Dyslexia - Öğrenme Bozukluğu ve Görme

Dyslexia - Öğrenme Bozukluğu ve Görme
Dyslexia nedir? (Türkçe= Disleksi)

Dsylexia veya disleksi okuma ve yazma zorluğu çeken insanlar için kullanılan bir terimdir. Almanca'da Legasthenie veya LRS olarak tanımlanan bu okuma ve yazma güçlüğünün kişinin zekâsı ile hiçbir ilgisi yoktur. Disleksiler, konuşma dili ile yazı dili arasındaki ilişkiyi kurmakta güçlük çeker.

Disleksi ve görme arasındaki ilişki
Disleksi'nin sebepleri henüz kesin olarak belirlenmemiştir. Ancak uzmanların hem fikir oldukları nokta, göz ve kulaktan algılanan bilgilerin beyin tarafından kusursuz olarak idrak edilemediğidir.

Gözün görevi: Resmi algılamaktır.
Beyin algılanan resmi işler ve böylece gözleri koordine eder.
Legasthenie veya Disleksi'de en önemli konulardan biri ilk önce göz kusurunu tam olarak tespit etmektir. Bu muayeneyi mutlaka uzman göz doktoru veya yurt dışında ortoptist veya optometrist yapmalıdır.
Ünlü Disleksiler: Birçok başarılı ve ünlü disleksi kişiler vardır. Bu liste size disleksinin tamamıyla zekâdan bağımsız olduğunu gösterecektir.
Albert Einstein
Lenoardo Da Vinci
Bill Gates
Franklin D. Roosevelt
Ernest Hamingway
John Lennon
Agatha Christie
John F. Kennedy
Winston Churchill
Walt Disney

Zamanımızın en ünlü iş adamları disleksi oldukları gibi, aynı zamanda işveren konumunda da daha sık rastlanıyor ve okuma yazmayı bilenlerden iki misli başarılı oldukları görünmektedir.
Neden sorusu çok enteresan, cevabı da bir o kadar basit.
Disleksiler yüksek zekâlarına rağmen okulda başarısız olmaktadır. Bu başarısızlık hayatlarında başka hedeflere odaklanmaya ve hırs yapmalarına sebep olur, kendilerini ispatlamak isterler. Disleksiler her zaman başkalarına muhtaç oldukları için, sosyal yönleri çok güçlüdür.
Dislekside görme zorluğu iki gruba ayrılır:
1. Okurken yazarken çabuk yorulma
2. Subjektif (his edilen) görme rahatsızlığı.

Disleksiler özellikle okurken zorlanır.

Yorulma probleminin tipik belirtileri:
- Sık göz ovuşturması, kaş çatma veya gözleri kısma
- Baş ağrısı
- Yaşaran veya yanan gözler
- Okurken çok çabuk yorulma, okurken uyuma
- Makasla kesmeyi, yap- boz yapmayı, resim boyamayı sevmemek
- Işığa karşı hassasiyet: gölgede oynamayı tercih etmek
Görme rahatsızlığından kaynaklanan okuma problemi:
- Sıkça okunan satırı atlama
- Okurken sıra dışı baş duruşu, örneğin burunun deftere değecek mesafede
- Yazıyı algılayamamak, kısa süreli çift görme
- Uzun kelimeleri algılama problemi
- Yakından uzağa veya uzaktan yakına adaptasyon problemi
- Keskin Kontrast problemi (arkası beyaz)
- Okurken zorlanmak, çok yavaş, yüzeysel ve hatalı okumak

Yazarken farklı görme zorlukları yaşanabilir:
- Bir hizada yazmakta zorluk çekilir
- Kelimelerin arasında çok dengesiz aralıklar
- Yazıyı kopyalarken birçok hata

Diğer belirtiler
- Derinlik algılaması azalmış, topla oynarken tutamama ve atamama, tenis gibi sporlarda zorlanma
- İnce motorik beceriksizlik koordinasyon bozukluğu
- Sıkça bir yere çatma veya düşme

Kaynak:
http://www.cem-fa.com/cemfa/makalelerimiz/dyslexia.html
www.legasthenie-info.de
www.lerntherapie-online.de/BeruehmteLegastheniker.htm
www.dyslexia.com

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ADDITIONAL NEEDS | TEACHING DYSLEXIC LEARNERS

Source : Here .

