tag:blogger.com,1999:blog-73038262187963281912024-03-05T11:42:00.121+00:00DCD (Dyslexia)...ADD.ADHD...Autism and Silent DisabilityInformation about specific learning needs and ways forward.DyslexiaDublinTobyhttp://www.blogger.com/profile/04720957318687612839noreply@blogger.comBlogger144125tag:blogger.com,1999:blog-7303826218796328191.post-10958663623289503662021-02-14T22:34:00.001+00:002021-02-14T22:34:04.788+00:00<p> <span style="background-color: white; color: #333333; font-size: 13px;">’ Dysgraphia -The Whys and How’s’ (revised 23-10-13) by Dyslexia Toby © 2013</span></p><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxiZF5suwZJybeXI3o_mXulEdboq42AzZ_PjY6sM_mGWOoZHTXxxtoRILtay8SnHaQ7Z96hJpXto1_WQSR4UquIeU93sBcOfyBYqFzXiPai8K-IQl41RaMRFW7hubBk7DdouUVpWAO2tE/s1600/exams.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxiZF5suwZJybeXI3o_mXulEdboq42AzZ_PjY6sM_mGWOoZHTXxxtoRILtay8SnHaQ7Z96hJpXto1_WQSR4UquIeU93sBcOfyBYqFzXiPai8K-IQl41RaMRFW7hubBk7DdouUVpWAO2tE/s1600/exams.jpg" /></a></div><br style="background-color: white; color: #333333; font-family: "lucida grande", tahoma, verdana, arial, sans-serif; font-size: 13px; line-height: 18px;" /><br style="background-color: white; color: #333333; font-family: "lucida grande", tahoma, verdana, arial, sans-serif; font-size: 13px; line-height: 18px;" /><span face="'lucida grande', tahoma, verdana, arial, sans-serif" style="background-color: white; color: #333333; font-size: 13px; line-height: 18px;">Dysgraphia can affect many people in various ways…it is generally regarded as deficiency/learning difficulty in the ability to put pen to paper in terms of the wri</span><span class="text_exposed_show" face="'lucida grande', tahoma, verdana, arial, sans-serif" style="background-color: white; color: #333333; display: inline; font-size: 13px; line-height: 18px;">tten word. It can be a handwriting issue, or a cognitive issue (transcription difficulty)…taking thoughts from the mind or indeed the teacher and putting them down on paper, and this can also be down to agraphia. It must be mentioned that as with dyslexia most students have very high intellect; this causes many teachers to believe the student lacks interest or is lazy; this is far from the truth, they have great ideas until it comes to the art of putting pen to paper. Again like dyslexics they are the ones that create the idea in group discussions and are great at the practical side of projects but cannot write a report etc.<br /><br />like what we write...you can read more at<a href="https://www.facebook.com/DyspraxiaGlobalDyslexiaDyscalculiaForumForAll?ref=hl" rel="nofollow" style="color: #3b5998; cursor: pointer; text-decoration-line: none;">https://www.facebook.com/DyspraxiaGlobalDyslexiaDyscalculiaForumForAll?ref=hl</a><br /><br />We all have moments when our mind goes blank whilst writing or in conversation… with dysgraphia and agraphia this is more profound and on-going. One of the problem areas is the using of graphemes (single letter and often silent in writing – as in debt). Although this is thought to be very much of a cousin to dyslexia, it does not actually bear any relation in so far as many with Dysgraphia and Agraphia students have little if any problems with their reading or spelling.<br /><br />Dysgraphia is, as mentioned, a lack of connection from the information stored in our brain and the lack of moving that information when commanded by the brain to the hand (fine motor)…this can be seen as comorbid (exists with other conditions) as it can be seen in children/adults with poor motor skill, such as DCD…Verbal Dyspraxia…ADD…ADHD.<br /><br />Agraphia, whilst having the same symptoms as dysgraphia, is often caused by damage to the temporal or parietal lobes and also in the motor cortex, which can be as a result of a stroke or other brain injuries. Although we talked about high intellect earlier, this can co-exist with dyslexia in some cases.<br /><br />Poor motor skills can result in dysgraphia due in part to immature fine motor skills and poor co-ordination (dexterity)… the most common being weak hand/arm muscles. Poor posture can also add to this, especially in DCD children and adults…they tend to tire very quickly and their writing space becomes very crowded.<br />Students can often present with poor writing and this is down to spatial and even scoptopic issues (visual stress)…they can view the paper as if its tapered top to bottom and their writing moves away from the margin…or their writing simply gets bigger as they work across the page.<br /><br />Taking down the written word requires huge concentration and you can often find that writing starts off fairly legible and then quickly deteriorates…it can also become slow and laborious due to poor retention of the information being dictated or from a whiteboard, etc.<br /><br />It is worth checking to see if your child is writing with the correct hand…I too often find that a left dominant student is writing with the right hand and this was never corrected at the early stage of learning to write.<br />Very often we put people in boxes (jump to the wrong conclusion) and in doing so miss diagnosing the actual cause of many areas such as dysgraphia. The student does not lack motivation or evade the learning process…it is important for all parents and teachers to observe students in their charge as vigilance will tell a lot. It is important to look out for:<br /><br />Students who work head down covering their work…this is often through embarrassment (fear of their peers looking at their work and making negative comments).<br />Crabbing the wrist and fingers whilst writing…could also be a sign of using the wrong hand to write with.<br />Fingers tiring quickly (hand shaking) when writing even short passages of texts.<br />Constant correction of work (tipex-ing or rubbing out).<br />Moving to upper and lower case in the same word.<br />Letters growing in size or, as mentioned, moving away from the margin (visual stress).<br />Inability to keep up with teacher or peers dictating (writing speed).<br />Lack of attention to detail (just want to get it over with).<br />Constantly looking to the board to re-affirm words (also poor short term memory can cause this).<br />Faint and illegible writing (can also be due to poor coordination and pressure on the paper).<br />Poor handwriting (can so often lead people to believe that the student is dyslexic).<br />Poor Comprehension…unable to build a story from scratch.<br />Students often complain of feeling tired and will yawn a lot while writing.<br />How can Dysgraphia be helped:<br />By introducing gross and fine motor exercises…this will improve posture and also arm, wrist, hand and finger strength and as well as reducing fatigue.<br />Using whiteboards to practice on and gain correct tip pressure of pen or pencil.<br />Introducing pen and pencil grips or stubby pens and pencils.<br />Using a multi-sensory teaching package.<br />Having a test for visual stress and the possible introduction of filters and coloured writing books.<br />Students with learning difficulties put far more effort into everything they do even though on the flip side teachers will often disagree…these students are, as previously mentioned, very clever and will in usually excel in subjects other than those that involve writing copious notes.<br />Delivering very visually stimulating and kinaesthetic type projects are so important. Memory recall work is also important to grow confidence in students with dysgraphia, we at dyslexia Dublin have great results in this area.<br /><br />Dyslexia Dublin.ie carries a huge range of resources to help with Dysgraphia and we ship worldwide.<br />Please feel free to comment on any of our posts…the information we use in our posts is that of our own opinion and research and occasionally will include the work of others. It is for reading and guidance only and should never be taken literally.<br /><br /> you can follow us on facebook at dyslexia dublin toby lee<br />or on twitter @dyslexiadublin</span>DyslexiaDublinTobyhttp://www.blogger.com/profile/04720957318687612839noreply@blogger.com0tag:blogger.com,1999:blog-7303826218796328191.post-88721505336874859842020-12-17T11:51:00.006+00:002021-02-14T22:18:36.232+00:00<p> Why are we so different by Dyslexia Toby© 2020</p><div class="MsoNormal"><o:p></o:p></div><div class="MsoNormal"><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiebpTKXbB-Xug5W36gH3OieYRWb0s8z7R3F9_aRHZ__HjfzYZbXvWaaT-IsjJ-7Xqll4zCStHFLWQPP-luaNZ7BgPK8L_Ka07Tp8DEC2UbEuiybbXDe4t6AKxN61Dy4cFTis3bk5XVBME/s1600/compromise.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiebpTKXbB-Xug5W36gH3OieYRWb0s8z7R3F9_aRHZ__HjfzYZbXvWaaT-IsjJ-7Xqll4zCStHFLWQPP-luaNZ7BgPK8L_Ka07Tp8DEC2UbEuiybbXDe4t6AKxN61Dy4cFTis3bk5XVBME/s1600/compromise.jpg" /></a></div><br /><br /></div><div class="MsoNormal">I grew up with a huge variation (character) to many including my siblings.<o:p></o:p></div><div class="MsoNormal">We shared so many things and were afforded the same opportunities.<o:p></o:p></div><div class="MsoNormal">We went to similar schools for the most part, joined the same or similar clubs!<o:p></o:p></div><div class="MsoNormal">We all lived under the same roof.<o:p></o:p></div><div class="MsoNormal">We all ate the same things.<o:p></o:p></div><div class="MsoNormal">But I always felt different, I’m not alone.<o:p></o:p></div><div class="MsoNormal">Parents often wonder why their offspring are so different in many ways, and some question their-selves.<o:p></o:p></div><div class="MsoNormal">I have heard, so many say much of what has been mentioned.<o:p></o:p></div><div class="MsoNormal">There is absolutely no reason to do this; we are a make-up of genes going back generations.<o:p></o:p></div><div class="MsoNormal">If we were all born on the same day and all of the same sex would we still be different!<o:p></o:p></div><div class="MsoNormal">Of course, we would be!<o:p></o:p></div><div class="MsoNormal">Perhaps understanding why we are so different would be a good place to start.<o:p></o:p></div><div class="MsoNormal">There are good reasons why we’re so different from each other. And sometimes we need to look deeply at and be more aware of this variation this will help us to be kinder to many including those near and dear, with greater empathy when others actions are different to ours, this will help us when judging others and ourselves in an inappropriate manner.<o:p></o:p></div><div class="MsoNormal">Some say we are the partly made up from preference and others are honed through experience including episodic events, and to some degree that is the case. But we are a combination of many factors, some beyond change or control.<o:p></o:p></div><div class="MsoNormal">Some research even points to change through such things as disease (miasam) We are the equal to the sum of the parts of many things, making change a process that is slow to shape and needs lots of nurturing.<o:p></o:p></div><div class="MsoNormal">So how do we become more excepting of our differences/variants?<o:p></o:p></div><div class="MsoNormal">Our very DNA means that we are very unlikely to find another that would exactly mirror our views, and in itself presents obstacles and the only way we can truly overcome these such as our early development, education and indeed relationships.<o:p></o:p></div><div class="MsoNormal">We can succeed if we mastering the art of being both constructive and compromising in our approach, even if we don’t wholly agree with another’s actions.<o:p></o:p></div><div class="MsoNormal">It may also be the case where we fail through lack of understanding due to these different trains of thought!<o:p></o:p></div><div class="MsoNormal">Being aware of our differences is so important as parents, educators and indeed the individual child or adult…this is especially so with those who have a learning difference such as ADD,ADHD,Asperger's, SPD,ODD,OCD,Dyspraxia or Dyslexia.<o:p></o:p></div><div class="MsoNormal">There are too often comparisons made to those that don’t have any of the above and understanding that we are all different and even researching the various learning needs would be a giant step forward for so many.<o:p></o:p></div><div class="MsoNormal">Don’t compare like for like as like, this is a pure myth, and in reality does not exist.<o:p></o:p></div><div class="MsoNormal">If one of your children takes longer to learn to dress or tie shoe laces so be it, be patient and afford them the extra time. The same for educators if the students is slow to finish, change the requirements of that student's workload. Better still change your style of delivery (kin-aesthetic).<o:p></o:p></div><div class="MsoNormal">If your partner has entrenched characteristics offer to compromise, change is always within reach, and far better than the alternatives.<o:p></o:p></div><div class="MsoNormal">Above all, we need to take a long look at what’s in front of us, solutions are often easy to find, if we take the time to look!<o:p></o:p></div><div class="MsoNormal">Be protective of those around you and share experience of best practice and in education make sure your concerns of others are understood.<o:p></o:p></div><div class="MsoNormal">Over learning is paramount in all cases. Those right-brained students struggling in maths need support, and equally do those that are linear left brained when they struggle in the creative areas of education.<o:p></o:p><br /><br /></div><div class="MsoNormal">This article had been written by our team, and we have used the work of others in our research. We always suggest that if you are concerned please seek the advice of others.<o:p></o:p></div><div class="MsoNormal">You can follow us on twitter @ dyslexiadublin <br /></div>DyslexiaDublinTobyhttp://www.blogger.com/profile/04720957318687612839noreply@blogger.com0tag:blogger.com,1999:blog-7303826218796328191.post-86409800028729679192020-09-24T09:35:00.004+01:002021-02-14T21:01:21.173+00:00<p> <span style="background-color: white; color: #333333; font-size: 13px;">The Why’s and How’s of the IEP (Individual Education Plan)and the benefits to individuals in the learning environment (revised) by Dyslexia Toby © 2020</span></p><span face=""lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif" style="background-color: white; color: #333333; font-size: 13px; line-height: 18px;"><br /></span><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBNBbwnkJGv-tUh2D4vQWDJKyHP6OY4bM_6SJ_Cn4Piamu7BXYsru3CSudzKKa4DddcpLFABzSfvew8uG6EB7wgRavA4Te-3q5BQ50bTuIGCv8wsDScvBJE0hK6v-xxOoxgAks4FLdlKI/s1600/inclusive+teaching.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBNBbwnkJGv-tUh2D4vQWDJKyHP6OY4bM_6SJ_Cn4Piamu7BXYsru3CSudzKKa4DddcpLFABzSfvew8uG6EB7wgRavA4Te-3q5BQ50bTuIGCv8wsDScvBJE0hK6v-xxOoxgAks4FLdlKI/s1600/inclusive+teaching.jpg" /></a></div><span face=""lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif" style="background-color: white; color: #333333; font-size: 13px; line-height: 18px;"><br /></span><span face=""lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif" style="background-color: white; color: #333333; font-size: 13px; line-height: 18px;"><br /></span><span face=""lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif" style="background-color: white; color: #333333;"><span style="font-size: x-small;"><span style="line-height: 18px;">Just received your child's IEP or would like to know more ( have an assessment, then you should be informed about your entitlements).</span></span></span><br /><br style="background-color: white; color: #333333; font-family: "lucida grande", tahoma, verdana, arial, sans-serif; font-size: 13px; line-height: 18px;" /><span face=""lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif" style="background-color: white; color: #333333; font-size: 13px; line-height: 18px;">Specific Needs Education is the education of students with special needs in a way that addresses the student</span><span class="text_exposed_show" face=""lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif" style="background-color: white; color: #333333; display: inline; font-size: 13px; line-height: 18px;">s' individual differences and needs. This process involves the individually planned scheme of work with an agreed level of help…sometimes intense help… to achieve a learning objective, such as learning the alphabet for example. This will also give an outline of the resources required to achieve an outcome equal or close to their peers (see the article on Accommodation for further details).<br />This will include the provision of in-class support (SNA) and one to one (resource teacher), requiring extra resource hours.<br />There is a range of learning needs and not all children in a class would have been through a diagnosis. The school, however, should be able to identify such students and should offer as much support as they possibly can. Parents must also be informed of this, which is key to helping move their individual child forward.<br />In most countries, inclusive education is in place; schools and teachers are changing the way in which they teach, to accommodate all students and allowing far more children with specific learning needs to be taught in the mainstream school.<br />Integration is less likely to cause stigma amongst the students as they are submerged in this modern learning environment. Inclusive education, with adequate resources and qualified knowledgeable staff, can offer almost everything to everyone in regard to education.<br />Specific learning needs students can be identified early in the learning process…observation of work and participation in group and solo activities can be monitored, along with performance in both testing and homework. These would all help to identify individuals that are struggling to understand the information being presented.<br />IEP (Individual Education Plan)<br />A learning programme should be agreed between teachers and this should also involve parents and the support staff within the school. This will vary from country to country and will be unique to the student that has been identified with a learning need. The IEP will set out the support and resources required to help the individual and will also document the resource hours and in-class provision (scribe…reader, etc.) required to help the student cope with the mainstream class.<br />As schools become more familiar with the range of individual needs, they will resource accordingly. This will require changes in the way they accommodate all within the group and this could be down to gaining physical access to classrooms (old schools) with the use of lifts to upper levels, to the introduction of computers for children who cannot write because of a physical disability. They must also take account of the child’s needs outside of the classroom during break times, to include access to the playground, toilets and eating facilities.<br />In the case of a child on the Autism Spectrum, it might be necessary to school them in a smaller group or classroom. This can also be the same with children who have SPD if they are tactile or not tactile, they might struggle to concentrate and would need to be positioned accordingly. This would also be the same for children with auditory processing problems and also those who may have visual stress.<br />Modifying the Lesson to include the IEP.<br />Students workload can be reduced and be more specific…for instance, handwriting can be in print rather than cursive to help students keep up with lessons that are dictated.<br />Project work can be assisted by giving the student a textbook and also an audio or DVD to watch, such as Michael Morpurgo’s ‘War Horse’, for example.<br />Reduced homework is given on a more consistent basis, with maybe one subject per night instead of several subjects…this also means there is less to forget and fewer books for the student to carry home.<br />Students should be given access to certain resources during testing, like the use of a calculator or have a bank of words to aid comprehension. Extra time for tests can also be agreed during the construction of the IEP.<br />ECM (every child matters) is an integral part of every school and classroom or should be. The Teacher is responsible for ensuring the safety of all children in their care and take appropriate advice/action to maintain the safety of all.</span><br /><span class="text_exposed_show" face=""lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif" style="background-color: white; color: #333333; display: inline; font-size: 13px; line-height: 18px;"><br /></span><span class="text_exposed_show" face=""lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif" style="background-color: white; color: #333333; display: inline; font-size: 13px; line-height: 18px;">If your child is starting a new school make sure the provision is there before you register them.</span><br /><span class="text_exposed_show" face=""lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif" style="background-color: white; color: #333333; display: inline; font-size: 13px; line-height: 18px;"><br /></span><span class="text_exposed_show" face=""lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif" style="background-color: white; color: #333333; display: inline; font-size: 13px; line-height: 18px;"><br /></span><span class="text_exposed_show" face=""lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif" style="background-color: white; color: #333333; display: inline; font-size: 13px; line-height: 18px;"><span face=""calibri" , sans-serif" style="color: #444444; font-size: 15.3333px; line-height: 21.2667px;">NB. This information is from personal experience and research and also partly sourced through the work of others. It is purely for improving the understanding of dyslexia and to offer helpful advice in related areas. Dyslexia Toby © 2020</span><br /><br /><br /></span>DyslexiaDublinTobyhttp://www.blogger.com/profile/04720957318687612839noreply@blogger.com0tag:blogger.com,1999:blog-7303826218796328191.post-63825643934953757792020-05-09T12:59:00.002+01:002021-02-14T21:02:10.153+00:00<div dir="ltr" style="text-align: left;" trbidi="on">
<br />
<div class="MsoNormal">
How can a dyslexic, become both a <span style="mso-spacerun: yes;"> </span>teacher and a writer.<o:p></o:p><br />
<br /></div>
<div class="MsoNormal">
I spent many years struggling through academia never
figuring why I was so different.<o:p></o:p></div>
<div class="MsoNormal">
Most of my friends grasped the nettle, I didn’t. I always
had a passion to teach and I always tried so hard to match my peers in school
so how did I find out I was both dyslexic and dyspraxic?<o:p></o:p></div>
<div class="MsoNormal">
I trained to be a mechanic on the advice of my father, even
my family thought I was slow or stupid.<o:p></o:p></div>
<div class="MsoNormal">
Can you imagine how life was and is for others like me? We
spent our days in school being verbally abused and, in my case, canned most
days. <o:p></o:p></div>
<div class="MsoNormal">
I arrived at college on my fist day to start studying
mechanics and Sat down, the teacher walked in wearing his white gown and a
thought came to mind, I should be him.<o:p></o:p></div>
<div class="MsoNormal">
From that very day I began my plan to become a teacher, I
went to an evening class to get my Teaching Cert and took a part time job at a
local college. The motor vehicle department did not want to be saddled with me,
the newbie, far too much hassle for them. <o:p></o:p></div>
<div class="MsoNormal">
They pointed me in the direction of a teacher called Mike,
he was forming a bridge program to get students with learning needs on to main
stream courses, he asked me and I said yes, he asked me again to be certain I
said yes. At that point I had no idea I was Dyslexic Dyspraxic.<o:p></o:p></div>
<div class="MsoNormal" style="background: white;">
<span style="color: black; mso-color-alt: windowtext;">I wrote a program and took charge of a group of mixed
students male and female with a range of learning needs, and suddenly the
curtains opened and I started to seem me as part of the group, It was like
looking in a mirror, an epiphany. </span><o:p></o:p></div>
<div class="MsoNormal" style="background: white;">
<span style="color: black; mso-color-alt: windowtext;">I was now in a position to write the wrongs and give
something back, I struggled and worked hard to get my teaching cert, many on
that course where pure academic and one guy continually took pieces out of me,
so what are you going to bore us with next, he was an accountant and didn’t
like my practical demonstrations, I guess being academic he didn’t understand a
creative mind.</span><o:p></o:p></div>
<div class="MsoNormal" style="background: white;">
