.1.2.Curriculum 4 2.1.3.Classroom Environment 4 2.2.1.Directions 4 2.2.2.Writing 5 2.2.3.Math 5 2.2.4.Grading 5 2.2.5.Testing 5 2.2.6.Homework 6 3.1.Symptoms 6 3.2.Signs and tests 7 4.Student needs given the nature of the dyslexia 8 4.1.Treatment 8 4.2.Accommodations used to support the process of a student with dyslexia 8 4.3.Accommodations Involving Interactive Instruction 8 References: 11 1. Introduction Developmental reading disorder also called dyslexia is the reading disability that happens when an individual’s brain does not correctly distinguish and process particular symbols. 1.1. Causes, incidence, and risk factors Dyslexia (developmental reading disorder) happens when a problem within the brain areas that assist in language interpretation exists. Dyslexia does not happen as a result of vision problems. Thus, dyslexia (developmental reading disorder) is a particular information processing problem that does not prevent someone from understanding or thinking complex ideas. Majority of people with DRD have usual intelligence and several have above average intelligence (Jones KM et.al, October 2004). Ahissar M (November, 2007), DRD can exist in a combination of developmental arithmetic disorder and developmental writing disorder. The entire of this entail utilizing of symbols to convey information. These circumstances can appear in combination or alone. Dyslexia usually runs in families. 2. Appropriate accommodations for a student with dyslexia 2.1. Accommodations/Modifications   Some of below accommodations/ modifications can be considered for students with dyslexia/reading disabilities. 2.1.1. Textbooks and Curriculum 2.1.1.1. Books/Reading Talk via the material one by one after reading assignments Do not necessitate the student into loud reading Give a one page summary and/or the review of crucial facts Utilize filmstrips/videos associated with the readings Review vocabulary ahead of reading Use overlay or colour transparency Allocate peer reading buddies Use highlighting tape or marker to highlight crucial textbook sections Give summaries for chapters Provide CDs/audiotapes of textbooks and ensure the student follow that text whilst listening 2.1.2. Curriculum Substitute written assignments; oral/taped, posters, or video, projects, presentations, collages, etc. Shortening of spelling tests to concentrate on mastering the most operational words Shortening of assignments to concentrate on mastering of major concepts 2.1.3. Classroom Environment Offer quiet in the intense learning periods Seat student near the teacher to ensure understanding monitoring Offer the computer for written work 2.2. Instruction and Assignments 2.2.1. Directions Request the student to repeat and check on comprehension Use both written and oral directions Accompany oral guidelines with visual clues Read the written instructions to student, and then demonstrate/model Divide complex directions into small steps; then arrange in vertical list format Offer guidelines in small steps with little words as possible (Jones KM et.al, October 2004). 2.2.2. Writing Minimize written work Minimize copying duties Permit student to dictate answer to simple questions Ensure student concentrate on single factor of writing assignment, e.g. voice, elaboration, etc. Grade for content only, not handwriting or spelling Permit the student to respond orally Permit the student to use a keyboard when suitable Offer the print outline with filmstrips and videotapes Offer a designated note taker, photocopy teacher’s or another student’s notes. 2.2.3. Math Break problems into small steps Read story problems audibly Take longer time to explain in case the student is struggling to understand Present information at a slower pace and small increments Utilize grid paper to assist correctly to line-up with math problems Use concrete and visuals Permit the student to use calculator without penalty 2.2.4. Grading Avoid penalizing of reversals, spelling errors, etc. Scrutinize oral performances more than the written Read the test to student Permit the student to type responses Offer chances to test orally 2.2.5. Testing Permit the tests to carried in a room with minimal distractions Permit students to respond on tape, dictate answers, with a typewriter to tutor for evaluation Offer the typed test materials and not tests written in cursive Split the content from convections/mechanics grade Read test materials and permit oral responses Allow maximum time required to finish tests and avoid time testing Go over courses orally 2.2.6. Homework Minimizing reading assignments Limit the amount of time used on homework and have parents to confirm the time spent on assignments Allow the work dictated by student to tutor or parent 3. Common characteristics of a student with dyslexia 3.1. Symptoms A student suffering from dyslexia can have the problem of separating sounds and rhyming that make up spoken words. The abilities seem to be significant in the progression of learning on how to read. The student’s first reading skills are founded on word recognition which entails being capable to disconnect out the sounds in words and equal them with letters and groups of letters (Ahissar M, November 2007). Because students with dyslexia have the problem of connecting sounds of language to letters of words, they can have problem comprehending sentences. True dyslexia is wider than simply transposing or confusing letters for example mistaking “d” and “b”. In general, the symptoms of dyslexia entail: Difficulty rhyming Difficulty learning to distinguish written words Difficulty in determining the idea content or meaning of simple sentence Dyslexia can happen together with math learning difficulties or writing. 