	ADDITIONAL NEEDSTEACHING DYSLEXIC LEARNERS

This page is introduced and overseen by Dr Margaret Crombie, formerly Support for Learning Manager and Quality Improvement Officer for Highland Council, Scotland; now Educational Consultant specialising in Dyslexia, and Associate Lecturer for the Open University.

		My research into foreign language learning in schools took place mainly in the early nineties when modern foreign language learning was becoming compulsory for all children in the first four years of secondary school. At that time I was teaching dyslexic children full time, and parents were frequently asking me if their children should not be taken out of language learning. Statements such as, “Well, if they can't learn to read and write in their own language, how will they ever cope with learning French, German or whatever?” I did not know the answer to this question and sought to find it. All searches in the UK were negative and it appeared that very few of the recommendations that were being made in Scotland had any research foundation.
	Further investigation led me to two researchers in the United States - Le Ganschow and Richard Sparks, and Le was good enough to send me some details of the work which they had done on the other side of the Atlantic. This was a start, but as their research did not relate directly to school learning, I decided that this should be the topic for my Masters degree which I was about to embark upon. Findings were very revealing and contrary to advice which was being given that speaking and listening should pose no problems for dyslexic pupils, I found that those areas did pose considerable difficulties for most dyslexic youngsters. Further information on my research is published in Dyslexia Journal 1996. However, this did not convince me that dyslexic pupils should not study another language. It did however make it all the more important that the right methods of teaching were in place, and since then I have spent considerable time and effort in identifying the approaches and strategies that are most likely to meet with success. I continue to maintain an interest in this area of learning. DOWNLOADS Dr Crombie's findings are summarised in this article Download article Some tips to help support dyslexic learners Download tips Dr Crombie's contribution to the EU report: SEN in Europe: The teaching and learning of languages: Insights and innovation Download extract Multisensory approaches to foreign language learning A handout from the British Dyslexia Association's International Conference held in in March 2004. Download handout Gaelic phonics Download worksheets FURTHER READING Supporting students with dyslexia in secondary schoolsEvery class teacher's guide to removing barriers and raising attainment by Moira Thomson. Published by Routledge. Moira Thomson, an experienced teacher and manager with considerable knowledge of dyslexia, has taken a vast amount of current thinking and up-to-date research and put together this easy-to-follow guide. Whatever their current or previous level of knowledge, all will be able to find something that will enable them to help pupils cope with the various subjects in the best ways possible. Provides practical advice on classroom management generally, with specific guidance for different subjects, including modern languages. Multilingualism, Literacy and DyslexiaEd. Peer and Reid. Several chapters on MFL, including Chapter 24:'Teaching Modern Foreign Languages to Dyslexic Learners: A Scottish Perspective'. by Margaret Crombie and Hilary McColl. Published in association with the British Dyslexia Association by David Fulton Publishers 2000. Dyslexia - Successful Inclusion in the Secondary SchoolEd. Peer and Reid. Chapter 7: 'Dyslexia and the teaching of modern foreign languages', by Margaret Crombie and Hilary McColl. Published with BDA by David Fulton Publishers 2001. Dyslexia and Foreign Language LearningBy Elke Schneider and Margaret Crombie. Published with BDA by David Fulton Publishers 2003. The Routledge Companion to DyslexiaEd. Gavin Reid. See Chapter 23 by Schneider - 'Dyslexia and foreign language learning', Chapter 24 by Mahfoudhi, Elberheri & Everatt - 'Reading and dyslexia in Arabic', and Chapter 25 by Haynes, Ayre, Haynes & Mahfoudhi - 'Reading and reading disabilities in Spanish and Spanish-English contexts. Published by Routledge, 2009 Dyslexia in Different Languages Ed. Nata Goulandris, published by Whurr 2003. The languages researched are German, Dutch, Greek, Polish, Russian, Swedish, French, Norwegian, Hebrew, Indian languages, Japanese languages and Chinese, as well as difficulties faced by bilingual children. (Source: Dyslexia On-line Journal) Dyslexia in the foreign language classroomJoanna Nijakowska, published by Multilingual Matters, Bristol (2010) Inclusive Language Education and Digital Technology Eds. Vilar Beltrán, E., Abbott, C. and Jones, J., published by Multilingual Matters, Bristol (2013) All the books listed above can be obtained from Amazon and most good bookshops. See also: Dyslexia and foreign language learning: What's the problem? Margaret Crombie (2010) This item appears in Language Learning and Dyslexia: Symposium proceedings 15th February 2008 (pp 108-118), published by the University of London School of Oriental and African Studies (see General Links, below) YOUTUBE: Dyslexic learners in the EFL Classroom [6.10.14] Margaret has recently been involved in making a video on the use of technology for learners with dyslexia in the English as a foreign language classroom. The videos were made originally for use in the Polish EFL context, but much of the information can be applied to learning any language. Margaret's video is Part 3 of a suite of 4 videos: Part 3: The Role of Information Technology In this talk Dr Margaret Crombie, an independent education consultant in Scotland, shows how the role of Information Rechmology (IT) supports students with dyslexia learning English as a foreign language. What does this involve? Not only does it cover the basics, such as computers, the Internet, various devices like Interactive whiteboards, tablets, phones and software, but, more importantly, how it all relates to communication – because that is what we learn another language for. http://www.youtube.com/watch?v=8QamfQl9B_U The other three Parts are: Part 1: Effect of Dyslexia on Foreign Language Learning https://www.youtube.com/watch?v=A-nrMvocyk8 Part 2:Accomodating Dyslexic Learners