<span style="color: black; mso-color-alt: windowtext;">Spelling still haunted me in the early days of
teaching, I had students correcting my work. I had without realising it created
a non-judgemental bridge between me and the students, they rusted me. </span><o:p></o:p></div>
<div class="MsoNormal" style="background: white;">
<span style="color: black; mso-color-alt: windowtext;">I maintained a feeling of openness where no student
felt isolated and they engaged and no one was made to look a fool, but I will
admit I learnt so much about me whilst working with them. I learn ways of
getting the information across that stuck with them, lessons become both
structured and fun. I loved that phase of my life as I had become a facilitator,
I felt such pride with my groups. They were now being taken seriously and
achieving beyond many people’s dreams. I also became a much nicer person. </span><o:p></o:p></div>
<div class="MsoNormal" style="background: white;">
<span style="color: black; mso-color-alt: windowtext;">I was told during my school years that I would never
string two words together and now I am realising how wrong the were, I still
teach in my retirement and now I am a writer.</span><o:p></o:p></div>
<div class="MsoNormal" style="background: white;">
<span style="color: black; mso-color-alt: windowtext;">It is never too late to learn anything and make
improvements as I have done, my journey is far from over. We must harness and
live our dreams, for dreams can be made into reality.</span><o:p></o:p></div>
<div class="MsoNormal" style="background: white;">
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<span style="color: black; mso-color-alt: windowtext;">Here is a link to my new children's books, spelling through adventures. </span><a data-ft="{"tn":"-U"}" data-lynx-mode="async" href="https://l.facebook.com/l.php?u=https%3A%2F%2Fwww.amazon.co.uk%2Fdp%2FB088B5NF43%3Ffbclid%3DIwAR2ns9OVfM0KobJfx8M3mEwu4HVYG0uV8W_I945JdzmccscGHu3N0DzD_Vk&h=AT1Ps93UavPH_UIsDI4L01iFwI29vpSb4stiXZ0bYHlYz-3K-rcebkTFEPMhpsrYyXHU8kF9x6egf2VbTTxbuMM8tBsvlkJxf-VemR27CzXgOEuFiUTDKbOHeDvDqC6V7tiJDSlvjBD3YMDdWaZ-tuA8e_74dr_g0QvsTVBeNRfyZ-Bk8y5TBH7xGD8X978T6nTzIolXT63hym9GR17fDA5LOc33EUXFdeaG_V6TW43Fa3q9e8ZgSeFFg21b0kmq9cOlGkiK1px-t_0LZ071b0mla5TU55r4Mt6DuxICOchpKpSAxW13fQeylJjkdtBZe9S_QRkdKLz0jLzGjB6pS6TyWbH9l0YlbTQs_af3V-KTVmaoEZmE7reyYNXELSYheRmO5suOWk0sClORhME5hLcdDL_RuADcLAe385YIhkmYw_D4jkP6oFwUVfSNm0NIMB5dtCHzvGS6JcjjX7SlVvTF-l3ufcT2QYr9vbJS5woyr7wM64YMguwjr7aXlLZ0yzUy9WH3RIMaMITjEey1Mig2Lu_mxdJqMk7yHmHxlJ5rfTcHulyvH59vEBZySikeHonFDp9FvjqyrlBZCmR5EBIt25cyUw6KTNH-RNh1ZBlIlE5_Pf5I2doCGMYtDV7a_awMOJ3JCHc" rel="noopener nofollow" style="color: #385898; cursor: pointer; font-family: Helvetica, Arial, sans-serif; font-size: 14px; outline: none;" target="_blank">https://www.amazon.co.uk/dp/B088B5NF43</a></div>
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Dyslexia Toby © 2020 all rights reserved.</div>
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DyslexiaDublinTobyhttp://www.blogger.com/profile/04720957318687612839noreply@blogger.com0tag:blogger.com,1999:blog-7303826218796328191.post-13495078649226822812020-05-09T10:53:00.002+01:002021-02-14T21:03:23.690+00:00<div dir="ltr" style="text-align: left;" trbidi="on">
How can we improve retention by Dyslexia Toby © 2020<br />
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Retention rates are so important; throughout our lives from early to later years.<br />
Those with Spld tend to have great long term memories and poor short term memories; why is this!<br />
We can accrue part of this to a lack of stimulation and different styles of tuition/instruction.<br />
We need a clear and unobstructed path in order to encode (receive) all types of instruction and perform a given task.<br />
When we are receiving visual instruction our attention rates tend to be far higher than if we are receiving aural instruction…this in part is due to our slower processing speeds and can also be a cause of slow processing speed along with poor short term memory.<br />
Retention speed has a serious effect on how we take information from the whiteboard or power point (syntax).<br />
We also have problems when we are forced to break words down to aid spelling and replicating from the board to paper; we can often look up two, three or four times to transcribe a word correctly. This will leave us well short come revision time as we only retain parts of words and indeed part of sentences.<br />
Many left hemisphere linear thinkers tend to remember sentences with ease, and some even remember paragraphs in exact detail.<br />
This can also cause problems with handwriting and legibility, this generally happens when a child has to look up at the board to spell certain words. They tend to catch up the others in the class by writing faster.<br />
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Many of us forget or fail to process a name of a person during an introduction, why, we are too busy processing a visual image of the person. This is why we never forget a face even though we have forgotten the name.<br />
We lose things very often, like our keys or phone, quite often misplacing them when we arrive home, why, we don’t tend to find the journey home as stimulating as the outward journey. With the exception of leaving somewhere like school.<br />
The brain process is so complexed, and anything can cause us to misinterpret or completely miss instructions!<br />
Noise is a major factor, but we can also include a poor presentation or garbled or overly technical delivery.<br />
Stress can be another variant in blocking pathways to retention. And slow processing speed as mentioned in previous articles.<br />
Stress can have a detrimental effect on the many memory functions and also brain function,<br />
Stress manifests itself in a variety of ways and levels; higher levels can be either intrinsic or extrinsic. We can take maths, for instance, this can be Intrinsic and a complicated formula or any give maths task can be triggered, extrinsic can be triggered by a prior fear or thoughts creeping into the mind.<br />
Poor sleep patterns are another reason for poor retention; as is dehydration.<br />
We can improve poor retention and slow processing by using many of the aforementioned processes.<br />
Others can play their part. Schools can keep an eye on room temperature and the circulation of fresh air.<br />
Many schools still seem reluctant to allow water to be consumed in the classroom, although many take a modern proactive approach.<br />
Getting your children to read out loud and even at a low volume so only they can hear will improve retention overnight (introducing more senses)!<br />
Bringing as many senses as possible also improves retention.<br />
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NB. This information is from personal experience and research and also partly sourced through the work of others. It is purely for improving the understanding of dyslexia and offering helpful advice. Dyslexia Toby © 2020<br />
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DyslexiaDublinTobyhttp://www.blogger.com/profile/04720957318687612839noreply@blogger.com0tag:blogger.com,1999:blog-7303826218796328191.post-4705127433798660042019-02-26T19:06:00.001+00:002021-02-14T21:04:13.360+00:00<div dir="ltr" style="text-align: left;" trbidi="on">
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Are you left or right side dominant? By Dyslexia Toby 2019©<br />
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I wonder how many have stopped to think where our dominant side is. We carry out actions involving our dominant side subconsciously.<br />
We know that this has little or nothing to do with left and right brained learners/thinkers.<br />
Our brains are separate, in two parts, within the skull, the two hemispheres are connected (corpus callosum) by pathways.<br />
Many use one-half of the brain far more than the other, and certainly when carrying out certain tasks, Language skills are left brain techniques.<br />
Many believe that side dominance causes us to learn differently, many years ago I was told that left-handed be people were less likely to have strokes. I am afraid to say there is little to back up either of these theories.<br />
This dominance is okay providing we use that side for most activities.<br />
There are activities that utilise both sides, like tying shoes or buttoning shirts. These require a huge degree of dexterity.<br />
The two activities mentioned are extremely difficult for children with specific learning needs like dyspraxia<br />
The half that is used is sometimes tied to which hand they prefer to use. If someone likes to use their right hand when doing an activity, like drawing or throwing a ball.<br />
Checking left, and right dominance in those with learning needs especially those with dyspraxia is crucial.<br />
Many children with planning and co-ordination problems can end up using the wrong hand or leg, this can lead to problems as the muscle tone is far greater on our dominant side.<br />
You can see the grip is very crab-like and awkward.<br />
If this is the case the writing will be of poor quality and they will complain of tired hands or hand cramps.<br />
Have you noticed how high jumpers, long jumpers, and hurdlers take off, starting off and the stride pattern is so important and allows for them to arrive on the right side?<br />
Measuring muscle diameter can point to this being true.<br />
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How can we check for handedness:<br />
We can check the leg we use to step off into our stride pattern.<br />
What is the leading leg while climbing the stairs?<br />
You can try by using your trailing leg and seeing how strange it feels.<br />
The arm we grasp things with or carry a bag.<br />
Where do we carry our bags?<br />
You can improve co-ordination skill sets by making sure you or your child are using the correct side, left or right.<br />
You may have noticed from an early stage that your child struggled with colouring, etc. and this can also be an indicator that is well following up.<br />
Even riding a bike can be problematic if the child is starting off with their weaker leg.<br />
I would like to mention that for any child with a dominance problem or balance, planning or co-ordination issues would benefit from increasing activities with both sides.<br />
Exercises that can promote balance:<br />
Brushing your teeth.<br />
Brushing hair.<br />
Stepping off on your non-dominant side.<br />
Activities that get you or your child to cross over their centre line.<br />
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We have also written a piece on left-right brain dominance that can be found on this blog site.<br />
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">We now offer online tuition.</span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">All our articles are for information only and guidance… professional advice should always be sought. Dyslexia Toby © 2019</span></div>
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DyslexiaDublinTobyhttp://www.blogger.com/profile/04720957318687612839noreply@blogger.com0tag:blogger.com,1999:blog-7303826218796328191.post-80207292333643531782019-02-26T18:45:00.004+00:002021-02-14T21:05:26.431+00:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="color: #444444; font-size: 11.5pt;">Why Don’t You Listen To Me? (Auditory Processing) by Dyslexia Toby © 2019<u></u></span></div>
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<span style="color: #444444; font-size: 11.5pt;">Listening relates so closely to most of what we achieve in school and in our daily lives.<u></u><u></u></span></div>
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<span style="color: #444444; font-size: 11.5pt;">Let’s take a look at Auditory Processing and the causation.<u></u><u></u></span><br />
<span style="color: #444444; font-size: 11.5pt;"><br /></span><span style="color: #444444; font-size: 11.5pt;"><b>We now offer online support for dyslexia.</b></span></div>
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<span style="color: #444444; font-size: 11.5pt;">Auditory processing disorder (APD) is common amongst children and also goes into adulthood. It affects around 5-6% of the world’s population, myself included, and is also known as Central Auditory Processing Disorder (CAPD). We have real problems when it comes to picking up verbal instruction, we simply don’t hear quite the same as others who don’t have auditory processing issues. Why… and a very important why? Our brains and ears function in a slightly miscued way and at a far slower connection rate. This can have a huge effect on the way we speak, we quite often have to slow speech down to avoid mistakes.<u></u><u></u></span></div>
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<span style="color: #444444; font-size: 11.5pt;">This is so important… the connection between the individual and their instructor/teacher needs clarity and, if there is a cross infection with other noises, the signal becomes confused or even lost, and the reaction/response is often the wrong one. This is more prevalent today than ever before as modern class environments are more open with micro learning groups. Some teaching styles and resources can work very much against those with auditory processing, eg. teaching as a facilitator… using mainly student input which may well involve various voices and demonstrations/role play, lots going on within the classroom. It seems such a shame in many ways, but the old school layout and delivery was very much favourable to good linguistics… a single voice in a quiet classroom, with the exception of the teacher talking whilst writing on the board. However, at that time we didn’t understand specific learning needs, now we do... or should do! Very often the work is projected onto the whiteboard which allows the teacher to face the class, but the background noise minimises the pluses here.<u></u><u></u></span></div>
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<span style="color: #444444; font-size: 11.5pt;">Have you ever been in a café or restaurant and struggled to listen to your friends/family? Do you look up if someone drops something, or they turn on the ice/smoothie machine, or maybe driving in the car and the children are talking or playing loud music and you make a mistake or go the wrong way? Have you ever wondered why some children and adults don’t enjoy swimming? It’s not always the water that puts them off… swimming pools amplify sound to unbelievable levels. My own daughter used to hate going to motor racing circuits and bonfire nights use to be a real problem too. We often never realise how noise pollution affects some of us, although I will say the majority of us don’t even notice competing sounds and can just keep zoned into the person talking, or focus on what they are doing.<u></u><u></u></span></div>
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<span style="color: #444444; font-size: 11.5pt;">How do we assess for auditory processing problems?<u></u><u></u></span></div>
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<span style="color: #444444; font-size: 11.5pt;">This can be quite easy for both parents, teachers and indeed self-diagnosis in an adult.<u></u><u></u></span></div>
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<span style="color: #444444; font-size: 11.5pt;">Most who parent or work with children will notice how they can appear to switch off/zone out whilst doing certain activities, like at home watching television or deep into a game, they simply don’t hear you telling them dinner is ready or to turn the TV down. You are competing with other sounds and they don’t hear you… this is often the case with missed instruction in the classroom too.<u></u><u></u></span></div>
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<span style="color: #444444; font-size: 11.5pt;">If we go into a quiet room, like a library, for instance, we can listen to sounds without any problem… why? Because they are clear and unhindered. If you have ever been for a hearing test, you might have wondered why you walked through so many doors and into a sound-proof room? It’s because they have to ensure there are no competing sounds or noise pollution.<u></u><u></u></span></div>
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<span style="color: #444444; font-size: 11.5pt;">Some children and adults can have an over-sensitivity to noise, however, there will also be those that have an auditory problem. This needs clarification if it’s suspected that treatment can be given and any problems are addressed before they fall too far behind ie. speech delay or studies.<u></u><u></u></span></div>
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<span style="color: #444444; font-size: 11.5pt;">We can go through childhood into adulthood and this might not be picked up due to lack of awareness, or maybe it’s not severe enough to cause concern. However mild, moderate or severe, it should all be looked into to avoid any problems.<u></u><u></u></span></div>
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<span style="color: #444444; font-size: 11.5pt;">One of my children would have problems with competing sounds as mentioned earlier and maybe you can already see similarities… shout them for dinner and, if they are listening to music or watching TV, they won’t hear you. Trust me, this is not with intent, they just can’t hear you… stand in front of the TV and they will hear you fine.<u></u><u></u></span></div>
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<span style="color: #444444; font-size: 11.5pt;">So, do you notice any of the following…<u></u><u></u></span></div>
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<span style="color: #444444; font-size: 11.5pt;">Do they have volume control problems, ie. they raise their voice for no reason?<u></u><u></u></span></div>
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<span style="color: #444444; font-size: 11.5pt;">Do they dislike noisy places like swimming pools, cafes, etc?<u></u><u></u></span></div>
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<span style="color: #444444; font-size: 11.5pt;">Are noisy environments upsetting to your child?<u></u><u></u></span></div>
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<span style="color: #444444; font-size: 11.5pt;">Do they look around when there is a sudden increase in competing noises?<u></u><u></u></span></div>
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<span style="color: #444444; font-size: 11.5pt;">Have you noticed a variation with them in different settings?... like at home with maybe just you and them with no competing noises they can completely focus, whereas if there's two or three children doing homework together and you’re making dinner or whatever, they can’t focus.<u></u><u></u></span></div>
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<span style="color: #444444; font-size: 11.5pt;">If the environment is noisy, is their accuracy with tasks or commands affected?<u></u><u></u></span></div>
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<span style="color: #444444; font-size: 11.5pt;">Remember that this can be comorbid with other SPLD’S like dyslexia and dyscalculia, add, ADHD and can lead people to believe that they have other problems when it can just simply be auditory processing. Lack of understanding/clarity of what they’re hearing can cause students to appear hyper and disruptive and while I must say this is not one size fits all, it is well worth exploring… especially if you see a change in your child.<u></u><u></u></span></div>
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<span style="color: #444444; font-size: 11.5pt;">Maybe they have a problem academically that is caused by their inability to zone into the teacher? Maybe their class is noisy at times? You can often find noise levels increase in more non-kinesthetic subjects like English and Maths, as some children are less stimulated and distracted and this can raise noise levels to the point where your child cannot focus. We need really good listening and processing skills in the early phases of learning English, as there is such a small variation in sounds between certain letters and letter formations. We can also look at confusion with homework… what happens when the teacher wraps up or the children know the school day is coming to an end? Ever wondered why they forget books or misunderstood what was required for homework? This is often laid at the door of poor organisational skillsets… however, a simple fix is to set the homework earlier in the day, as when it is coming near to home time the class in general is winding down and getting reading to go home. Better still, give them one or two subjects per night for homework, less books to carry too! <u></u><u></u></span></div>
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<span style="color: #444444; font-size: 11.5pt;">Maybe your school is proactive and are prepared to offer FM (the student wears headphones linked to the teacher which allows them to hear only the teacher’s voice) or take steps to reduce competing noises. You can also work on this at home when tasks require a high level of accuracy. Help them to speak with good tone variation, try talking into the mirror with them, record their voice and play it back… this helps pitch. Try not to use high level vocabulary, make it fit their academic age range, we often talk to our children these days as if they are adults, this never happened years ago. Also, keep an eye on the type of programmes they are watching on the television.<u></u><u></u></span></div>
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<span style="color: #444444; font-size: 11.5pt;">We tend to slow our speech down when talking to non-English speakers and this is also a good idea for talking to people with APD, but not to the point where the person feels that we are mocking them, there has to be a good balance. School environment can account for some issues… teachers can make sure those who they feel may have APD can be seated nearer the front of the class and preferably away from the noisy elements. Let your child share ownership of this, especially if they are of an age where they can see the negative effect it has on their progress both in and out of school.<u></u><u></u></span></div>
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<span style="color: #444444; font-size: 11.5pt;">How do we find out if our child, or indeed an adult, has APD? You can monitor activities and mood swings during events… like the school disco, a visit to the circus or swimming for example. If we feel concerned, then we can see our GP and maybe get an auditory test by an audiologist. We must wait until sufficient maturation has taken place to give a fair and conclusive assessment, from age 7 years up… this would be from first class in Ireland, junior school in the UK, the equivalent would be third grade in America.<u></u><u></u></span></div>
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<span style="color: #444444; font-size: 11.5pt;">We are slower auditory processors than most others… we take far more time to devour information and we often need to be told a few times or read text (out loud) several times. We can even take things the wrong way and miss punch lines in jokes or be the butt of a joke without realising it. There are several ways information can be interpreted and we often only figure one angle, this can lead to people belittling us and bullying can also result.<u></u><u></u></span></div>
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<span style="color: #444444; font-size: 11.5pt;">NB. This information is from personal experience and rese</span><span style="color: #444444; font-size: 11.5pt; line-height: 15.95pt;">arch and also partly sourced through the work of others. It is purely for improving the understanding of dyslexia and to offer helpful advice. Dyslexia Toby © 2019</span></div>
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DyslexiaDublinTobyhttp://www.blogger.com/profile/04720957318687612839noreply@blogger.com0tag:blogger.com,1999:blog-7303826218796328191.post-24577634311094597902019-02-26T18:43:00.004+00:002021-02-14T21:06:49.920+00:00<div dir="ltr" style="text-align: left;" trbidi="on">
Is It OCD (Dyspraxia, Dyslexia) by Dyslexia Toby © 2019<br />
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Many Dyslexics have a compulsion with time, efficiency and structure, are they all suffering OCD.<br />
