mobility of educational services for adolescents with dyslexia

132 Pages·2016·3.24 MB·English

MOBILITY OF EDUCATIONAL SERVICES
FOR ADOLESCENTS WITH DYSLEXIA
2014‐1‐LV01‐KA200‐000500
Erasmus + Programme
KA2 — Strategic Partnership

ThisprojecthasbeenfundedwithsupportfromtheEuropeanCommission.
This publication reflects the views only of the author, and the Commis
sion cannot be held responsible for any use which may be made of the
information contained therein.
MOBILITY OF EDUCATIONAL SERVICES
FOR ADOLESCENTS WITH DYSLEXIA
Authors:
Bulgaria: Daniela Boneva; Elena Mihova (chapters 7, 8.1)
Czech Republic: Lenka Krejčová; Zuzana Bodnárová (chapters 1, 4, 8.2)
Latvia: Eva Birzniece (chapters 3, 6, 8.3); Thomas Schmit (chapter 5)
Turkey:BinnurKüçükyildiz;CemSarı;ÖmerFarukMetin(chapters2,8.4)
Published by © DYS‐centrum® Praha z. ú.
Stejskalova 192/9
180 00 Praha 8
www.dyscenrum.org
Cover Tomáš Holub
Graphic design Martina Tesařová
Number of pages: 132
1st edition, 2016
© DYS‐centrum® Praha z. ú.
ISBN 978‐80‐87581‐09‐4
CONTENTS
Introduction 9
1. Definition 11
1.1 Introduction 11
1.2 Definition of dyslexia 14
1.2.1 Specific features of adolescent reading and writing 17
1.3 Theories of dyslexia 19
1.3.1 Phonological theory deficit 20
1.3.2 Specific procedural learning difficulties hypothesis 22
1.3.3 Visual magnocellular deficit theory 24
1.3.4 Conclusions 24
1.4 Symptoms of dyslexia 25
1.5 Legislation on dyslexia 26
References 29
2. Individual education plan 32
2.1 Eligibility 34
2.2 Participants in the IEP Process 35
2.3 Components of the IEP 35
2.4 Goals 37
2.4.1 Examples of goals and objectives 37
References 40
3. Reading remediation for adolescents with dyslexia 43
3.1 Reading remediation 43
3.2 Word study 44
3.3 Fluency 45
3.4 Vocabulary 47
References 51
4. Dyslexia and learning preferences 52
4.1 Introduction 52
4.2 Learning preferences 52
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4.3 Summary 58
References 59
5.Howtoimprove/optimisesubjectteachingatsecondaryschools 60
5.1Themostcommonaccommodationsforsecondaryschoolstudents60
5.2 Literacy instruction for adolescents to improve reading
and comprehension 63
References 72
6. Dyslexia and foreign language acquisition 74
6.1 Manifestations of dyslexia in foreign language acquisition 75
6.2 Multi‐sensory teaching methods 78
6.3 Teaching the sound and spelling system 81
6.4 Teaching vocabulary 82
6.5 Teaching grammar 84
6.6 Teaching reading 86
6.7 Teaching listening 88
6.8 Teaching speaking 90
6.9 Teaching writing 91
References 95
7. The use of ICT in connection with dyslexia 96
7.1 What is assistive technology? 96
7.2 Assistive technologies – benefits for students with dyslexia 97
7.3 Specific software for adolescents with dyslexia 100
7.3.1. Assistive software 101
7.3.2 Learning software 106
7.4 Audio books 108
7.5 E‐books 110
7.6 Daisy books 111
7.7 Further online programmes and material 112
7.8 What is available in partner countries 115
7.8.1 Latvia 115
7.8.2 Bulgaria 116
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7.8.3 The Czech Republic 117
7.8.4 Turkey 118
References 120
8. Examples of good practice 123
8.1 Dyslexia Friendly Quality Mark for vocational high schools
(Bulgaria) 123
8.2 „I got it!“ − A complex programme for secondary school
students with dyslexia (Czech Republic) 125
8.3 Pedagogic intervention for students with reading
disabilities in Swedish secondary schools 128
8.4 Example of good practice from Turkey 130
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INTRODUCTION
Dear teacher,
You are about to open a handbook written by organisations in four
different European countries (Latvia, Bulgaria, the Czech Republic, and
Turkey)aspartofaninternationalprojectonadolescentswithdyslexia.
Dyslexia affects 5−10 per cent of the population and we are sure you
have already met a student with dyslexia in your classes.
However, our experience from secondary schools shows that while
teachers usually know what dyslexia is they often don’t feel competent
to provide students with adequate accommodations and other support. It
is noteworthy that even though the authors of the handbook come from
different countries, the situation is more or less the same in all of them.
On the other hand, there have been some legislation and/or practical
educational changes in the educational systems in most of our countries
(Bulgaria,theCzechRepublic,Turkey)inrecentyearswhichwillprobably
also improve the inclusion of secondary school students with dyslexia.
Latvia still misses proper legislation on the topic and as we agreed
teachers’ attitudes toward dyslexia seem worse as well and the list of
accommodations offered at schools is severely lacking.
Yet, the Latvian organisation Pro Futuro is probably the best at lobby‐
ing for students with dyslexia. Activities of Pro Futuro Association are
widespreadandintense.Infact,alltheprojectpartnersfeelthatwecan
inspireeachotherandthereisastrongneedinourcountriestobroaden
knowledge on dyslexia at secondary schools. This was also a starting
point of our common project and you can now see one of its results.
Despitethefactwehavedifferentschoolsystemsanddifferentlevelof
inclusionofsecondaryschoolstudentswithdyslexia,weoftenhearfrom
our teachers and other professionals that the awareness of this topic
at secondary schools needs to be raised. Teachers would appreciate
training. They would like to find ways how to put into practice what
they theoretically know.
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The book starts with a theoretical chapter on dyslexia, its causes,
symptoms and relevant theories which explain it aetiology. It then con‐
tinueswithpracticalchaptersoncreatinganindividualeducationalplan
(IEP), on subject teaching, language acquisition, reading remediation,
specific accommodations for students with dyslexia, and use of ICT. The
final part of the book shows several examples of good practice from our
partnercountries.Theinformationinthehandbookisbasedonresearch,
evidence‐based techniques and a wide range of professional literature.
The content of the book stems from our frequent experience with sec‐
ondary school students, their parents, and their teachers. The chapters
attempt to cover the most relevant topics which are often discussed
during counselling sessions.
Thetextwaswrittenbyauthorsfromdifferentcountries.Inthecourse
of the translation process we tried to adapt the chapters to our school
conditions. However, we also found useful to keep some information
in its original version as it may serve as a source of inspiration and an
example of good practice. Our legislations differ, the way we create
IEP’svary,differentresources(includingICT)areavailableandallowedto
be used in each country. However, dyslexia is rather same across various
cultures,countries,andlanguagesandstudentsmostlyneedsimilarsup‐
port.Therefore,weconsiderslightdeviationsfromstandardeducational
situations which we know in our countries, as inspiring and fruitful.
The list of authors:
Latvia: Eva Birzniece (chapters 3, 6, 8.3) + Thomas Schmit (chapter 5)
Bulgaria: Daniela Boneva + Elena Mihova (chapters 7, 8.1)
CzechRepublic:LenkaKrejčová+ZuzanaBodnárová(chapters1,4,8.2)
Turkey:BinnurKüçükyildiz+CemSarı+ÖmerFarukMetin(chapters2,8.4)
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