https://www.youtube.com/watch?v=icZlWT3bwgo Part 4: Developing Phonological and Orthographic Awareness https://www.youtube.com/watch?v=ofDMOmuG4GQ PHONIC AWARENESS The French website Phonétique provides lots of practice in linking sounds and spelling. It may be of interest to dyslexic students of French and their teachers: http://phonetique.free.fr Patterns and Procedures: focus on phonics and grammar by Heather Rendall. Heather maintains that current practice often leaves learners with no option but to stuggle with the foreign language in ways similar to the difficulties that dyslexic students experience in learning and using English. She offers practical advice on how to present and practise new vocabulary and grammar in the early stages so that that learners become competent and self-sufficient and above all literate in their new language. May stil be available from Amazon. See Lynn Erler's article on Near-beginner learners of French are reading at a disability level in the ALL Journal 'Francophonie' (No. 30, Autumn 2004, pp9-15). Reproduced here with permission. Download article Here is another extract from 'Francophonie', this time from Llewelin Siddon's article Practical reflections on the sound/spelling link. The complete article was published in 'Francophonie', Spring 2001, No 23, pages 10-14. Extracts reproduced here with permission. Download article SOME SOFTWARE THAT MAY BE USEFUL FOR DYSLEXIC LEARNERS Acapela GroupSpeech help with language learning http://www.acapela-group.com/language-learning-38-voice-solutions.html Inspiration A visual approach to learning and memorisation http://www.inspiration.com ClickerReading and writing tool, including products to help with French, Spanish, Welsh as well as English for users of other languages http://www.cricksoft.com/uk/products/clicker/index.htm MiscositasResources for teaching and learning Spanish http://www.miscositas.com/spanish.html Penfriend Word prediction in many languages http://www.penfriend.ltd.uk Linkword Languages Suggests strategies for remembering. Recommended by some Dyslexia associations http://linkwordlanguages.com Byki Overlearning and other strategies: http://www.byki.com Inclusive technology http://inclusive.co.uk/catalogue/acatalog/dyslexia.htmlGoogle Translate Excellent means of translating words and phrases as it will give you the correct pronunciation as well as spelling - for many languages GENERAL WEBLINKS [Links last checked 7.10.13, unless otherwise indicated.] Davis Dyslexia Association International Advice on hardware and software for dyslexia http://www.dyslexia.com International Dyslexia Association Lots of useful information http://www.interdys.org Dyslexia Scotland...and links to local branches http://www.dyslexiascotland.org.uk British Dyslexia Associationhttp://www.bdadyslexia.org.uk Dyslexia Action A national charity that takes action to change the lives of people with dyslexia and literacy difficulties http://dyslexiaaction.org.uk Modern Foreign Languages and Dyslexia: A survivors' guide to Languages and the National Curriculum This information sheet is designed to help dyslexic students get the most out of learning a foreign language. It is aimed at parents and students but it also aims to help teachers understand the needs of their students. http://www.bdadyslexia.org.uk/about-dyslexia/schools-colleges-and-universities/modern-foreign-languages-and-dyslexia.html Link to Hull University's website where potential students with dyslexia can find advice on studying Modern Languages: http://www2.hull.ac.uk/fass/modern-languages/facilities/support/dyslexia-and-modern-foreign.aspx Dyslexia and language learning  Notes from a training day run by John Bald. Includes strategies, and a PowerPoint presentation to download. http://johnbald.typepad.com/language/2008/11/dyslexia-and-language-learning---notes-from-a-training-day.html Technology and Dyslexia by Ian Smythe Many of the entries are useful for multilingual dyslexics, those dyslexics outside the UK as well as those learning an additional language. http://technodys.blogspot.com SOAS Symposium on Language Learning and DyslexiaIn February 2008 the London University School of Oriental and African Studies hosted a Symposium on Language Learning and Dyslexia with talks by acknowledged experts in the field. All the talks are now available to view online - the next best thing to attending the symposium yourself! http://www.lww-cetl.ac.uk/dyslexia_symposium/ Dyslexia and foreign language learningThis case study concerns an adult learner. a native speaker of Spanish, living and working in France and enrolled on an English course. http://www.thefreelibrary.com/Dyslexia+and+foreign+language+learning-a0146219121 Dyslexia ToolkitA resource to help teachers in Scotland to respond appropriately to the needs of children with dyslexia. It takes account of the Curriculum for Excellence levels and stages of learning. The Toolkit was launched by Education Secretary, Michael Russell, on 1st June 2010 and has since been completely updated. http://www.addressingdyslexia.org Curriculum for Excellence: supporting learners with dyslexia http://www.educationscotland.gov.uk/supportinglearners/additionalsupportneeds/dyslexia/index.asp Open University The Open University's publication for dyslexic students and their tutors includes useful appendices on learning styles and strategies. http://www3.open.ac.uk/near-you/yorkshire/objects/d2837.pdf [22.2.14] Dyslexia and Additional Academic Language Learning [Dyslang] The Dyslang project, an EU project that produced material for those supporting multilingual pupils learning an additional language, is now finished. All modules are available at on the website. To ensure you have the version that is suited to those in the UK, please click on the UK flag. Some content under the generic flag is inappropriate in some contexts.http://www.dyslang.eu [9.6.14] DysTEFL A 10- Unit course funded with support from the European Commission. The award-winning DysTEFL materials comprise a whole course suitable not only for teachers of English as a foreign language, but also for anyone involved in language teaching. The materials can be used for self-study or to raise awareness of the learning needs of those with dyslexia when learning language. The materials are suitable for pre- and in-service teachers as well as training institutions. There is a wide repertoire of useful teaching methods, techniques and tools in this package. http://course.dystefl.eu/index.php?id=55