Probably not, short term memory deficiency often found in dyslexia and dyspraxia cause huge problems with short term memory.<br />
Our processing needs to be repetitively poked with instruction if we are to get things right, such as shopping or information given off the cuff.<br />
How do we give off the same traits as someone with OCD!<br />
What is OCD!<br />
Obsessive compulsive disorder is a neurological disorder and is often plagued by self-doubt and intrusive thought process.<br />
This can lead to anxiety and in worse case depression.<br />
The repetition can be brought about by self-doubt and lack of awareness.<br />
The list of noticeable compulsions is lengthy:<br />
Excessive hand washing and general hygiene (fear of contamination)<br />
Obsessive hoarding<br />
Constantly preoccupied<br />
The need for symmetry (even numbers)<br />
Nervous behaviour<br />
Obsessively enquiring about going to and coming from places<br />
Checking and re-checking doors are locked, lights and sockets are switched off.<br />
Checking bag or pockets for keys, purse or wallet.<br />
Many with dyspraxia and dyslexia can be incorrectly labelled OCD<br />
We each give off certain OCD traits due to the need to correct a short term memory deficiency (coping strategy).<br />
If we don’t have structure and routine we forget so many things such as:<br />
School Books, clothing, car keys, phones, people's names, etc<br />
We tend by nature to be easily distracted, and this can affect us in regards to skipping our routine.<br />
We need to make lists for various things.<br />
Children often correct work that is okay, they always wear out their rubber long before a pen!<br />
Dyslexics and dyspraxics are not time aware and will constantly ask the time (sand timers can help).<br />
If someone gives an idea and its logical, it sticks.<br />
We also very much are monkey see monkey do, we can pick up repetitive habits this way too.<br />
People with processing issues such as those with dyslexia and dyspraxia can be brought out of any of the above, time and practice is required.<br />
It’s also important for parents to avoid the chance of many of the above happening and this once aware be picked up before they become habit forming.<br />
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">All our posts are for guid</span><span lang="EN-GB" style="color: #444444; font-size: 11.5pt; line-height: 15.75pt;">ance only and professional advice should always be sought. </span></div>
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DyslexiaDublinTobyhttp://www.blogger.com/profile/04720957318687612839noreply@blogger.com0tag:blogger.com,1999:blog-7303826218796328191.post-31281938007631262002019-02-26T18:35:00.003+00:002021-02-14T21:07:55.441+00:00<div dir="ltr" style="text-align: left;" trbidi="on">
Relating Learning To Known (prior achievement) & Given Situations b<span face=""arial" , sans-serif" style="background-color: white; color: #444444; font-size: 13.3333px; line-height: 18px;">y Dyslexia Toby © 2019</span><br />
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We often try to learn in the style of others (not our learning style). Meaning we focus on the unknown rather than the known areas within in a subject.<br />
I have written extensively on brain types as many regular visitors to my blog will testify.<br />
Well, here we go again, most like me who are dyslexic, dyscalculic, dysgraphic or dyspraxia will know that we learn better when we relate the subject required to a real time event.<br />
We have an excellent long-term memory and poor short term, most events/happenings are stored in our long-term memory.<br />
Would it not therefore make sense to utilise this strength!<br />
Most like me tend to do better as a returning learner than we do during our initial education, why.<br />
We have had more events, more happenings, and yes we have increased our long-term memory bank, this allows us to relate our learning to our real life events.<br />
We are far from suggesting that all students studying for the first time should skip education or press pause till they reach mid to late twenties.<br />
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But it does mean that teachers/educators and parents should look at this and try to devise methods that allow the student to work in a kinaesthetic way. Relating things such as mathematics, and language, the very way we would in technology classes. When I want to see an improvement in my language skill, I take a trip abroad. Eat with the locals, and try to live as they do.<br />
When I am shopping, I use that language in my head to prompt purchases. I am living the lesson and guess what it works.<br />
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I so often heard my teachers mention that I was lazy and stupid, yet I could take anything apart and fix it without manuals.<br />
Much to the amazement of others.<br />
Can you teach a football player, chef, mechanic; to play football, cook, or repair cars from a classroom, the answer is a simple no.<br />
Education and its direction for teaching are much more simplistic than the chicken or the egg.<br />
If industry came before education, why wasn't education based on industry!<br />
Experiential learning (learn by doing/experience) is just that, we glean much from what we do in practical, hands-on ways, opposed to the academic study that is taught in a linear way. Certainly core subjects; described in simple terms as the process of acquiring information through the study of a given subject (maths, English) without the necessity for direct hands on experience. We know that both methods aim at instilling knowledge with the students as individuals; however one size doesn’t fit all.<br />
Those that have a strong left hemisphere are more likely to gain from linear structured tuition and the right hemisphere from more creative, practical demonstrations.<br />
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David Kolb’s Experiential Learning Model (ELM)<br />
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Jacobson and Ruddy, working on developing Kolb's four-stage Experiential Learning Model and Pfeiffer and Jones's with their five stage Experiential Learning Cycle. Taking these theoretical frameworks and created a simple, practical questioning model for educators to use in promoting real life and critical reflection within experiential learning and development.<br />
• Did you notice...?<br />
• Why did that happen?<br />
• Does that happen in life?<br />
• Why does that happen?<br />
• How can you use that?<br />
These questions are put forward by the educator after a given experience, and gradually lead the group towards a critical evaluation. Using reflection on the given experience, and an understanding of how they can apply the learning to their life (lateral thinking expanded).<br />
I recently watched far from a madding crowd the other day and being a visual factual learner I took more from the production.<br />
Thomas Hardy worked the plot and created the various twists and turns…indeed, I am more likely to read a book if it’s an autobiography than I would fiction.<br />
We, often quoted as being three-dimensional learners and we thrive on adding value to our life through learning and teaching us through a linear program doesn’t press the right buttons.<br />
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Turn your child's homework into a practical experience and yes that can be done in all subjects including Maths.<br />
Cut up boxes to calculate area, or fill a measuring jug. Use foot tapping for tables, add and subtract.<br />
Get them to help you cook and turn that into maths.<br />
Cutting a slab of butter is division and subtraction.<br />
Oven temperature plays a part and timings (lapsed time).<br />
best of all it's non-confrontational<br />
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If you can do it and make it stick then so should teachers/educators.<br />
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Questions on Far From The Madding Crowd welcomed.4<br />
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<span face=""calibri" , sans-serif" style="background-color: white; color: #444444; font-size: 15.3333px; line-height: 21.2667px;">NB. This information is from personal experience and research and also partly sourced through the work of others. It is purely for improving the understanding of dyslexia and to offer helpful advice. Dyslexia Toby © 2019</span></div>
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DyslexiaDublinTobyhttp://www.blogger.com/profile/04720957318687612839noreply@blogger.com0tag:blogger.com,1999:blog-7303826218796328191.post-12407582213463130112019-02-26T18:17:00.003+00:002021-02-14T21:08:46.384+00:00<div dir="ltr" style="text-align: left;" trbidi="on">
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Developmental Delays and Missing Milestones (DCD, Dyslexia, ADHD and SPD) by Dyslexia Toby © 2019<u></u></div>
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We often wonder about development in our children, like when should they sit, crawl, walk and talk.<u></u><u></u></div>
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We know from being around people we are all different in so many respects, but in the main areas like sitting, crawling, walking etc. we are pretty predictable. So why do some of us appear to be later at hitting these nonetheless important milestones? <u></u><u></u><br />
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We now offer online support in literacy www.facebook.com/Online-Dyslexia-Support-1811247802448782/ </div>
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There are four milestones that we are concerned with in early child development and they are - Motor Development both fine and gross (movement of limbs and core), Cognitive (thinking), Communication (speech development and basic understanding of needs) and Social and Emotional (engaging with others). It’s worth mentioning that there are parameters in normal development and we should only get concerned if we get well past these dates (walking between 10 and 18 months). Now let’s take a closer look…<u></u><u></u></div>
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We know in the case of DCD (developmental co-ordination disorder) that due to the nature of the syndrome, we are likely to fall short on many of our aforementioned milestones.<u></u><u></u></div>
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<span style="line-height: 15.75pt;">One answer could be we quite possibly try to bite off more than we are able to chew. One of the most unfortunate things is memory and if we all stop for a minute… how far can you remember back to? Was it five or six? maybe not as far back as that. Few of us can go back to the point where we should have hit certain milestones… it would be great if we could. We would be able to explain to our peers why we find these complex hurdles so problematic.</span></div>
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I once heard that if it takes someone without a learning need x time to learn a new skill then multiply that by 4 for someone with a learning need… so did it takes us a few months to figure out how to crawl? Then it would take up to 8 months longer for someone say with DCD to learn to crawl. I bum shuffled and never crawled.<u></u><u></u></div>
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Back to what I started to say earlier… maybe there is a possibility that we find crawling very complex and would have fared better if we had the ability then to break it down to arm movements and then followed by the leg movement. I know this was the case when I learnt to swim… I just couldn’t get the whole front crawl thing in one go and to this day I only do the breast stroke as I find the whole leg-arm and breathing thing in the front crawl far too much to take on.<u></u><u></u></div>
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This planning can also apply to social interaction and conversational fluency in such things as Asperger’s (DSM5) and Dyslexia. These can be further inhibited by destructive criticism and low self-esteem which causes us to withdraw from the vary areas that would aid our development.<u></u><u></u></div>
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Much of our learnt behaviour comes from listening to others through our visual or auditory channel, however those with DCD learn far more from watching and it’s important the person showing the tasks understands the need to slow the process down and make it repetitive for a successful outcome.<u></u><u></u></div>
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DCD and Dyslexia are things that never leave us but we can minimise their impact with time and the right help.<u></u><u></u></div>
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You may have heard me mention in previous articles that both Dyslexics and Dyspraxics have great imagination and superb long term memories, this all helps to build up our required skill sets. Quite often we would fall short on our immediate memory and memory recall; this is due to lack of understanding in presented tasks and also through lack of stimulation. We like to use imaginative play like that in Lego, puzzles, things that are colourful, creative and can fuel our imagination.<u></u><u></u></div>
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You don’t have to look far for someone else with dyspraxia or dyslexia, as it affects between 6 and 10% of the population.<u></u><u></u></div>
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We can also have delayed speech due to poor facial muscle tone and the co-ordination required to produce early words, again time spent working with us on a one-to-one basis reaps great results (speech and language therapy). We benefit from over learning these early routines; practice.<u></u><u></u></div>
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We generally show early signs of inactivity and later appear to be very clumsy, hence the early title for dyspraxia of clumsy child syndrome.<u></u><u></u></div>
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There also appears a link between dyslexia and dyspraxia to justify thoughts of some, but not all, that both have an impairment/deficit in the cerebellar area of the brain, which controls much of our motor skill including posture, limb movement and eye hand co-ordination and this can affect phonological processing (vagueness of new and unfamiliar words) and hand writing. This can also lead to frustration and would lead many to believe that this could include ADHD.<u></u><u></u></div>
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The cerebellar is the <span face=""calibri" , sans-serif" style="font-size: 11.5pt;">main controller<span style="color: red;"> </span><span style="color: #444444;">in planning and motor control but not the initiator, this occurs in other areas of the brain. The cerebellar does the fine tuning making our actions smoother and more deliberate. This is a good pointer towards dyspraxics like myself being clumsy on occasions… I can overcome this, as can many like me, by slowing things down, practicing and concentrating when carrying out tasks. We can also include balance etc., as the receptors in the body suddenly recognise rapid changes in limb movements, such as coming downstairs carrying something (constant weight changes), signals to the brain and the cerebellar makes the required change rapidly… in dyspraxics this has to be adjusted as we go and is far from automatic.<u></u><u></u></span></span></div>
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We can also count SPD in on this, we rely on receptors to calculate high, medium and low tolerance, especially where temperature is concerned. We can all relate to being in a room where one of us is too hot, one too cold and another quite happy with the temperature… maybe you have never associated this with sensory processing disorder.<u></u><u></u></div>
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The cerebellar also plays an important role in improving co-ordination. An example would be catching a ball… each time we try to catch, this important area of the brain would try to make adjustments, along with the eye and hand, until the technique is mastered.<u></u><u></u></div>
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The cerebellar is virtually the last area of our brain to mature and can go some way to explaining why many feel that DCD ebbs with age!<u></u><u></u></div>
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There is growing evidence to point to the importance of early intervention whilst the cerebellar and other areas are developing (plasticity), as opposed to later in life when the corrective actions take far longer to implant (requirement to over learn).<u></u><u></u></div>
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Thankfully, there is plenty of information on all the above and great resources available to help improve skill sets.<u></u><u></u></div>
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All our articles are aimed at giving guidance and we always advice that you seek the relevant professional advice. Dyslexia Toby ©2019</div>
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DyslexiaDublinTobyhttp://www.blogger.com/profile/04720957318687612839noreply@blogger.com0tag:blogger.com,1999:blog-7303826218796328191.post-46532573849760773252019-02-26T18:15:00.003+00:002021-02-14T21:09:26.747+00:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-size: 14pt; line-height: 19.9733px;">Who has Dyslexia by Dyslexia Toby © 2019<o:p></o:p></span></div>
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<span style="font-size: 12pt; line-height: 17.12px;">Some of the world’s greatest past and present inventors and Entrepreneurs were born dyslexic.<o:p></o:p></span></div>
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<span style="font-size: 12pt; line-height: 17.12px;">The World needs all the creative people it can get, dyslexics have allowed the World to evolve.<o:p></o:p></span></div>
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<span style="font-size: 12pt; line-height: 17.12px;">Just look at Steve Jobs, if he was born academic we probably wouldn’t have the apple computer.<o:p></o:p></span></div>
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<span style="font-size: 12pt; line-height: 17.12px;">Tomas Edison, sent home from school with the word stupid pinned to (the inventor of the electric light) his jacket, think of us as stupid and you would be so wrong.<o:p></o:p></span></div>
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<span style="background: white; font-family: "georgia" , serif; font-size: 12pt; line-height: 17.12px;">Many dyslexics have a creative f lair and end up in that vocational area. Dyslexics have a rare gift, they think holistically in a very three dimensional way.<o:p></o:p></span></div>
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<span style="background: white; font-family: "georgia" , serif; font-size: 12pt; line-height: 17.12px;">Dyslexics are usually great problem solvers.<o:p></o:p></span></div>
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<span style="font-size: 12pt; line-height: 17.12px;">Industry actively seeks dyslexics to work on problem-solving and product development.<o:p></o:p></span></div>
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<span style="font-size: 12pt; line-height: 17.12px;">I have worked with some real clever students over the year’s .Take a look at Sean, he knows so much about history both local and global and can chat for hours with accurate detail.<o:p></o:p></span></div>
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<span style="font-family: "georgia" , serif; font-size: 12pt;">But when it comes to him <i>reading</i> about the subject he has great difficulty. How does he know so much, he has great auditory and visual skill?<o:p></o:p></span></div>
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<span style="font-family: "georgia" , serif; font-size: 12pt;">Sean finds reading tough, he like many replace words and often try to guess other words. He will often guess wrong.<o:p></o:p></span></div>
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<span style="font-family: "georgia" , serif; font-size: 12pt;">He hates to read out aloud in class, however he is okay with shared reading in a one to one situation.<o:p></o:p></span></div>
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<span style="font-family: "georgia" , serif; font-size: 12pt;">Reading takes much longer for Sean than others in his class.<o:p></o:p></span></div>
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<span style="font-family: "georgia" , serif; font-size: 12pt;">Sean’s retention rates are far lower than they should be. Spelling really is the key to being able to read, many schools have strayed from word families and the use of phonics as tools to help those with dyslexia.<o:p></o:p></span></div>
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<span style="font-family: "georgia" , serif; font-size: 12pt;">Dyslexics have great long term memories and poor short term memories. Sight words don’t hit the mark for dyslexics.<o:p></o:p></span></div>
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<span style="font-family: "georgia" , serif; font-size: 12pt;">When Sean writes he has to look up at the board several times to spell multi-syllabic words. This hampers his retention. He ends up remembering parts of words and struggles to remember sentences.<o:p></o:p></span></div>
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<span style="font-family: "georgia" , serif; font-size: 14pt;">Learning to read is so different to learning to speak<o:p></o:p></span></div>
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<span style="font-family: "georgia" , serif; font-size: 12pt;">Many clever people around the World struggle to read, Jamie Oliver the World renowned Chef has just read his first book.<o:p></o:p></span></div>
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<span style="font-family: "georgia" , serif; font-size: 12pt;">Specialist have long understood that many struggle to read. We learn how to speak from a young age, from those around us. Learning to read requires a completely different skill set.<o:p></o:p></span></div>
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<span style="font-family: "georgia" , serif; font-size: 12pt;">I am surprised how many schools teach only the one alphabet when in fact there are two when it comes to sounding out letter sounds within words.<o:p></o:p></span></div>
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<span style="font-family: "georgia" , serif; font-size: 12pt;">Reading uses a far greater range of skills when compared to speech. It has to connect letter and form sound patterns. Reading or sounding out letters and words really helps.<o:p></o:p></span></div>
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<span style="font-family: "georgia" , serif; font-size: 12pt;">One of the things we do with Sean and all our students is to work on sounds.<o:p></o:p></span></div>
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<span style="font-family: "georgia" , serif; font-size: 12pt;">This helps improve reading and at the same time increases retention rates as we are using, speech, hearing and sight. This is co-ordinated by your brain. We also encourage tracking with the fingers as this adds another dimension.<o:p></o:p></span></div>
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<span style="font-family: "georgia" , serif; font-size: 12pt;">I also have dyslexia and went through school having no idea why I struggled. I went on to qualify as a teacher and still have dyslexia and always will but I now know I can deal with it.<o:p></o:p></span></div>
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<span style="font-family: "georgia" , serif; font-size: 12pt;">There is so much light at the end of the tunnel for you and your children.<o:p></o:p></span></div>
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<span style="font-family: "georgia" , serif; font-size: 12pt;">You just have to look at so many others that have gone before and made great strides.<o:p></o:p></span></div>
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<span style="font-family: "georgia" , serif; font-size: 12pt;">I would ask teachers to recognise that all students are different and for a very good reason.<o:p></o:p></span><br />