3.2. Signs and tests Other factors causing learning disability and especially the reading disability should be stated out before a diagnosis of dyslexia is performed. Emotional disorders, brain diseases and mental retardation, and particular education and cultural issues, can cause learning difficulties (Jones KM et.al, October 2004). Perform a complete medical exam, including a neurological exam Ask questions about the persons developmental, social, and school performance Ask if anyone else in the family has had dyslexia Before diagnosing dyslexia, health care providers will: Enquire if family members must have dyslexia Ask questions concerning the individuals’ social, developmental and school performance Perform a full medical exam involving neurological exam Psychological assessment and Psycho-educational testing can be done 4. Student needs given the nature of the dyslexia 4.1. Treatment All students with dyslexia need various strategies. The personal education plan ought to be formed for every student with DRD condition. The below factors can be recommended: Special day classes Private or individual tutoring Extra learning help also referred as remedial instruction Positive reinforcement is significant as majority of students with learning problems have low self-esteem. Psychological counseling can be helpful. 4.2. Accommodations used to support the process of a student with dyslexia Teaching students with dyslexia within settings is a problem. Below are some accommodations that special and general education teachers may utilize in the classroom of heterogeneous students. 4.3. Accommodations Involving Interactive Instruction Moore DR (2007), the duty of getting students’ attention and ensure they are engaged for a period of time needs majority of managing and teaching skills (Ahissar M, November 2007). Students with problem in following directions are usually assisted by asking them to repeat those directions in their own words. Some accommodations to enhance successful interactive instructional practices are: Maintain daily routines: majority of students with learning challenges require structure of daily routines to know and perform what expected. Give students with graphic organizer: outline, blank web or chart may be given to students to fill during presentations. This assists students listen for major information and internalize the link among related and conceptual information. Emphasize on daily reviews: Daily reviews of previous studying or lesions may assist student’s link with new information as per the prior knowledge. Use of balanced presentations and activities: Effort ought to be performed to balance oral presentations with participatory activities and visual information. Likewise, there ought to be the balance between huge group, small group and individual practices (Jones KM et.al, October 2004). Write key words or points on chalkboard: Before presentation, the teacher may write key points and new vocabulary words overhead or on chalkboard. Simultaneous combination of visual and verbal information: verbal information may be offered with visual displays, e.g. handout or overhead. Utilization of step by step instruction: difficult or new information may be presented in small sequential steps. This assists students with limited prior knowledge who require explicit or part to whole instructions.  Accommodations Involving Student Performance Students differ largely in their capability to respond in several modes. For instance, students differ in their capability to offer oral presentations, write numbers and letters, give oral presentations, write paragraphs, work in noisy or cluttered settings, draw objects, write, read, or speak at a quick pace. More so, students differ in their capability of information process presented in auditory or visual formats. The below accommodations may be utilized in enhancing students’ performance: Encourage utilization of assignments calendars or assignment books. Students may use calendars to record assignment dates, record test dates, list school associated activities, and schedule timelines for schoolwork. Students ought to set aside a certain section in assignment calendar or book for recording homework assignments. Moore DR (2007), Encourage utilization of graphic organizers: A graphic organizer entails organizing material into visual format. Change the response mode: Students with challenge in fine motor responses like handwriting, response mode may be changed to underline, selecting from multiple choices, marking or sorting. Students consisting fine motor challenges, may be given extra space for writing of answers on worksheets or they may be permitted to respond on personal chalkboards. Let students turn lined paper vertically in math: Lined paper may be turned vertically to assist students keep numbers in correct columns whilst computing math challenges. Minimize copying by involving activities or information on worksheets or handouts. Permit use of instructional help: students may be offered with number and letter strips to assist them write correctly. Counters, number lines and calculators assist students compute once they comprehend mathematical functions. Design hierarchical worksheets: teachers may design worksheets with challenges arranged from simple to hardest. Early success assist students start to work. Use cues in denoting crucial items. Bullets or asterisks may denote activities or questions that count, strongly in evaluation. This assists students in spending time correctly in assignments and during tests. Use of flexible work times: students who perform slowly may be given more time to finish written assignments. Use of peer-meditated learning: teachers can pair peers of various ability levels to review their notes, read aloud to one another, study for test, write stories, or conduct laboratory experiments. More so, a partner may read math problems for students with reading challenges to cater for. Usage of flexible work times: students who perform slowly may be given more time to finish their written assignments. Display of work samples: samples for finished assignments may be displayed to assist students realize their expectations and plan accordingly. References: Ahissar M (November 2007). "Dyslexia and the anchoring-deficit hypothesis". Trends Cogn. Sci. (Regul. Ed.) 11 (11): 458–65 Jones KM, Eden GF & Cappell K. (October, 2004). Neural changes in remediation of adult in developmental dyslexia Lefly DL & Pennington. (May, 2001), early reading development at family risk with children suffering from dyslexia. Child Development 72 (3): 816–33. Moore DR (2007). Auditory processing disorders: treatment and acquisition. J Commun Disord 40 (4): 295–304. NCLD Editorial Staff. (2009). Accommodating Students with Dyslexia. February 23 2009. Available at: http://www.ncld.org/at-school/general-topics/accommodations/accommodating-students-with-dyslexia Read More