To help shape our plans for 2011, we recently asked Dyslexia Foundation members to give us three quick ideas on small changes that make a big difference to the learning, living and working environments for New Zealanders with dyslexia.
And what an awesome response! With great suggestions for simple and effective changes that can be easily implemented! Many of these are centred on classroom changes, though some can be adapted for other environments. This page celebrates a selection of those responses – a reminder that simple actions go so far in making everyday lives so much better.
Working with clay to make a picture of a word that they do not understand; then with understanding comes the correct spelling.
Downloading audio books onto an ipod so that our child can keep up with what others his own age are reading.
Organizing lots of experiences outside the classroom, remembering that every activity helps associate vocabulary with a real life experience.
Taking up yoga – relieving stress and anxiety that can build when navigating the world.
Three things that make the biggest difference:
- recognition that there is something different - and open discussion (no longer hiding it)
- acceptance and tolerance develop pride in talents and skills
- dyslexia is the cause of our difficulty (and our abilities) but not an excuse
All school tests printed in comic sans, larger font and on light blue paper.
A video showing teachers what it is like to walk in the shoes of a dyslexic student.
Teachers acknowledging that many strategies to help students with dyslexia can be used for all students.
Talking about famous people who are dyslexic.
A support group for dyslexic boys year 7 to year 13, with the older boys mentoring the younger ones – empowering them, improving their self-esteem and providing an outlet for their creativity…
Rhyming games (to help the child make the connections between words, helps with spelling too).
Not believing schools when they cop out with comments like writing "needs to study harder more!!"
Making readers always available for non-reading tests (children have the questions read to them).
Children in buddies for topic work so only one has to write ideas, recordings, answers etc. Dyslexic children can participate fully without their writing holding them back.
Persuading the school librarian to buy some listening books for older children.
Helping my son name and express his feelings when he is having an emotional reaction/response…I ask him how he is feeling and help him to name that emotion (eg: 'sad') by either looking at a picture of emotions, or asking him to see the picture in his head and link it to what he is feeling… This has helped his self-esteem and is alleviating many problems that holding emotions inside can cause.
Using a highlighter on every second line of text on printouts to keep the lines straighter for dyspraxia as well as dyslexia.
Use a variety of ways to communicate messages not just text.
Ensure font, size and spacing is not only good for dyslexics but is used consistently- also probably good for all students!!
Using computer software (WordQ & Clicker5) to assist students with their writing.
Introducing the Dyslexia Foundation’s 4D programme to the school my children attend!
Trialing different ideas in classrooms and feeding back on results to benefit all staff.
Dad reading a bedtime story every night. Even if Dad is tired, when my son says "Daaad!" my husband gets up and moves towards the bedroom.
One instruction at a time.
Spread a test over a number of pages rather than crammed onto one page. Allow room for sketching rather than just the written word or even better, take the test orally.
Supporting parents of dyslexic children by having an understanding of their learning and teaching needs.
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