<span style="font-family: "georgia" , serif; font-size: 12pt;"><br /></span><span class="text_exposed_show" face=""lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif" style="background-color: white; color: #333333; display: inline; font-size: 13px; font-stretch: normal; line-height: 18px;">This information is for guidance purposes only</span><br />
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<span class="text_exposed_show" face=""lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif" style="background-color: white; color: #333333; display: inline; font-size: 13px; font-stretch: normal; line-height: 18px;"><br /></span><span class="text_exposed_show" face=""lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif" style="background-color: white; color: #333333; display: inline; font-size: 13px; font-stretch: normal; line-height: 18px;"><br /></span><span class="text_exposed_show" face=""lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif" style="background-color: white; color: #333333; display: inline; font-size: 13px; font-stretch: normal; line-height: 18px;"><span style="color: black; font-family: "times new roman"; font-size: small;">All our articles are for information only and guidance…professional advice should always be sought. Dyslexia Toby © 2019</span></span></div>
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DyslexiaDublinTobyhttp://www.blogger.com/profile/04720957318687612839noreply@blogger.com0tag:blogger.com,1999:blog-7303826218796328191.post-43868821537264852062019-02-26T18:13:00.004+00:002021-02-14T21:10:34.596+00:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 14pt;">Why is anxiety affecting our youngsters by Dyslexia Toby © 2019</span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">I was driving into the office this morning, they had a teacher on the radio who uses mindfulness in his school. I was very keen to listen to their thoughts on anxiety and the need to use mindfulness as a tool.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">Just before that the newsreader mentioned the Doomsday clock and how it has moved closer to midnight, the point at which we measure the destruction of the Earth.<o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">Could these two things although different have a connection, I’m sure they do.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">There is not one of us that have not had an anxious time in our life, it helps that it’s not in isolation but a common feeling shared by many. We have so many highs and lows in life and all have moments of pure stress</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">This feeling occurs due to chemical releases when our patterns change from positive to negative situations. Fear and worry affect Children too.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">Why are we now noticing this more and more? Children have far greater access to adulthood, far more than I ever had.<o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">Our parents ushered words like seen and not heard. Was that a good thing?</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">I think it was to some degree, most children now have adult heads on very young shoulders. Children listen to social media far more than we ever did.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">When Donald Trump got elected we had a week of children coming into the centre and all the talk was Trump and what will happen to us all.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">We talk to other adults and don’t realise that every word is being mentally taken in.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">Just like today with the mention of Armageddon on a show timed when children were on the way to school. I could just hear the questions being thrown at parents as to what was that about.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">We should protect our children and their fragile minds, let them be children first and adults when the time arises.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">If your child experiences a sudden change in attitude, they might become withdrawn and show a sudden loss of confidence. Get some early advice from your GP. Talk to others on support groups there are many sharing these same concerns.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<b><span style="color: #333333; font-family: "comic sans ms"; font-size: 14pt;">What are the common causes of anxiety?</span></b><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">There are many factors. I suggest that all parents keep a close eye. Meal and bedtimes are a great opportunity to notice changes.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<b><span style="color: #333333; font-family: "comic sans ms"; font-size: 14pt;">Changes to reliable patterns</span></b><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">We often worry about life’s events and in this modern day those worries are shared, years ago our parents would harness many of these events. Now the child is aware of the global downturn and lack of funds that provide for the niceties in life</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">Years ago there was a stock answer, it’s not your business or concern.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">A sudden loss in the family can be a cause for worry/anxiety in both children and adults. They often lose out on the support as the adults are dealing with arrangements. Even the loss of a family pet can cause anxiety as the safe secure balance of life has changed.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">Moving to a new school requires a settling in process and support needs to be there for this.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 14pt;">Additional workload</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">Many parents are forced to work and often long hours due to the high cost of housing.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">If you look at our neighbours around the globe who have a lower housing cost and less pressure there are more choices available. Part-time working is often not an option over here. Children benefit hugely in other countries as a result of one parent staying at home or working part-time, this leads to lower stress levels in general.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">Children attend many after-school clubs, like hockey, hurling/camogie, horse riding, dance the list is endless. Many children then have to come home and set into homework. We often see that after-school activities are driven by peer pressure.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">Children are quite happy to partake, however, they have to carry the extra load. This can also encroach on family time as it also creeps into the weekends, Gone are the days where you see families walking around the local park or bowling.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<b><span style="color: #333333; font-family: "comic sans ms"; font-size: 14pt;">Problems within the school gates.</span></b><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">Does your child show a reluctance when it comes to school? The cause for this could be wide. It doesn’t just have to be a child with a learning need such as dyslexia or dyspraxia. It can be down to class dynamics or even school</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">Additionally, some children who are having difficulty when taking tests or performing in front of a class for presentations or reports will manifest these difficulties into fears and anxieties about school, as well as other life situations.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">So many students come to us carrying the issues and troubles of the world on their small shoulders.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">We are so aware of the increase in unrest on our doorstep and around the world.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">We are living in very different times and need to harbour these things from our children. We had little awareness of such issues as our parents stopped us from watching such programs or asking questions in relation to issues.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">I can remember how uneasy the situation was in 1963-64 with the nuclear standoff. My parents never mentioned it until years later but you knew something was wrong. But that minimised the worry and stress. Now the children hear it letter and verse.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">I would have had to look up the word stress in a dictionary when I was growing up.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">Social media has a big part to play and the same goes for video games producers. Parents can turn the tide on this.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<b><span style="color: #333333; font-family: "comic sans ms"; font-size: 14pt;">Social Media</span></b><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">Many children are suffering as a result of social media. This was something we didn’t have to deal with. The pressure is on to be the smartest, coolest and best-looking person on the planet. Most of this is down to the pressures of social media. You go into a coffee shop and all the kids are taking selfies…why?</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">Some children have an ability to cope with this and shake of the stuff that they don’t like. There are many who don’t and it gradually grinds them down and leaves them in a shell.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<b><span style="color: #333333; font-family: "comic sans ms"; font-size: 14pt;">Shared or Learnt Anxiety</span></b><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">I grew up with a fear of water and dogs. Even though I can now swim and have owned dogs I am still very cautious. This gets passed on to your children and is natural as they can sense your apprehension.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">This can be the same with schools, dentists, flying etc.<o:p></o:p></span></div>
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<b><span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">All our posts are for guid</span><span lang="EN-GB" style="color: #444444; font-size: 11.5pt; line-height: 15.75pt;">ance only and professional advice should always be sought. </span></b></div>
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<span style="color: #444444; font-size: 11.5pt;"><b>Dublin Toby © 2019</b></span></div>
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DyslexiaDublinTobyhttp://www.blogger.com/profile/04720957318687612839noreply@blogger.com0tag:blogger.com,1999:blog-7303826218796328191.post-83620085741880438232019-02-26T18:10:00.003+00:002021-02-14T21:11:26.317+00:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="color: #444444; font-family: "calibri"; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">‘Random and Wrong Words Come Out’ by Dyslexia Toby © 2019</span></div>
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<span style="color: #444444; font-family: "calibri"; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">When penning this post, I couldn’t help thinking about the advert for the Random sweets… ’turn right at the trumpet and left at the jelly bean’… well it’s not quite as bad as all that!</span></div>
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<span style="color: #444444; font-family: "calibri"; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Many actors did this deliberately and were gifted in this area including the late Ronnie Barker (Open All Hours) however, this apart, it’s quite an unnerving and completely non-deliberate act, that haunts many of us from time to time. </span></div>
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<span style="color: #444444; font-family: "calibri"; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">I often say during my presentations on dyspraxia and dyslexia, that if I drag or slur my speech it’s not due to me suffering from the “afluence of incohol!” … it gets a laugh and settles me.</span></div>
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<span style="color: #444444; font-family: "calibri"; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"> The causes for random or wrong words (malapropisms) to come out are many. Why do they come our wrong?... it can be deemed a short-term problem when under pressure, for example talking to or reading to an audience, or it can be more medium or long-term and can be as a result of slow or slurred speech and, in many cases, stutter or repeating words and sentences with lots of mm mm’s in particular when we are asked to read out loud or we are generally unsure of the subject. This can often be found in dyspraxics (due to poor facial muscle tone) and in some cases dyslexics. It can also result from confidence and self-esteem issues, delayed speech or indeed slow processing, to such an extent that we miss the point and put in the wrong word. Even in conversation, we can go to make a point and, whilst waiting for our opportunity to add to the conversation, completely forget what we were about to say and then find ourselves apologising.</span></div>
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<span style="color: #444444; font-family: "calibri"; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">I know find it easier to apologise before I set into a conversation and will openly tell people I am dyspraxic and its part of the deal. This often leads to me being more aware of others speaking and also relaxes me, which reduces the number of mistakes I make.</span></div>
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<span style="color: #444444; font-family: "calibri"; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"> We will also take a look at ‘mondegreens’… these in a way are a sort of aural malapropism. Instead of saying the wrong word, you hear the wrong word. The word mondegreen is generally applied to the mishearing of verbal questions, instruction poetry and song lyrics, although technically it can apply to any speech. This can be caused by a lack of knowledge, comprehension, processing issues, lack of interest/stimulation or pure lack of concentration.</span></div>
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<span style="color: #444444; font-family: "calibri"; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Slurring your words can lead to unexpected situations; this can also be linked to balance too. Again, it can be caused whilst under pressure, maybe giving a speech, a part in a play or being asked to read out in class or give an opinion to friends.</span></div>
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<span style="color: #444444; font-family: "calibri"; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">I remember in my early days as a college lecturer people were giving a suspicious eye to anything that wasn’t the norm. We had a few heavy drinkers and a few alcoholics across the college and I remember being asked to the Human Resources Department on one occasion as the HR Manager had been told that they thought I was drunk during the day as I have been known to lose my balance on occasions. I found this amusing and many close friends would vouch that I rarely touch alcohol. I explained about my DCD and all fell into place.</span></div>
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<span style="color: #444444; font-family: "calibri"; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"> One of the key things with verbal dyspraxia and the above is due to poor facial muscle tone and correct use of the diaphragm. Many dyspraxics not only breathe through their mouth but they breathe very quickly (short breaths, they also tend to groan whilst eating). They can, therefore, run out of breath which leads to the breaking of sentences. We also have difficulty programming our speech cords, which can lead to shortening words and getting letter sounds wrong… this can also be down to incorrect or minimal lip movement.</span></div>
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<span style="color: #444444; font-family: "calibri"; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">This can also be similar in the case of:</span></div>
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<span style="color: #444444; font-family: "calibri"; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Auditory – where the individual has difficulty hearing the correct sound… often confusing similar sounding letters or words ending in i, e, y (eg. spy sounds like spi) and phonetics.</span></div>
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<span style="color: #444444; font-family: "calibri"; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Visual – where the individual has difficulty seeing the difference between similar looking letters or words.</span></div>
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<span style="color: #444444; font-family: "calibri"; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Audio-visual – a combination of auditory and visual difficulties.</span></div>
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<span style="color: #444444; font-family: "calibri"; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">As we also know this can be down to dyslexia, with the words have been incorrectly programmed into the long-term memory in the first instance. This needs to be identified and worked on with the child/adult to produce the correct letter/word sound and repeated until the incorrect word has been overwritten/erased in the long term memory.</span></div>
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<span style="color: #444444; font-family: "calibri"; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Looking at this further, the child or adult knows what they want to say. Once this has been processed by the brain, however, they cannot say it correctly on a given occasion (stress) even though they know what they want to say and realise that they have said the word incorrectly. This can also put the word or sentence out of context in a conversation (longer to process what others are saying).</span></div>
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<span style="color: #444444; font-family: "calibri"; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Quite often this is way beyond the control of the child/adult and if this happens on a regular basis (coming out of the comfort zone), it could lead to a stammer. Planning and promoting confidence is key to avoiding this… it may also be exaggerated when the child/adult is angry or frustrated.</span></div>
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<span style="color: #444444; font-family: "calibri"; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">The way forward is through support and, if it’s a constant problem, speech and language therapy should be sought.</span></div>
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NB. This information is from personal experience and research and also partly sourced through the work of others. It is purely for improving the understanding of dyslexia and offering helpful advice. Dyslexia Toby © 2021<br />
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DyslexiaDublinTobyhttp://www.blogger.com/profile/04720957318687612839noreply@blogger.com0tag:blogger.com,1999:blog-7303826218796328191.post-38344872452541306592019-02-26T18:07:00.003+00:002021-02-14T21:12:16.550+00:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<b><span face=""arial" , sans-serif" lang="EN-GB" style="color: #212121; font-size: 10.5pt;">Hyperlexia and its meaning by Dyslexia Toby © 2019</span></b></div>
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<b><span lang="EN-GB" style="color: #212121; font-family: "comic sans ms"; font-size: 10.5pt;">What is Hyperlexia? …let’s take a look</span></b><span face=""segoe ui" , sans-serif" lang="EN-GB" style="color: #212121; font-size: 11.5pt;"><o:p></o:p></span></div>
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<span class="xgmail-apple-converted-space"><span lang="EN-GB" style="color: #212121; font-family: "comic sans ms"; font-size: 10pt;"> </span></span><span lang="EN-GB"><a href="https://en.wikipedia.org/w/index.php?title=Norman_E.&action=edit&redlink=1" target="_blank" title="Norman E. (page does not exist)"><span style="color: #a55858; font-family: "comic sans ms"; font-size: 10pt;">Norman E. Silberberg</span></a></span><span class="xgmail-apple-converted-space"><span lang="EN-GB" style="color: #212121; font-family: "comic sans ms"; font-size: 10pt;"> </span></span><span lang="EN-GB" style="color: #212121; font-family: "comic sans ms"; font-size: 10pt;">and<span class="xgmail-apple-converted-space"> </span></span><span lang="EN-GB"><a href="https://en.wikipedia.org/w/index.php?title=Margaret_C._Silberberg&action=edit&redlink=1" target="_blank" title="Margaret C. Silberberg (page does not exist)"><span style="color: #a55858; font-family: "comic sans ms"; font-size: 10pt;">Margaret C. Silberberg</span></a></span><span class="xgmail-apple-converted-space"><span lang="EN-GB" style="color: #212121; font-family: "comic sans ms"; font-size: 10pt;"> </span></span><span lang="EN-GB" style="color: #212121; font-family: "comic sans ms"; font-size: 10pt;">(1967), were the first two to really coin this, they described it as “the precocious ability to read words without prior training (tubula rasa) in learning to read, typically before the age of 5, deemed the normal start point for reading”.</span><span face=""segoe ui" , sans-serif" lang="EN-GB" style="color: #212121; font-size: 10pt;"><o:p></o:p></span></div>
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<span lang="EN-GB" style="color: #212121; font-family: "comic sans ms"; font-size: 10pt;">This is a syndrome that has many positive and negative facets.</span><span face=""segoe ui" , sans-serif" lang="EN-GB" style="color: #212121; font-size: 10pt;"><o:p></o:p></span></div>
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<span lang="EN-GB" style="color: #212121; font-family: "comic sans ms"; font-size: 10pt;">Those with hyperlexia generally have a high decoding ability (words).</span><span face=""segoe ui" , sans-serif" lang="EN-GB" style="color: #212121; font-size: 10pt;"><o:p></o:p></span></div>
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<span lang="EN-GB" style="color: #212121; font-family: "comic sans ms"; font-size: 10pt;">They also have an above average IQ and many link this to both Aspergers and Dyslexia.</span><span face=""segoe ui" , sans-serif" lang="EN-GB" style="color: #212121; font-size: 10pt;"><o:p></o:p></span></div>
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<span lang="EN-GB" style="font-family: "comic sans ms"; font-size: 10pt;">One of the many facets is the problem with oral skill and the understanding of others.</span><span face=""segoe ui" , sans-serif" lang="EN-GB" style="font-size: 10pt;"><o:p></o:p></span></div>
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<span class="xgmail-msohyperlink"><span lang="EN-GB" style="font-family: "comic sans ms"; font-size: 10pt;">In spite of all the above they can lack in comprehension.</span></span><span face=""segoe ui" , sans-serif" lang="EN-GB" style="font-size: 10pt;"><o:p></o:p></span></div>
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<span lang="EN-GB" style="color: #212121; font-family: "comic sans ms"; font-size: 10pt;">Contradiction to the above as is often the case comes in the form of one </span><span lang="EN-GB"><a href="https://en.wikipedia.org/wiki/Darold_Treffert" target="_blank" title="Darold Treffert"><span style="color: #0b0080; font-family: "comic sans ms"; font-size: 10pt;">Darold Treffert</span></a></span><span lang="EN-GB" style="color: #212121; font-family: "comic sans ms"; font-size: 10pt;">, he maintains that Hyperlexia has certain subtypes, only some of which overlap with autism, with just 5-10% of autistic children being hyperlexic.</span><span face=""segoe ui" , sans-serif" lang="EN-GB" style="color: #212121; font-size: 10pt;"><o:p></o:p></span></div>
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<b><span lang="EN-GB" style="color: #212121; font-family: "comic sans ms"; font-size: 10.5pt;">Fair facts</span></b><span face=""segoe ui" , sans-serif" lang="EN-GB" style="color: #212121; font-size: 11.5pt;"><o:p></o:p></span></div>
