Points for reflection - Planning responses: an example
You will need a copy of the Dyslexia Grid, which you can download here.
PDF file: Maximising Potential - Unit 2 - Dyslexia Grid (28 KB)About the Dyslexia Grid
The information stored in the grid was developed by dyslexia specialist Margaret Crombie and modern language specialist Hilary McColl in the course of working together to produce advice on modern language learning requested by the British Dyslexia Association.
The grid serves as an example of a problem-solving approach to meeting the needs of learners who experience difficulties in foreign language learning. It is intended as a reference sheet in its own right, and as an introduction to Task 2. The task uses a similar approach to plan effective ways of responding to the needs of other pupils or groups of pupils who are experiencing difficulties.
The first column
Start by looking at the first column in the Dyslexia Grid. It contains descriptions characteristic of dyslexic learners in general.
A single dyslexic learner is unlikely to experience all of these characteristics, and not all of them to the same degree, but it is important to remember that learners who experience these difficulties do not choose to do so; these are the conditions under which they work, and these provide us with a fixed starting point.
The dyslexia specialist provided the bulk of the information in the first column.
Note that these are examples of the most commonly experienced characteristics; more details could have been included, for example individual learners’ strengths and interests.
The second column
The second column examines the effect each of these difficulties will have on language learning for this group of learners. The modern language specialist may be aware that certain learners are struggling with these aspects of language learning, but may not be aware of the true cause of the difficulty; learners may be seen as lazy or unco-operative, for example.
Assistance from the Support for Learning department can help to identify learners who are known to be dyslexic, though there may be others in the class who are mildly dyslexic but who have not been identified. Measures put in place to help dyslexic learners should help them too.
The third column
The third column suggests measures which the language specialist can incorporate into classroom practice that will help dyslexic learners and others. It is always best, if possible, to develop teaching and learning approaches that will also benefit the rest of the class, and that are sustainable beyond the lifetime of project. Staffing and time are valuable resources, but scarce.
The fourth column
Despite all that modern language teachers can do, however, some additional help may be needed in order to allow them to carry out plans detailed in the third column. These additional support needs go into the fourth column.
They can include:
- support for the modern language teacher (for example, to create a set of help sheets for the class, or ICT training in some application that SfL recommend as likely to be helpful)
- support for a learner or group of learners to bring them up to speed in a particular skill (for example, dictionary skills or working with others)
- an additional measure agreed with the learner(s) (for example, spending extra time working at home)
- arrangements agreed with the school timetabler (for example, to allow teachers to work co-operatively, or to facilitate access to the ICT suite).
Use this illustration as a model when you move on to Task 2, but be flexible. None of the examples in this grid will exactly parallel your own situation. The grid that you produce will be a unique document designed to respond to the needs of the specific pupils you have targeted.
Remember that gifted and talented learners can have additional support needs too, and these can be identified and planned for in the same way.