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<span lang="EN-GB" style="color: #212121; font-family: "comic sans ms"; font-size: 10pt;">Hyperlexic children are often fascinated by<span class="xgmail-apple-converted-space"> </span>letters or numbers. They are extremely good at decoding language and thus often become very early readers.</span><span face=""segoe ui" , sans-serif" lang="EN-GB" style="color: #212121; font-size: 10pt;"><o:p></o:p></span></div>
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<span lang="EN-GB" style="color: #212121; font-family: "comic sans ms"; font-size: 10pt;">Some hyperlexic children learn to spell long words (such as<span class="xgmail-apple-converted-space"> elephant</span>) before they are two years old and learn to read whole sentences before they turn three.</span><span face=""segoe ui" , sans-serif" lang="EN-GB" style="color: #212121; font-size: 10pt;"><o:p></o:p></span></div>
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<span lang="EN-GB" style="color: #212121; font-family: "comic sans ms"; font-size: 10.5pt;">A fairly shallow trial showed:</span><span face=""segoe ui" , sans-serif" lang="EN-GB" style="color: #212121; font-size: 11.5pt;"><o:p></o:p></span></div>
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<span lang="EN-GB" style="color: #212121; font-family: "comic sans ms"; font-size: 10.5pt;">A<span class="xgmail-apple-converted-space"> </span>study of a single child showed that hyperlexia may be the neurological<span class="xgmail-apple-converted-space"> </span>opposite of<span class="xgmail-apple-converted-space"> </span>dyslexia</span><span class="xgmail-msohyperlink"><span lang="EN-GB" style="color: #0b0080; font-family: "comic sans ms"; font-size: 10.5pt;">.</span></span><span face=""segoe ui" , sans-serif" lang="EN-GB" style="color: #212121; font-size: 11.5pt;"><o:p></o:p></span></div>
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<span class="xgmail-msohyperlink"><span lang="EN-GB" style="font-family: "comic sans ms"; font-size: 10.5pt;">Because of its complexity, it’s very often overlooked through mis-diagnosis.</span></span><span face=""segoe ui" , sans-serif" lang="EN-GB" style="font-size: 11.5pt;"><o:p></o:p></span></div>
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<span class="xgmail-msohyperlink"><span lang="EN-GB" style="font-family: "comic sans ms"; font-size: 10.5pt;">Hyperlexics need to learn through rote (overlearning), this is shared with dyslexics.</span></span><span face=""segoe ui" , sans-serif" lang="EN-GB" style="font-size: 11.5pt;"><o:p></o:p></span></div>
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<span class="xgmail-msohyperlink"><span lang="EN-GB" style="font-family: "comic sans ms"; font-size: 10.5pt;">They also share difficulty in learning the rules of language.</span></span><span face=""segoe ui" , sans-serif" lang="EN-GB" style="font-size: 11.5pt;"><o:p></o:p></span></div>
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<span class="xgmail-msohyperlink"><span lang="EN-GB" style="font-family: "comic sans ms"; font-size: 10.5pt;">A precocious skill in reading above their expected age.</span></span><span face=""segoe ui" , sans-serif" lang="EN-GB" style="font-size: 11.5pt;"><o:p></o:p></span></div>
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<span class="xgmail-msohyperlink"><span lang="EN-GB" style="font-family: "comic sans ms"; font-size: 10.5pt;">Difficulty in having relationships and lack social skills.</span></span><span face=""segoe ui" , sans-serif" lang="EN-GB" style="font-size: 11.5pt;"><o:p></o:p></span></div>
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<span class="xgmail-msohyperlink"><span lang="EN-GB" style="font-family: "comic sans ms"; font-size: 10.5pt;">Certain phobias are evident in some.</span></span><span face=""segoe ui" , sans-serif" lang="EN-GB" style="font-size: 11.5pt;"><o:p></o:p></span></div>
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<span class="xgmail-msohyperlink"><span lang="EN-GB" style="font-family: "comic sans ms"; font-size: 10.5pt;">Heavily fixated with text and numerics.</span></span><span face=""segoe ui" , sans-serif" lang="EN-GB" style="font-size: 11.5pt;"><o:p></o:p></span></div>
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<span class="xgmail-msohyperlink"><span lang="EN-GB" style="font-family: "comic sans ms"; font-size: 10.5pt;">Almost military in keeping habits and routines.</span></span><span face=""segoe ui" , sans-serif" lang="EN-GB" style="font-size: 11.5pt;"><o:p></o:p></span></div>
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<span class="xgmail-msohyperlink"><span lang="EN-GB" style="font-family: "comic sans ms"; font-size: 10.5pt;">Monkey see monkey do, they can be heard repeating a certain word time over.</span></span><span face=""segoe ui" , sans-serif" lang="EN-GB" style="font-size: 11.5pt;"><o:p></o:p></span></div>
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<span class="xgmail-msohyperlink"><span lang="EN-GB" style="font-family: "comic sans ms"; font-size: 10.5pt;">Unlike many dyspraxics and dyslexics, they hit early milestones and then fall back… usually around two years of age. They can even revert back to crawling/bum shuffling.</span></span><span face=""segoe ui" , sans-serif" lang="EN-GB" style="font-size: 11.5pt;"><o:p></o:p></span></div>
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<span class="xgmail-msohyperlink"><span lang="EN-GB" style="font-family: "comic sans ms"; font-size: 10.5pt;">Again like dyspraxics, they have selective hearing and often this is due to singular focus.</span></span><span face=""segoe ui" , sans-serif" lang="EN-GB" style="font-size: 11.5pt;"><o:p></o:p></span></div>
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<span class="xgmail-msohyperlink"><span lang="EN-GB" style="font-family: "comic sans ms"; font-size: 10.5pt;">They have a very strong visual memory.</span></span><span face=""segoe ui" , sans-serif" lang="EN-GB" style="font-size: 11.5pt;"><o:p></o:p></span></div>
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<span class="xgmail-msohyperlink"><span lang="EN-GB" style="font-family: "comic sans ms"; font-size: 10.5pt;">Again like dyspraxics, they can hand flap, rock or make sudden movements.</span></span><span face=""segoe ui" , sans-serif" lang="EN-GB" style="font-size: 11.5pt;"><o:p></o:p></span></div>
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<span class="xgmail-msohyperlink"><span lang="EN-GB" style="font-family: "comic sans ms"; font-size: 10.5pt;">Many of the above as mentioned cross over with dyspraxia. This could be due to the same areas of the brain being slightly immature.</span></span><span face=""segoe ui" , sans-serif" lang="EN-GB" style="font-size: 11.5pt;"><o:p></o:p></span></div>
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<span class="xgmail-msohyperlink"><span lang="EN-GB" style="font-family: "comic sans ms"; font-size: 10.5pt;">I can hear you saying the same.</span></span><span face=""segoe ui" , sans-serif" lang="EN-GB" style="font-size: 11.5pt;"><o:p></o:p></span></div>
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<span class="xgmail-msohyperlink"><span lang="EN-GB" style="font-family: "comic sans ms"; font-size: 10.5pt;">I can see myself in so much of this article.</span></span><span face=""segoe ui" , sans-serif" lang="EN-GB" style="font-size: 11.5pt;"><o:p></o:p></span><br />
<span class="xgmail-msohyperlink"><span lang="EN-GB" style="font-family: "comic sans ms"; font-size: 10.5pt;"><br /></span></span><span class="xgmail-msohyperlink"><span lang="EN-GB" style="font-family: "comic sans ms"; font-size: 10.5pt;"><br /></span></span>NB. This information is from personal experience and research and also partly sourced through the work of others. It is purely for improving the understanding of dyslexia and offering helpful advice. Dyslexia Toby © 2021<br />
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DyslexiaDublinTobyhttp://www.blogger.com/profile/04720957318687612839noreply@blogger.com0tag:blogger.com,1999:blog-7303826218796328191.post-14973624076636419522018-04-21T08:53:00.005+01:002021-02-14T21:13:02.216+00:00<div dir="ltr" style="text-align: left;" trbidi="on">
How can we improve retention by Dyslexia Toby © 2021<br />
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Retention rates are so important; throughout our lives from early to later years.<br />
Those with Spld tend to have great long term memories and poor short term memories; why is this!<br />
We can accrue part of this to a lack of stimulation and different styles of tuition/instruction.<br />
We need a clear and unobstructed path in order to encode (receive) all types of instruction and perform a given task.<br />
When we are receiving visual instruction our attention rates tend to be far higher than if we are receiving aural instruction…this in part is due to our slower processing speeds and can also be a cause of slow processing speed along with poor short term memory.<br />
Retention speed has a serious effect on how we take information from the whiteboard or power point (syntax).<br />
We also have problems when we are forced to break words down to aid spelling and replicating from the board to paper; we can often look up two, three or four times to transcribe a word correctly. This will leave us well short come revision time as we only retain parts of words and indeed part of sentences.<br />
Many left hemisphere linear thinkers tend to remember sentences with ease, and some even remember paragraphs in exact detail.<br />
This can also cause problems with handwriting and legibility, this generally happens when a child has to look up at the board to spell certain words. They tend to catch up the others in the class by writing faster.<br />
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Many of us forget or fail to process a name of a person during an introduction, why, we are too busy processing a visual image of the person. This is why we never forget a face even though we have forgotten the name.<br />
We lose things very often, like our keys or phone, quite often misplacing them when we arrive home, why, we don’t tend to find the journey home as stimulating as the outward journey. With the exception of leaving somewhere like school.<br />
The brain process is so complexed, and anything can cause us to misinterpret or completely miss instructions!<br />
Noise is a major factor, but we can also include a poor presentation or garbled or overly technical delivery.<br />
Stress can be another variant in blocking pathways to retention. And slow processing speed as mentioned in previous articles.<br />
Stress can have a detrimental effect on the many memory functions and also brain function,<br />
Stress manifests itself in a variety of ways and levels; higher levels can be either intrinsic or extrinsic. We can take maths, for instance, this can be Intrinsic and a complicated formula or any give maths task can be triggered, extrinsic can be triggered by a prior fear or thoughts creeping into the mind.<br />
Poor sleep patterns are another reason for poor retention; as is dehydration.<br />
We can improve poor retention and slow processing by using many of the aforementioned processes.<br />
Others can play their part. Schools can keep an eye on room temperature and the circulation of fresh air.<br />
Many schools still seem reluctant to allow water to be consumed in the classroom, although many take a modern proactive approach.<br />
Getting your children to read out loud and even at a low volume so only they can hear will improve retention overnight (introducing more senses)!<br />
Bringing as many senses as possible also improves retention.<br />
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NB. This information is from personal experience and research and also partly sourced through the work of others. It is purely for improving the understanding of dyslexia and offering helpful advice. Dyslexia Toby © 2021<br /><br />
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DyslexiaDublinTobyhttp://www.blogger.com/profile/04720957318687612839noreply@blogger.com0tag:blogger.com,1999:blog-7303826218796328191.post-69702866171803953522018-03-09T19:52:00.002+00:002021-02-14T21:13:43.992+00:00<div dir="ltr" style="text-align: left;" trbidi="on">
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Why are we so different by Dyslexia Toby© 2021<o:p></o:p></div>
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I grew up with a huge variation (character) to many including my siblings.<o:p></o:p></div>
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We shared so many things and were afforded the same opportunities.<o:p></o:p></div>
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We went to similar schools for the most part, joined the same or similar clubs!<o:p></o:p></div>
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We all lived under the same roof.<o:p></o:p></div>
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We all ate the same things.<o:p></o:p></div>
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But I always felt different, I’m not alone.<o:p></o:p></div>
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Parents often wonder why their offspring are so different in many ways, and some question their-selves.<o:p></o:p></div>
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I have heard, so many say much of what has been mentioned.<o:p></o:p></div>
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There is absolutely no reason to do this; we are a make-up of genes going back generations.<o:p></o:p></div>
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If we were all born on the same day and all of the same sex would we still be different!<o:p></o:p></div>
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Of course, we would be!<o:p></o:p></div>
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Perhaps understanding why we are so different would be a good place to start.<o:p></o:p></div>
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There are good reasons why we’re so different from each other. And sometimes we need to look deeply at and be more aware of this variation this will help us to be kinder to many including those near and dear, with greater empathy when others actions are different to ours, this will help us when judging others and ourselves in an inappropriate manner.<o:p></o:p></div>
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Some say we are the partly made up from preference and others are honed through experience including episodic events, and to some degree that is the case. But we are a combination of many factors, some beyond change or control.<o:p></o:p></div>
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Some research even points to change through such things as disease (miasam) We are the equal to the sum of the parts of many things, making change a process that is slow to shape and needs lots of nurturing.<o:p></o:p></div>
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So how do we become more excepting of our differences/variants?<o:p></o:p></div>
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Our very DNA means that we are very unlikely to find another that would exactly mirror our views, and in itself presents obstacles and the only way we can truly overcome these such as our early development, education and indeed relationships.<o:p></o:p></div>
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We can succeed if we mastering the art of being both constructive and compromising in our approach, even if we don’t wholly agree with another’s actions.<o:p></o:p></div>
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It may also be the case where we fail through lack of understanding due to these different trains of thought!<o:p></o:p></div>
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Being aware of our differences is so important as parents, educators and indeed the individual child or adult…this is especially so with those who have a learning difference such as ADD,ADHD,Aspergers, SPD,ODD,OCD,Dyspraxia or Dyslexia.<o:p></o:p></div>
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There are too often comparisons made to those that don’t have any of the above and understanding that we are all different and even researching the various learning needs would be a giant step forward for so many.<o:p></o:p></div>
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Don’t compare like for like as like, this is a pure myth, and in reality does not exist.<o:p></o:p></div>
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If one of your children takes longer to learn to dress or tie shoe laces so be it, be patient and afford them the extra time. The same for educators if the students is slow to finish, change the requirements of that student's workload. Better still change your style of delivery (kinaesthetic).<o:p></o:p></div>
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If your partner has entrenched characteristics offer to compromise, change is always within reach, and far better than the alternatives.<o:p></o:p></div>
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Above all, we need to take a long look at what’s in front of us, solutions are often easy to find, if we take the time to look!<o:p></o:p></div>
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Be protective of those around you and share experience of best practice and in education make sure your concerns of others are understood.<o:p></o:p></div>
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Overlearning is paramount in all cases. Those right-brained students struggling in maths need support, and equally do those that are linear left brained when they struggle in the creative areas of education.<o:p></o:p><br />
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This article had been written by our team, and we have used the work of others in our research. We always suggest that if you are concerned please seek the advice of others.<o:p></o:p></div>
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DyslexiaDublinTobyhttp://www.blogger.com/profile/04720957318687612839noreply@blogger.com0tag:blogger.com,1999:blog-7303826218796328191.post-57690178203210625092018-03-01T04:00:00.006+00:002021-02-14T21:14:33.846+00:00<div dir="ltr" style="text-align: left;" trbidi="on">
Exam preparation and recall skill by Dyslexia Toby 2021 ©<br />
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We are fast approaching exam time and many students with a learning need will be worrying about the whole revision process.<br />
There are many ways in which we can store and recall information; we will look at these later.<br />
There are so many things that can affect the flow of information to and from the brain.<br />
I would like to talk about the different areas we use to store and then have to recall information.<br />
Many that have a learning need have great long term memories and poor short term memories.<br />
Normally academic study does not suit those right hemisphere thinkers (dyslexia,dyspraxia,dysgraphia and dyscalculia)<br />
How many memory banks do we have and when do we use them?<br />
What about the functionality of our brain and how can we retain or improve our memory? Lots more for us to look into.<br />
Our memory kicks in the very minute we are born (Tabula Rasa)… well almost. Instinct causes us to breath and cry; that first touch, glance or taste are the early entries in our memory banks. Even fear is a memory of the past (episodic) that comes back and stops us in our tracks…been here before not too sure about this!<br />
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All of these are stored (history) and help us build our future. It is almost like DNA…unique to us. People seem to feel that they know what’s in your head…sorry, only you know that! Many of us would feel our memory falls short of what we would like it to be, when in fact it’s much better than we believe it to be.<br />
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The brain is the most complex part of our body and, without a doubt, the nerve centre; without this we are nothing. It monitors sensors from all over our body and feeds back the signals required to complete every task we do every day.<br />
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The brain also determines where the information is stored and how it’s stored…long term, short term, episodic or indeed if it’s worth storing at all.<br />
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Remembering can be from any source…touch, taste, hearing, smell, sight, feeling or indeed a combination of all those things.<br />
It might be a place you have passed before, like a processing plant, your visual kicks in and then your smell completes the link.<br />
Fear is also based on a visit to the past in our minds.<br />
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Our memory is an integral part of the brain and is strengthened very much like a muscle. Different parts are responsible for different things and the key to development from our early years is stimulation.<br />
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The process of memory begins with encoding, and then proceeds to storage and, eventually, retrieval.<br />
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We see the world in an encrypted fashion, rather like a series of codes (similar to your personal data on a credit card). The brain uses a form of decoding known as ‘encoding’…this the very first step in memory creation. Neurons work the busy highways of the brain carrying data back and forth.<br />
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Most people with a learning need such as dyspraxia or dyslexia have very good long term or episodic memories but quite poor short term memories.<br />
This is a key reason for many of their fears such as the dentist, scared of animals or flying.<br />
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So let’s talk about recall! In Simplistic terms, it is the way our brain draws on stored information for immediate use.<br />
Like taking on a task that you haven’t done in a while, maybe an exam or cooking a dish. Many of these require replicated information as opposed to combining subsets of information.<br />
There are a few ways in which information can be drawn from long-term memory.<br />
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One variant is for things such as form filling, we read what’s in front of us and rarely link this to past events.<br />
We are pulling parts of information in order to complete the task.<br />
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Collating. This is one area where we can use past events to construct a story; such as an essay. This is a very positive area to work on.<br />
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We also do well when it comes to recognition, especially when it comes to factual answers.<br />
We tend to be not so good with fictional things; unless of course we can turn them into fact.<br />
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One of my ideas is to create the overlearning and turn all our information into long term storage.<br />
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We can do this by quite simply recording all the things we need to learn; this creates a whole range of immediate change to the way our brain processes.<br />
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We can also use another of our strengths, and that is to add visual images to most of the subjects we are studying.<br />
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Maths is one that requires both long and short term, and this just doesn’t suit those visual factual learners.<br />
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We need to take every opportunity to create visual stimuli in this area, draw 3d shapes and colour them in; make a colour code for formulae, etc<br />
Go out in the yard and do area, helping with the cooking can help with volumes and weights.<br />
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Reading a book; watch the film after and compare the two and take notes; again record everything.<br />
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Just make the learning come alive and best of luck with those exams.<br />
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">All our articles are for information only and guidance… professional advice should always be sought. Dyslexia Toby © 2021</span></div>
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DyslexiaDublinTobyhttp://www.blogger.com/profile/04720957318687612839noreply@blogger.com0tag:blogger.com,1999:blog-7303826218796328191.post-30549196784082622412017-11-23T12:55:00.002+00:002021-02-14T21:16:09.755+00:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">‘Dyslexia… Is It On The increase?’ by Dublin Toby © 2021</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLzEvmpNKL5Rosynpel04ZzI38OeN2yVYjZUiodnpy42YsJQGNbqwf9ho7iikV7CUmVS6PEDeiZSvL-_NGUCH9hJpImAmdKSYLEFmnHDAFBpV_Y93Mg_mkVDLSyGhlhKgy7TcQC8ivT9I/s1600/dyslexia+new.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLzEvmpNKL5Rosynpel04ZzI38OeN2yVYjZUiodnpy42YsJQGNbqwf9ho7iikV7CUmVS6PEDeiZSvL-_NGUCH9hJpImAmdKSYLEFmnHDAFBpV_Y93Mg_mkVDLSyGhlhKgy7TcQC8ivT9I/s1600/dyslexia+new.png" /></a></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Let’s bust the myth… most children and adults who struggle with the written subjects at school have a valid reason for doing so. In general they have a very high IQ and many subconsciously teach themselves through studying, others in conversation or listening to conversation. I have witnessed this over the long number of years working with both children and adults. Most will pick up a book and astound the listener as they start to read away… baffled as to why they are struggling at school, etc. Why is this so?... well, most would have a good long term memory and would store many words in their image file (attached to images), you might occasionally hear a random word thrown out, but we adapt to ad-libbing quite well. I say ‘we’, as I have gone through the same hoops myself, being born dyspraxic and dyslexic.<u></u><u></u></span><br />
<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"><br /></span><span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">We now offer online support www.facebook.com/Online-Dyslexia-Support-1811247802448782/</span><br />
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">There is a bottom line figure of 8-10% (this is on the increase) of children in most countries with some form of learning disability, involving poor comprehension in certain academic studies… for the most part listening, speaking, reading, writing, or mathematical. However, there is a far greater problem looming on the horizon… LDD (literacy deficit disorder)… and for many, it has already arrived. For those with dyslexia and those who have a real problem coming to terms with and understanding problems with the English language... a figure of around 18-20% would be nearer the truth.<u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">So where is the problem? If you find your child reading a book, maybe from school, sit beside them and follow the story and, with some children, you will very quickly see them substituting words and quite frequently. It’s not a pointer to the fact that they cannot read the word they have replaced, it’s the brain working in rapid fire to give fluency to reading. You will notice when they come to words they cannot spell, that they slow or stop and try to build that strange word (often a word that has not been stored with an image). Dyslexia is the most known form of learning difficulty, although we know of many more that exist. Dyscalculia is one… it involves working/processing numbers and dysgraphia… taking the information from a source (whiteboard/hand-outs, etc.) and writing it down or storing it in the long term memory.<u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Speech is also connected here and many dyslexics could well have been late hitting certain milestones… this will cause a problem in reading fluency and the ability to build strange/unfamiliar words.<u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">We use a variety of methods to help those struggling with one of the 3D’s to overcome the problems. Intervention is based on building skills using whatever teaching method works best for each individual.<u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"> To help children with dyslexia, focus on teaching the child those words that can be segmented into smaller units of sound and that these sounds are linked with specific letter patterns. In addition, children with dyslexia require practice in reading stories, both to allow them to apply their newly acquired decoding skills to reading words in context and to experience reading for meaning and enjoyment.<u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Nowadays, we have also lost a complete tier of learning… do you remember sitting down to dinner as a family, watching a few channels on the TV, leading people to discuss the content or even turn the TV off and play a game…Charades…Give us a Clue, etc. These were also great opportunities for parents to see the academic ability of their children first hand. Now instead, we wait for the Report or the school to call us and quite often it’s way too late.<u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">There is a chain of thought that would also focus on poor and delayed speech as a result of the above and that is also hampered by the solitary playing of video games. Think about it… conversation is not as strong and is no longer widely used by many of us due to our way of life, we can go an entire day by using pay at pump for fuel, shopping online or self-checkout and even dive through fast food restaurants.<u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Most children/adults give all their latest news to others via social media… Facebook or texting… again not a word spoken! Our friends in mainland Europe and many developing countries don’t quite suffer in the same way, as they very much use this form of media as an add on/supplement and not a replacement, or in many developing countries they simply don’t have or cannot afford the technology!<u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"> All this results in a variety of issues and we see many more with delayed speech than ever before. How can we gauge how much is being read with a kindle?… it was fairly easy to judge a worn book with bent pages and you could also observe the pages being turned (reluctant readers). <u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">These things can all lead to a lack of fluency in not just reading, but spelling and speech are all affected. Self-confidence very quickly follows also stuttering and stammering comes as a direct result of poor literacy and communication skills… memory can also be poor as a result! Add these to someone with dyslexia and what chance do they stand! It takes far longer to pull the word from memory and build it before giving a response and the ‘em’ comes in handy to fill the temporary void in the conversation.<u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Slow readers, writers and communicators are constantly giving off warning signs. How many are not picked up in school? As parents or teachers, we need to take heed of these tell-tale signals before it’s too late and we have not just a reluctant reader, but a very reluctant pupil and much more coming down the track.<u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Why not make a big difference to your child/students and use our multi-sensory teaching resources? Step up with ‘Steps’ and gain those lost years and self-confidence. Check it out at -</span><a href="https://www.facebook.com/pages/Steps-for-dyslexiadysgraphiadyscalculia-improving-academic-study/509977782389910?ref=hl" style="color: #1155cc;" target="_blank"><span lang="EN-GB">https://www.facebook.com/<wbr></wbr>pages/Steps-for-<wbr></wbr>dyslexiadysgraphiadyscalculia-<wbr></wbr>improving-academic-study/<wbr></wbr>509977782389910?ref=hl</span></a><span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">With dyslexics, it is well known that there are inherent weaknesses in areas of the brain required to understand (comprehension) and build words (phonology), both of which are needed in order to be effective in all areas of literacy. For them (and also those with literacy deficits), this problem can be sorted effectively and the earlier you start the better… intervention in all areas of literacy, including communication, is vital… building words and vocabulary along with solid comprehension through a multi-sensory process. These are the areas we work on, giving excellent results, with our students in all our literacy and numeracy intervention programmes and the same can apply to the remaining academic subjects <u></u></span><br />
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">All our posts are for guid</span><span lang="EN-GB" style="color: #444444; font-size: 11.5pt; line-height: 15.75pt;">ance only and professional advice should always be sought. </span></div>
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<span style="color: #444444; font-size: 11.5pt;">Toby Lee, © 2021</span></div>
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DyslexiaDublinTobyhttp://www.blogger.com/profile/04720957318687612839noreply@blogger.com0tag:blogger.com,1999:blog-7303826218796328191.post-57252821052177892212017-08-15T07:22:00.003+01:002021-02-14T21:16:55.745+00:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">How is Confidence and Self Esteem affected by Dyspraxia,</span><span style="color: #444444; font-size: 15px; line-height: 15.95pt;"> </span><span style="color: #444444; font-size: 15px; line-height: 15.95pt;">(DCD),</span><span style="color: #444444; font-size: 11.5pt; line-height: 15.95pt;"> Dyslexia and other specific learning needs by Dyslexia Toby © 2021</span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Confidence and achievement is everything… we can all do our own personal SWAT (strengths, weaknesses, opportunity and threats)… just take a look what you are good at, what do you struggle with? Can you do everything you need to do?</span><u></u><u></u><br />
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">We now offer online support for dyslexia/dyspraxia in academic studies.</span><br />
<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"> www.facebook.com/Online-Dyslexia-Support-1811247802448782/</span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">How easy is it to lose your confidence… imagine yourself down a hole and every time you stick your head out, someone hits it with a stick or shouts at you. How many would still continue to pop their head up?</span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Many with dyspraxia have days, weeks, months and years like this and children with dyspraxia dealing with learning needs, maturity and skill building have these problems to face.</span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Dyspraxics generally have reduced ability when it comes to co-ordinated skills (gross and fine motor) such as sport and dance and this in itself multiplies the time required to carry out a given task that can be mastered by others in the shortest (one or two attempts) period of time. Quite often we, as parents, fail to recognise this as a problem and fall short in time/tolerance required to help our children develop the required skill or skill sets. Our parent's may considered spending the same amount of time teaching us how to ride our bike, as they would with siblings (brother sister), whereas in fact we often require up to four times longer to grasp that particular concept. It’s important for parents not to tire and make sure to give their children this extra time and remember… praxis makes perfect! It would be similar for those with dyslexia as we utilize areas of the brain that process all learnt material (instruction) our processing speed is known to be much slower, hence the required prolonged lessons and practice.</span><u></u></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">How does this impact on our child’s confidence and low self-esteem?</span><u></u><u></u></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">How do we go about assessing this lack of belief?</span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">How do we address this area and encourage self-belief?</span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">How can we make them feel good about themselves without feeling patronised?<u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Gross and Fine Motor Skills, Motor Planning and Organisation of Movement.</span><u></u><u></u></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">For a start we need to give due importance to the area of gross/fine/motor/organisation by taking time to work on these areas. This is a real issue and affects self confidence in most of our daily lives as a dyspraxic and also for those with SPD and hyper mobility.</span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">DCD can confuse many, from Ed Psych’s, friends, teachers and even close family members, all can appear fine for the short time we are in others company and this can be a problem in itself. Quite often we seem just like those without DCD when we are sitting or are relatively stationary… however, the very second we have to carry out a task we fall apart… for example, walking with a cup and we drop it, or walk into someone.</span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">We are all aware that DCD (dyspraxia) is a motor, planning and co-ordination disorder.</span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">The disorder can range from mild to severe. It runs in families and can be co-morbid, which often means many will have elements of hyper mobility, dyslexia, dysgraphia (writing/comprehension), dyscalculia (maths) sensory processing, social communications disorder (DSM5). Most will have poor memory and memory recall. Others may present with mild dyspraxia and no other traits.</span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Presentation of DCD is so variable in its spectrum and has a very wide range of limitation/delay in co-ordination, planning and motor skill. It can range from very moderate to severe… some would be good at sport and others would struggle, the same would be the case for academia.</span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">The child could be fine in the early stages with limited concern shown by the parent, especially if they happen to be the first born so there is no benchmark set and familiar milestones hit by an older sibling, ie. walking, talking, eating, kicking and catching a ball.</span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">We can also see problems with speech and language... quite often we witness a delay in speech which can so often slow the introduction to reading/spelling and indeed writing, into the early years of school.</span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Dyspraxia (DCD) affects around 1 in 8 school-age children and likewise adults, around the world. There is a variation to this, so I am going with an average figure. We also know that it affects far more boys than girls… statistics show around 80% are boys, although in my personal opinion, I feel the gap may well be closer in reality. The reason I feel this to be the case is that boys tend to show frustration and meltdown whereas girls tend to internalise and just get on with it, which can result in more boys being diagnosed. </span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">So what do we do to keep confidence and self-belief high?</span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Firstly I want to say don’t give praise where it is not due… it must be genuine.</span><u></u><u></u></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Take everything that has to be learnt very slowly and then praise, praise, praise!</span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">During the early days put them in a baby walker, as this helps develop leg movement (gross motor skill).</span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Spend time helping them to crawl and walk by letting them mimic you.</span><u></u><u></u></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">When they start to feed themselves encourage this but give them easy things to eat (nice bright carrot stick)… pieces of apple will help with fine motor skill… feed them every other piece to reduce frustration.</span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Make lots of funny faces to encourage smiling and always use a cup and then a straw to drink through, as this will help facial muscle tone and early speech.</span><u></u><u></u></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Try and get them to improve core muscles by getting them on their tummies and looking up… this will strengthen their back and shoulders. This will also help posture when they start sitting more frequently.</span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">When they are ready to play, roll a ball to them… this will help eye hand co-ordination.</span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">All of the former is important. Make sure you check out their dominant side too… how do they move? Is it left hand or right first (crawling)? Which leg leads, if already walking? It is so important to figure out their dominant side to make writing etc. easier later on… many pick up the pencil in both hands and often use their non-dominant side to write with (less control)!</span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">We also find placing things in order or stacking difficult, due to the planning/processing side of the condition.</span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">With the singular focus that we have as a result of being dyspraxic, we struggle with multi co-ordination on a variety of fronts, like climbing stairs, running, hopping, and jumping, co-ordinating limbs to dress<b> </b>(shirts, trousers, socks, etc.)</span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">We can also have difficulty chewing solid food, due to hyper-sensitive gag reflex (tough meat and fibrous fruit like pears and fish too) and sensory processing problems.</span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">There is a high incidence of ambidexterity in dyxpraxics and this could be down to planning/processing at an early stage (dyspraxic children often pick the pen up with the nearest hand and proceed to write or draw… this could then become ingrained). This often leads to indifferent writing techniques and poor writing skill.</span><span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"> Let your child know you make mistakes also...none of us are perfect, laugh at your mistakes by all means bur don't laugh at theirs.</span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">This all leads to problems performing daily activities and many of our personal routines like getting dressed.</span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Due to required repetition, a far greater time is required to master new skills and skill sets (tying shoelaces, fastening buttons, zips, etc).</span><u></u><u></u></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Tripping and falling due to lack of concentration and poor balance, even standing still and the occasional wobble, can all make us look very clumsy.</span><u></u><u></u></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">We tend to have a far slower rate of maturity due to most of the above and this can lead to voluntary and involuntary isolation. If we are on our own we feel less pressured to perform and no one witnesses our mistakes. However I must express this is not a good thing. As a result, we tend to hand around or play with children much younger than us.</span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">I have written many articles on anger and frustration and this all goes alongside dyspraxia. It’s no surprise we beat ourselves up over the slightest mistake and also as a result of being constantly pulled up and criticised by our peers/family members.</span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">We have a very singular focus and this in turn causes poor concentration and listening skills… we also find it hard to follow verbal and written instruction, it is much easier to watch and learn or follow pictograms.</span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">In adulthood this can often be the case with D.I.Y… we would prefer to follow the picture on the box than read the instructions inside (right brained).</span><u></u><u></u></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">It can cause problems with learning to drive (see article on Learning to Drive with Specific Learning Needs by Toby Lee).</span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Anger and frustration.</span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">If you suspect any of the symptoms of dyspraxia, I would recommend you seeing an OT or Ed. Psych. II would stress it is important to get a good assessor, as one that doesn’t know dyspraxia could miss some of the signs or might not apply the correct conditions to show that your child has dyspraxia.</span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">You could also find during the assessment your child might have dyslexia/dysgraphia or dyscalculia…these are co-morbid conditions that can also shadow dyspraxia…ADD…ADHD and ASD.</span><u></u><u></u></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">It is so important to be prepared before you see anyone for a diagnosis… observe your child and draw up a list of issues, make a note of milestones like walking/talking, etc.</span><span style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"> Motor problems of children with DCD persist at least into adolescence, although it weakens as we come to terms with routine and we no longer need to be competitive, like running around the school yard or taking part in sport.</span><span face=""segoe ui" , sans-serif" style="font-size: 10.5pt;"> Friend with us on facebook or follow us at twitter @ dyslexiadublin</span></div>
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DyslexiaDublinTobyhttp://www.blogger.com/profile/04720957318687612839noreply@blogger.com0tag:blogger.com,1999:blog-7303826218796328191.post-21624385776890494372017-06-15T05:26:00.001+01:002021-02-14T21:18:06.952+00:00<div dir="ltr" style="text-align: left;" trbidi="on">
<span face=""lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif" style="background-color: white; color: #333333; font-size: 13px; line-height: 18px;">The Why’s and How’s of the IEP (Individual Education Plan)and the benefits to individuals in the learning environment (revised) by Dyslexia Toby © 2021</span><br />
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<span face=""lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif" style="background-color: white; color: #333333; font-size: 13px; line-height: 18px;"><br /></span><span face=""lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif" style="background-color: white; color: #333333; font-size: 13px; line-height: 18px;"><br /></span><span face=""lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif" style="background-color: white; color: #333333;"><span style="font-size: x-small;"><span style="line-height: 18px;">Just received your child's IEP or would like to know more ( have an assessment, then you should be informed about your entitlements).</span></span></span><br />
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<span face=""lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif" style="background-color: white; color: #333333; font-size: 13px; line-height: 18px;">Specific Needs Education is the education of students with special needs in a way that addresses the student</span><span class="text_exposed_show" face=""lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif" style="background-color: white; color: #333333; display: inline; font-size: 13px; line-height: 18px;">s' individual differences and needs. This process involves the individually planned scheme of work with an agreed level of help…sometimes intense help… to achieve a learning objective, such as learning the alphabet for example. This will also give an outline of the resources required to achieve an outcome equal or close to their peers (see the article on Accommodation for further details).<br />This will include the provision of in-class support (SNA) and one to one (resource teacher), requiring extra resource hours.<br />There is a range of learning needs and not all children in a class would have been through a diagnosis. The school, however, should be able to identify such students and should offer as much support as they possibly can. Parents must also be informed of this, which is key to helping move their individual child forward.<br />In most countries, inclusive education is in place; schools and teachers are changing the way in which they teach, to accommodate all students and allowing far more children with specific learning needs to be taught in the mainstream school.<br />Integration is less likely to cause stigma amongst the students as they are submerged in this modern learning environment. Inclusive education, with adequate resources and qualified knowledgeable staff, can offer almost everything to everyone in regard to education.<br />Specific learning needs students can be identified early in the learning process…observation of work and participation in group and solo activities can be monitored, along with performance in both testing and homework. These would all help to identify individuals that are struggling to understand the information being presented.<br />IEP (Individual Education Plan)<br />A learning programme should be agreed between teachers and this should also involve parents and the support staff within the school. This will vary from country to country and will be unique to the student that has been identified with a learning need. The IEP will set out the support and resources required to help the individual and will also document the resource hours and in-class provision (scribe…reader, etc.) required to help the student cope with the mainstream class.<br />As schools become more familiar with the range of individual needs, they will resource accordingly. This will require changes in the way they accommodate all within the group and this could be down to gaining physical access to classrooms (old schools) with the use of lifts to upper levels, to the introduction of computers for children who cannot write because of a physical disability. They must also take account of the child’s needs outside of the classroom during break times, to include access to the playground, toilets and eating facilities.<br />In the case of a child on the Autism Spectrum, it might be necessary to school them in a smaller group or classroom. This can also be the same with children who have SPD if they are tactile or not tactile, they might struggle to concentrate and would need to be positioned accordingly. This would also be the same for children with auditory processing problems and also those who may have visual stress.<br />Modifying the Lesson to include the IEP.<br />Students workload can be reduced and be more specific…for instance, handwriting can be in print rather than cursive to help students keep up with lessons that are dictated.<br />Project work can be assisted by giving the student a textbook and also an audio or DVD to watch, such as Michael Morpurgo’s ‘War Horse’, for example.<br />Reduced homework is given on a more consistent basis, with maybe one subject per night instead of several subjects…this also means there is less to forget and fewer books for the student to carry home.<br />Students should be given access to certain resources during testing, like the use of a calculator or have a bank of words to aid comprehension. Extra time for tests can also be agreed during the construction of the IEP.<br />ECM (every child matters) is an integral part of every school and classroom or should be. The Teacher is responsible for ensuring the safety of all children in their care and take appropriate advice/action to maintain the safety of all.</span><br />
<span class="text_exposed_show" face=""lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif" style="background-color: white; color: #333333; display: inline; font-size: 13px; line-height: 18px;"><br /></span><span class="text_exposed_show" face=""lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif" style="background-color: white; color: #333333; display: inline; font-size: 13px; line-height: 18px;">If your child is starting a new school make sure the provision is there before you register them.</span><br />
<span class="text_exposed_show" face=""lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif" style="background-color: white; color: #333333; display: inline; font-size: 13px; line-height: 18px;"><br /></span><span class="text_exposed_show" face=""lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif" style="background-color: white; color: #333333; display: inline; font-size: 13px; line-height: 18px;"><br /></span><span class="text_exposed_show" face=""lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif" style="background-color: white; color: #333333; display: inline; font-size: 13px; line-height: 18px;"><span face=""calibri" , sans-serif" style="color: #444444; font-size: 15.3333px; line-height: 21.2667px;">NB. This information is from personal experience and research and also partly sourced through the work of others. It is purely for improving the understanding of dyslexia and to offer helpful advice in related areas. Dyslexia Toby © 2021</span><br /><br /><br /></span></div>
DyslexiaDublinTobyhttp://www.blogger.com/profile/04720957318687612839noreply@blogger.com0tag:blogger.com,1999:blog-7303826218796328191.post-57650632444312630402017-05-24T21:23:00.002+01:002021-02-14T21:18:53.098+00:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: "comic sans ms"; font-size: 12pt;">Time Management and associated problems for dyslexics and dyspraxics by Dyslexia Toby © 2017</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="font-family: "comic sans ms"; font-size: 12pt;">We suffer poor time management more so than any others…Why?<o:p></o:p></span></div>
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<span style="font-family: "comic sans ms"; font-size: 12pt;">1) We have very poor short term memory.<o:p></o:p></span></div>
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<span style="font-family: "comic sans ms"; font-size: 12pt;">2) Secondly, we have organisational issues.<o:p></o:p></span></div>
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<span style="font-family: "comic sans ms"; font-size: 12pt;">3) Thirdly, some having planning and processing issues.<o:p></o:p></span></div>
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<span style="font-family: "comic sans ms"; font-size: 12pt;">We can’t ever blame ourselves for any of the above as we are born with a very active right side of the brain (creative), whereas Time management is very much a function of the left linear brain.<o:p></o:p></span></div>
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<span style="font-family: "comic sans ms"; font-size: 12pt;">However, many get frustrated by our time-keeping and therefore it has to be worked at and improved for the sake of everyone.<o:p></o:p></span></div>
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<span style="font-family: "comic sans ms"; font-size: 12pt;">You need to sit down and take stock and plan ahead. My time keeping was terrible as a child, however now it has swung the other way.<o:p></o:p></span></div>
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<span style="font-family: "comic sans ms"; font-size: 12pt;">I leave myself twice as much time as most to get going and I always arrive at functions/meetings early. T this day I still set all my clocks five to ten minutes fast.<o:p></o:p></span></div>
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<span style="font-family: "comic sans ms"; font-size: 12pt;">Ideas:</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "comic sans ms"; font-size: 12pt;">-<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "comic sans ms"; font-size: 12pt;">One helpful tool is a colour coded diary for school and social time.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "comic sans ms"; font-size: 12pt;">-<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "comic sans ms"; font-size: 12pt;">Buy a sand timer for home, use it for studying and fun time, we notice</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="font-family: "comic sans ms"; font-size: 12pt;"> movement much easier than we would a watch or clock.<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "comic sans ms"; font-size: 12pt;">-<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "comic sans ms"; font-size: 12pt;">If you have a smart phone, use the alarm and calendar so you get both a<o:p></o:p></span></div>
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<span style="font-family: "comic sans ms"; font-size: 12pt;"> visual and audio reminder. </span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "comic sans ms"; font-size: 12pt;">-<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "comic sans ms"; font-size: 12pt;">Post-it Notes on your door (to write messages and reminders). I still hang things on the door that I need to take with me.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "comic sans ms"; font-size: 12pt;">-<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "comic sans ms"; font-size: 12pt;">Use your smart phone to take images of books required for school, etc.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "comic sans ms"; font-size: 12pt;">-<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "comic sans ms"; font-size: 12pt;">A notice-board on the wall can also be useful.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="font-family: "comic sans ms"; font-size: 12pt;">As we have already mentioned, time management is linked to our ability to organise and we don’t have that.<o:p></o:p></span></div>
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<span style="font-family: "comic sans ms"; font-size: 12pt;">Your preparation should start on a Sunday before the new school week begins.<o:p></o:p></span></div>
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<span style="font-family: "comic sans ms"; font-size: 12pt;">Do it whilst you are fresh and alert, don’t leave it till Monday morning when you are still half asleep.</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="font-family: "comic sans ms"; font-size: 12pt;">You could even find that you sleep better, as you have already organised and sorted all the things that are on your mind to do the next day.<o:p></o:p></span></div>
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<span style="font-family: "comic sans ms"; font-size: 12pt;">If you are like me and forget so many other things that keep our lives functioning (shopping, sports, social outings, etc.), put all those other troubling things onto post it notes, etc.<o:p></o:p></span></div>
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<span style="font-family: "comic sans ms"; font-size: 12pt;">Even do a road map, a very good way of learning how to organise… put on your day or week A to Z.<o:p></o:p></span></div>
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<span style="font-family: "comic sans ms"; font-size: 12pt;">You must also schedule free time and breaks. Is worthwhile during routines like homework…maybe 10 mins every hour, but be disciplined and don’t stretch the free time!<o:p></o:p></span></div>
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<span style="font-family: "comic sans ms"; font-size: 12pt;">Don’t play video games before you go to bed. Take an hour or so to do something less complex to help you sleep.<o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">Schedule study time so you can get ahead. Try to work at some point over the holidays and at weekends to give you space in the week.<o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">A To-Do list is also a very good way of getting and thinking ahead.<o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">Being untidy is also a sign of poor organisational skills… it's far harder to find things and quickly in an untidy and cluttered space, so include that on your list.<o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">Always put your keys and/or phones in the same place every time and do it the second you get in.<o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">You will very quickly do all this subconsciously, trust me you will… I did.<o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">It means you only have to visit the one place then, and yes…they are there.<o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">Men tend to be worse than women when it comes to time management, as they tend to have greater lists and tend not to write things down.<o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">Poor time management actually robs you of more time through living in chaos, always chasing your tail.<o:p></o:p></span></div>
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">Most importantly, poor organisation causes increased stress and anxiety.<o:p></o:p></span><br />
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<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;">T</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><br /></span>
<span style="color: #222222; font-family: "comic sans ms"; font-size: 12pt;"><span face=""lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif" style="background-color: white; color: #333333; font-size: 13px;">All our articles are written to give guidance only and we would suggest that all of our readers seek the required professional guidance </span></span></div>
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DyslexiaDublinTobyhttp://www.blogger.com/profile/04720957318687612839noreply@blogger.com0tag:blogger.com,1999:blog-7303826218796328191.post-22797388982414181002017-05-19T06:30:00.002+01:002021-02-14T21:19:45.903+00:00<div dir="ltr" style="text-align: left;" trbidi="on">
How Can We Help Our Children To Read? <span face=""lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif" style="background-color: white; color: #333333; font-size: 13px; line-height: 18px;"> Dyslexia Toby © 2017</span><br />
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There is a huge imbalance in those that read, those that struggle, those that don’t and those that wished they could, why.<br />
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If you want to retain information then it is essential to read and write. The retention rates of just audio or using a laptop to type are 25%. Reading out allowed and writing down information raise that to 85%!<br />
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See it, say it, hear it, write it, retain it.<br />
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Is it possible to stimulate reading in those who don’t or can’t read?<br />
In my early years, I was often left to read alone. Like many I then had to face the daunting challenge of being asked to read out aloud in the classroom and yes I can hear you all say been there, done that, wearing the tee-shirt.<br />
You can liken this frightening experience to a visit to the dentist, school nurse or getting your haircut.<br />
Leading to a negative effect on my wish to read and the belief in my ability to read.<br />
We can have raised anxiety leading to panic attacks. This can be caused by a sudden onset of stimulation and over stimulation.<br />
We can equate this to many functions within our lives.<br />
So how do we go about changing this, we want everyone to have the chance to feel good about reading and the many benefits it brings in enriching our lives.<br />
We know from modern research conducted into literacy problems at the Yale Research Centre By Bennit and Sally Shawitz<br />
Recent research carried out by Dr John hutton and his team from the Cincinnati Children’s Hospital Medical Centre.<br />
They conducted tests on the benefits of early reading and improvement in cognitive development<br />
This was found to be positive results by the Pediatric Academic Societies (PAS) in many areas including<br />
reading skill development, verbal development, and image development, giving children a far greater cognitive advantage earlier in life.<br />
The research by John Hutton breaks new ground and shows that reading from around three+ gives the child a greater chance of developing and improving vital skill sets that will benefit them at all points in future life. Improvements in the area of the brain that governs semantic (language and logic) reasoning.<br />
Shared reading can be shown to build the imagination and get beyond the words in the book and stimulating that desire to read more.<br />
By reading alongside our children, we can remove the fear of reading to others that may come in later life.<br />
We can see when our children have a problem with reading or comprehending the words they are reading.<br />
If we read age appropriate books, it can also help those parents that struggle with reading and scared by the very same process. This can also help with those children that have speech problems.<br />
Dyslexics tend to replace around 15 to 20% of the words they read, shared reading picks this up and allows the problem to be addressed!<br />
Shared reading keeps the child engaged and reading out aloud also improves retention skills as you are introducing both speech and hearing into the process.<br />
Breathing patterns can also be honed while reading, and this improves the correct use of punctuation in story writing.<br />
I know many parents have busy schedules and little time, but this is so important when developing early reading skills.<br />
There are also huge benefits to the bonding process between parent and child.<br />
This could so often apply to those who are learning another language besides their native tongue.<br />
The survey of Dr John Hutton had positive outcomes and if we follow research such as this reading will become a trend and all of us will be the long term beneficiaries.<br />
We all want nothing more than to encourage our children to read, this will strengthen their both their life skills and academic ability, and that can only end up benefiting us all..<br />
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<span face=""calibri" , sans-serif" style="background-color: white; color: #444444; font-size: 15.3333px; line-height: 21.2667px;">NB. This information is from personal experience and research and also partly sourced through the work of others. It is purely for improving the understanding of dyslexia and to offer helpful advice. Dyslexia Toby © 2017</span></div>
DyslexiaDublinTobyhttp://www.blogger.com/profile/04720957318687612839noreply@blogger.com0tag:blogger.com,1999:blog-7303826218796328191.post-26848883308603012762017-04-29T07:58:00.001+01:002021-02-14T21:20:45.208+00:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;">‘When Is The Right Time To Tell Your Child They Have A Specific Learning Need?’ by Dyslexia Toby © 2017</span></div>
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<span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;">Is there ever going to be a right time? Well, you will always blame yourself for telling your child or indeed not as the case may be. I can say from my own experience I would have loved to have known that I had a learning need, but back in the fifties and sixties, there was no such diagnosis. With dyspraxia, however, the first mention in the medical journals was as far back as 1962, although there was little heed paid to this and many other learning needs. I spent my early life being very confused and angry at my lack of academic and sporting ability, I was constantly measured against my more able siblings and called many horrible things, including a word I despise to this day (‘spa’ or ‘spastic’). I am far happier now that I had a reason for the problems I continually came across in the early years and it was out of my control and was deemed to be the way I would go on through life from birth.<u></u><u></u></span></div>
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<span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;">Genetics sets the seed with most specific learning needs and this is the case for so many others… I am not alone!</span><span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;">You may have had a diagnosis, or be in the very early stages of wondering why your child is behaving or learning differently to others and you may be starting to suspect something is not quite right. They may well be slow at hitting milestones and you may have also spotted the early signs of a specific learning difficulty. I will say at this point, having dyspraxia myself and also for children with dyspraxia, I wouldn’t despair, as we go on to achieve great things and, if shown the right way, excel both physically and academically… we are great social animals too!</span><span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;"> What about those that are just late starters? Many children find a variation in both physical and visual stimuli. Some like to watch you, or programmes, also some watch and listen to conversations… these are usually the early readers. Some like to construct and by this I mean those who show a preference to play with toys and build things… these are for the most part late/later readers. As mentioned, it’s what pushes our buttons that drive us from the start.<u></u><u></u></span></div>
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<span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;">You can never be too early to encourage both forms of stimuli and your engagement in this process will lead to your child joining in.</span><span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;">It is so important to work with the school or college on this, the more eyes the better. You need to keep a very close eye on their academic work… teachers are being forced to teach ever larger class sizes than ever before and don’t always get the chance to check every piece of homework and quite often the students will cross mark each other’s work… this can result in them falling behind. Don’t forget the square of over teaching - those with a learning need may require a more graphical description of what has to be learnt compared to a child who has no SPLD… quite often 2-3 or 4 times longer.</span><span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;">Make sure you keep your concerns written down with times and dates… this comes in really handy to monitor progress, take to open days, parents evenings and IEP meetings (individual education plan). Never discard this information as you can use it when your child steps up in that, or a new, school… not all teachers inform each other of someone leaving their class to move to another, </span>even though you might take this for granted<span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;">.</span><span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;">Always check school reports and note discrepancies from teacher to teacher and subject to subject… the problem more often than not is in the core and language subjects. Be positive, proactive and constructive with your child’s school/teacher, aggression often meets aggression… suggestions and inducing suggestions from others tends to yield positive results.</span><span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;">If you have no diagnosis, ask the school or college as they have funds for this, although I will say they are extremely limited and have to be used wisely.</span><span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;">Try and benchmark progress and always leave a meeting with a date for the next review, this leaves nothing to chance which is important because, as we all know, the years flow quickly by.</span><span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;">Keep your child informed, they often resent going to resource when they are older, especially boys. Try and keep their confidence high by talking about their great efforts in other areas.</span><span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;">Kinesthetic learning is so often the way forward and it’s important to work at the point where the wheels fell off rather that at the coal face. By the time the school and maybe your concerns are heard, the child will be at least eighteen months behind… so imagine putting a second class student into fourth class, how would they feel? That is the way your child feels every day.</span><span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;">Look for tell-tale signs like stammer/stutters, keeping themselves isolated during school and maybe they have no interest in inviting friends over, they avoid the competitive aspects of school (sports, etc.). Maybe they have moved up a year and the new teacher gets them to read aloud to the class and this is bothering them, the dreaded <span class="aBn" data-term="goog_1905265014" style="border-bottom: 1px dashed rgb(204, 204, 204); position: relative; top: -2px; z-index: 0;" tabindex="0"><span class="aQJ" style="position: relative; top: 2px; z-index: -1;">Friday</span></span> spelling test or other tests like the STEN, SATS or Drumcondra… maybe you can reflect after reading this and remember episodes of reluctance or faking a day off and see a common link.</span><span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;">Above all, support from all moves this forward and if you haven’t told your child about your worries, there is a good chance school friends or even a teacher might have… not always directly, but your child will read between the lines.</span><span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;">If you have a diagnosis and a statement you are entitled to an IEP, ask your SENCO/SNA or the principal and if you haven’t had one, drive it forward… I have written articles on the IEP which you can read either on Facebook or on my blog (<a href="http://www.dyslexiadublin.blogspot.ie/" style="color: #1155cc;" target="_blank">www.dyslexiadublin.blogspot.<wbr></wbr>ie</a>).<u></u><u></u></span></div>
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<span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;">Some may try to convince you that you should be under a recognised group/umbrella group, either independent or recognised by the government, to obtain resource… this is not the case, all you need is a statement. Whilst some will be happy to kick the problem down the road, many will go the extra mile… I know several schools that support struggling learners through extra resource and they don’t have a statement.<u></u><u></u></span></div>
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<span style="color: #444444; font-size: 11.5pt; line-height: 15.95pt;">When you are doing homework, start as soon as they are home from school and make sure they drink plenty of water, hydration is a key to focus and, whilst on the subject, check that they can drink fresh water whilst in class too.</span><span style="color: #444444; font-size: 11.5pt; line-height: 15.95pt;"> </span><span style="color: #444444; font-size: 11.5pt; line-height: 15.95pt;">Front load all study and taper down towards the end of the session, leave plenty of time to relax and help the processing… remember the rule of four!</span></div>
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<span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;"> It’s worth focussing on the positive sides of your child in or out of school… this alone will move them forward and they will find their plateau. You as a parent will get your reward from seeing that happy child you always knew you had! They are not lazy, clumsy or stupid… we just process in a very different way and we all get there in the end! We just need to reinforce this constantly as low self-esteem and confidence is a peril we would rather avoid.</span><span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;">Have a read of another article of mine related to this subject –<u></u><u></u></span></div>
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<span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;">The Why’s and How’s of the IEP:<u></u><u></u></span></div>
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<span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;"><a href="http://www.dyslexiadublin.blogspot.ie/2013/04/the-whys-and-hows-of-iep-individual.html" style="color: #1155cc;" target="_blank">http://www.dyslexiadublin.<wbr></wbr>blogspot.ie/2013/04/the-whys-<wbr></wbr>and-hows-of-iep-individual.<wbr></wbr>html</a><u></u><u></u></span></div>
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<span face=""calibri" , sans-serif" style="color: #444444; font-size: 11.5pt;"> </span><span face=""lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif" style="color: #333333; font-size: 12.7273px; line-height: 18px;">NB. This information is from our personal experience and research of our extensive team and also partly sourced through the work of others. It is purely for improving the understanding of dyslexia and other specific learning needs and to offer help and advice only. Dyslexia Toby © 2017</span></div><br /></div>
DyslexiaDublinTobyhttp://www.blogger.com/profile/04720957318687612839noreply@blogger.com0tag:blogger.com,1999:blog-7303826218796328191.post-37217598944393853642017-02-23T12:05:00.001+00:002017-02-23T12:05:50.683+00:00<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="background-color: white; color: #333333; font-family: "lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif; font-size: 13px; line-height: 18px;">The Why’s and How’s of the IEP (Individual education Plan)and the benefits to individuals in the learning environment (revised) by Dyslexia Dublin CETC © 2017</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBNBbwnkJGv-tUh2D4vQWDJKyHP6OY4bM_6SJ_Cn4Piamu7BXYsru3CSudzKKa4DddcpLFABzSfvew8uG6EB7wgRavA4Te-3q5BQ50bTuIGCv8wsDScvBJE0hK6v-xxOoxgAks4FLdlKI/s1600/inclusive+teaching.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBNBbwnkJGv-tUh2D4vQWDJKyHP6OY4bM_6SJ_Cn4Piamu7BXYsru3CSudzKKa4DddcpLFABzSfvew8uG6EB7wgRavA4Te-3q5BQ50bTuIGCv8wsDScvBJE0hK6v-xxOoxgAks4FLdlKI/s1600/inclusive+teaching.jpg" /></a></div>
<span style="background-color: white; color: #333333; font-family: "lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif; font-size: 13px; line-height: 18px;"><br /></span><span style="background-color: white; color: #333333; font-family: "lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif; font-size: 13px; line-height: 18px;"><br /></span><span style="background-color: white; color: #333333; font-family: "lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif;"><span style="font-size: x-small;"><span style="line-height: 18px;">Just received your child's IEP or would like to know more</span></span></span><br />
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<span style="background-color: white; color: #333333; font-family: "lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif; font-size: 13px; line-height: 18px;">Specific Needs Education is the education of students with special needs in a way that addresses the student</span><span class="text_exposed_show" style="background-color: white; color: #333333; display: inline; font-family: "lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif; font-size: 13px; line-height: 18px;">s' individual differences and needs. This process involves the individually planned scheme of work with an agreed level of help…sometimes intense help… to achieve a learning objective, such as learning the alphabet for example. This will also give an outline of the resources required to achieve an outcome equal or close to their peers (see article on Accommodation for further details).<br />This will include provision of in class support (SNA) and one to one (resource teacher), requiring extra resource hours.</span><br />
<span class="text_exposed_show" style="background-color: white; color: #333333; display: inline; font-family: "lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif; font-size: 13px; line-height: 18px;"><br /></span>
<span class="text_exposed_show" style="background-color: white; color: #333333; display: inline; font-family: "lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif; font-size: 13px; line-height: 18px;">We now offer online support, check us out on facebook @ online dyslexia support.</span><br />
<span class="text_exposed_show" style="background-color: white; color: #333333; display: inline; font-family: "lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif; font-size: 13px; line-height: 18px;">There are a range of learning needs and not all children in a class would have been through a diagnosis. The school however should be able to identify such students and should offer as much support as they possibly can. Parents must also be informed of this, which is key to helping move their individual child forward.<br />In most countries, inclusive education is in place; schools and teachers are changing the way in which they teach, to accommodate all students and allowing far more children with specific learning needs to be taught in the mainstream school.<br />Integration is less likely to cause stigma amongst the students as they are submersed in this modern learning environment. Inclusive education, with adequate resources and qualified knowledgeable staff, can offer almost everything to everyone in regard to education.<br />Specific learning needs students can be identified early in the learning process…observation of work and participation in group and solo activities can be monitored, along with performance in both testing and homework. These would all help to identify individuals that are struggling to understand the information being presented.<br />IEP (Individual Education Plan)<br />A learning programme should be agreed between teachers and this should also involve parents and the support staff within the school. This will vary from country to country and will be unique to the student that has been identified with a learning need. The IEP will set out the support and resources required to help the individual and will also document the resource hours and in-class provision (scribe…reader, etc.) required to help the student cope within the mainstream class.<br />As schools become more familiar with the range of individual needs, they will resource accordingly. This will require changes in the way they accommodate all within the group and this could be down to gaining physical access to classrooms (old schools) with the use of lifts to upper levels, to the introduction of computers for children who cannot write because of a physical disability. They must also take account of the child’s needs outside of the classroom during break times, to include access to the playground, toilets and eating facilities.<br />In the case of a child on the Autism Spectrum, it might be necessary to school them in a smaller group or classroom. This can also be the same with children who have SPD if they are tactile or not tactile, they might struggle to concentrate and would need to be positioned accordingly. This would also be the same for children with auditory processing problems and also those who may have visual stress.<br />Modifying the Lesson to include the IEP.<br />Students workload can be reduced and be more specific…for instance, handwriting can be in print rather than cursive to help students keep up with lessons that are dictated.<br />Project work can be assisted by giving the student a text book and also an audio or DVD to watch, such as Michael Morpurgo’s ‘War Horse’, for example.<br />Reduced homework given on a more consistent basis, with maybe one subject per night instead of several subjects…this also means there is less to forget and fewer books for the student to carry home.<br />Students should be given access to certain resources during testing, like the use of a calculator or having a bank of words to aid comprehension. Extra time for tests can also be agreed during the construction of the IEP.<br />ECM (every child matters) is an integral part of every school and classroom, or should be. The Teacher is responsible for ensuring the safety of all children in their care and take appropriate advice/action to maintain the safety of all.</span><br />
<span class="text_exposed_show" style="background-color: white; color: #333333; display: inline; font-family: "lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif; font-size: 13px; line-height: 18px;"><br /></span><span class="text_exposed_show" style="background-color: white; color: #333333; display: inline; font-family: "lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif; font-size: 13px; line-height: 18px;">If your child is starting a new school make sure the provision is there before you register them.</span><br />
<span class="text_exposed_show" style="background-color: white; color: #333333; display: inline; font-family: "lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif; font-size: 13px; line-height: 18px;"><br /></span><span class="text_exposed_show" style="background-color: white; color: #333333; display: inline; font-family: "lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif; font-size: 13px; line-height: 18px;"><br /></span><span class="text_exposed_show" style="background-color: white; color: #333333; display: inline; font-family: "lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif; font-size: 13px; line-height: 18px;"><span style="color: #444444; font-family: "calibri" , sans-serif; font-size: 15.3333px; line-height: 21.2667px;">NB. This information is from personal experience and research and also partly sourced through the work of others. It is purely for improving the understanding of dyslexia and to offer helpful advice in related areas. Dyslexia Dublin © 2017</span><br /><br />Resources can be seen at our online shop and more information is available at <a href="http://www.dyslexis-dublin.com/" rel="nofollow nofollow" style="color: #3b5998; cursor: pointer; text-decoration: none;" target="_blank">www.dyslexis-dublin.com</a></span></div>
DyslexiaDublinTobyhttp://www.blogger.com/profile/04720957318687612839noreply@blogger.com0tag:blogger.com,1999:blog-7303826218796328191.post-78580570154793307802017-02-18T13:41:00.001+00:002017-02-18T13:41:10.495+00:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Troubled Sleep in Children with Specific Learning Needs by Dyslexia Dublin CETC © 2017</span><br />
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">A sleep disorder can be temporary or more long term/habitual. This can be known as somnipathy, which is a medical disorder that affects our sleep patterns.</span><span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span><br />
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">We now offer online support for dyslexia.</span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Disturbed sleep can cause the same problems if it persists and this can lead to somnipathy and it may be severe enough to interfere with a person’s normal physical, mental and emotional functioning! Meltdowns/tantrums could well be the result of lack of sleep.</span><span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">There are very strong links between childhood sleep disorders and behaviour, lack of concentration and mood swings. Sleep disorders that are directly caused by behavioural factors (eg. sleep-onset association disorder) can present in some children with specific learning needs. Invariably, sleep deprivation increases the chances of meltdowns and this can have a major impact on the entire family.</span><span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Some sleep disorders are serious enough and known to interfere with physical, mental and emotional routines. In cases that are causing noticeable problems, a sleep study/test (Polysomnography Test) can be recommended by your GP/Consultant.</span><span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Insomnia can also cause problems, due to falling asleep at times when you are feeling at ease (symptoms however need to go beyond 4 weeks before the GP will intervene) and then at the allotted time you cannot sleep due to things flooding the mind. This, however, is more apparent in adults.</span><span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">What is a reasonable amount of sleep required to carry out normal routines in childhood? Children of 5–13 years require about 10 hours sleep, and those aged 14–18 years need about 8 hours. These levels are the minimum required and if involved in physical exercise, they should take more rest.</span><span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">The amount of sleep a person needs will vary from individual to individual, but most people require around eight hours.</span><span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">We don’t fully understand how we came to require around seven to eight hours of rest per night (just to add, catching up is a bit of a fallacy). It is thought by many professionals in this field that it is down to build, muscle size and fat stores. We tend to go into partial hibernation in the winter months and spend longer sleeping. </span><span style="color: #444444; font-size: 11.5pt; line-height: 15.75pt;">A lot takes place in these hours of rest, children’s growth hormones become very active, as do our repair and replenishment function (skin replacement and general healing).</span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">So, what causes our sleep to be disturbed? Not winding down is one and this can be caused by the run up to bed time…home work should be well finished by tea time, any revision after this point will lead to the mind being occupied and the chance of a good night’s rest will be compromised, making the following day more challenging.</span><span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">SPD (teeth grinding) is another possibility, along with dehydration and lack of air…many children with dyspraxia tend to breathe through their mouths which dries the mouth out and can also cause snoring. This may also result in headaches (drink a good few glasses of water a day).</span><span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Sugar is another cause of hyper activity and lack of sleep. Caffeine (stimulants) should not be consumed after 17.00.</span><span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Children, like adults, need to unwind and creating a relaxed, noise free atmosphere is a must. Let them chat about their day and also encourage them to keep a reflective diary, as this will dump information into their long term memory. Try to avoid giving them information about special occasions until the day…how many children have trouble sleeping before a birthday or Christmas?!</span><span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Sleep could be, and often is, thrown out of sync due to lack of a stable routine and the body clock being altered through certain habits, such as allowing a child to routinely fall asleep watching telly during the day (with exceptions like illness). For example, a parent might be working night shifts and nods off and the child relaxes and does likewise (eg. on the couch with the parent). Also, getting up late in the day becomes self-perpetuating, this will lead to difficulties in getting to wind down and sleep in the evening or can even cause problems due to being in a light sleep and waking during the night. Even during school holidays the routine should still be in place, stability and regularity are one thing that are needed to correct and maintain good sleep patterns.</span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">By around the age of two, if a child wakes in the night it should have the ability to be self-soothing and able to settle again. Separation anxiety can also lead to sleep disorders and it is always a good idea not to share your child’s bed or let them share yours. You can wean a child off this and one good way is to substitute you with a favourite teddy or doll…allow the surrogate to share the meal table, watch TV with you and even go out on family trips. A trust will build very quickly and when the child has to separate from you for socialising or sleep, it will bring a great feeling of security. This will also help with children that have recurring bad dreams…it’s no harm to record dates and details of the bad dreams or broken sleep patterns and try to identify triggers or see if a pattern emerges…watching adult TV/movies is a big factor.</span><span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">All this has a knock-on effect on the ability to maintain concentration and discipline during school time…this is something the school might not pick up on as they may only notice lethargy or bad behaviour and not lack of sleep. <u></u><u></u></span></div>
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<span style="color: #444444; font-size: 11.5pt; line-height: 15.75pt;">Teenagers have a greater problem in this area and their lifestyle so often exacerbates poor sleep routines. Social networking means that teens can communicate with their friends well into the night and many would never see this as the cause of their lack of motivation during school times and even the weekends.</span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">The problems tend to increase in the summer due to the bright evenings and increased noise which travels greater distances through the thinner air.</span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Conditions have to be right for all children to sleep… young children don’t have the ability to regulate temperature until they are around eight years of age, so room/body temperature can be a problem.<u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Maintain a good sleep routine, even during holidays.</span><span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Keep your children hydrated during the day and reduce sugars and caffeines.</span><span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Make sure the bedroom has plenty of air and is noise free.</span><span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Use blackout curtains and, if needs be, acquire a soothing night light.</span><span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Wind your children down…don’t let them play with gaming machines just before bed.</span><span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Avoid homework in the evening, this should all be finished by tea time.</span><span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">If they are young, read a story and one that will relax them.</span><span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Don’t share their bed, sit on the edge or in a chair.</span><span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">You can also use specialist relaxation CD’s. http://dyslexiadublin.mygostore.co.uk/mindfulness-matters-cd.html</span><span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span><br />
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Record disturbed sleep patterns and try to see if there is a trigger.</span><span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Don’t let them share your bed…if they can’t settle, stay in their room until they do.<u></u><u></u></span><br />
<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"><br /></span>Make sure they eat well.</div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">If you want to reduce tantrums/meltdowns, etc. persevere and they will very soon get back into a settled sleep pattern.<u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Don’t be fooled by a child that has his or her eyes shut, they could be sat up the second they think the coast is clear!<u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Sleep is vital for restoring mental energy. We spend all day learning, thinking and creating, this all helps to deplete our energy reserves. And during our hours of sleep we process this information, for the most part in a harmless way (dreams) and sometimes the opposite…(nightmares).<u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">You and your children’s bodies are like a well-oiled machine and rest is required by each and every one of us. We don’t know for sure exactly how much sleep we all need, but we sure know the consequences if we, or our children, have too little.<u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"> N.b This article was written for guidance purpose only and, as with all things that cause concern professional advice should always be sought.<u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">Check out our range of children’s books and CD’s at</span><span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"> </span><span style="color: #444444; font-size: 11.5pt;"><a href="http://www.dyslexiasublin.ie/" style="color: #1155cc;" target="_blank"><span lang="EN-GB" style="color: #0068cf;">www.dyslexiasublin.ie</span></a></span><span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"><u></u><u></u></span></div>
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<span lang="EN-GB" style="color: #444444; font-size: 11.5pt;">You can also read our previous posts at</span><span lang="EN-GB" style="color: #444444; font-size: 11.5pt;"> </span><span style="color: #444444; font-size: 11.5pt;"><a href="http://www.dyslexiadublin.blogspot.com/" style="color: #1155cc;" target="_blank"><span lang="EN-GB" style="color: #0068cf;">www.dyslexiadublin.<wbr></wbr>blogspot.com</span></a></span></div>
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