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How To Teach English To Dyslexics

Teaching English to Dyslexics

Gyorgyi Gabor

If a child is dyslexic it does not mean he has to give up on learning English. There are many ways how teachers can help. And remember, what is good for the dyslexic is good for all. Below are a series of practical teaching tips focusing on the four language skill areas of listening, speaking, reading and writing.

1. Listening

A dyslexic child may struggle to process incoming auditory information efficiently in his/her first language.

·        If possible, explain important things in the child’s first language.

·        Try to use a small tape recorder to record new vocabulary, stories, homework instruction so the child can listen to it as many times as necessary.

·        Using visuals and pictures along with the listening task will aid the child’s understanding.

·        The following exercises might be useful if they have difficulties differentiating between certain sounds, for example e-i, a-e…etc.

Sorting

You will need a range of cards showing pictures of objects with the problem sounds, and two boxes. First, the teacher names the object, the student picks the correct card. Second, the student repeats the word, and places in the right box that is labeled for the sound.

Odd one out

This can be played with the same cards. First, the teacher shows four pictures. For example, hat, pen, cat, map. Next, the pictures are named and the student has to point out the odd one out.

2. Speaking

In foreign/second language acquisition understanding, reading and writing usually precedes speaking, therefore we have to be very patient with our students.

·        Never force a dyslexic child to speak, always wait until they volunteer.

·        If necessary, ask them to speak when the question is easy and you are sure they know the answer.

·        Encourage them with lots of positive feedback.

3. Reading

Reading in English must be a pleasant experience regardless of the age and ability of the child.

·        Always have the child read with a purpose.

·        Discuss vocabulary before reading, as this will aid prediction and understanding.

·        Dyslexic children benefit from cloze exercises as they are useful to develop predictive skills.

·        Have the child dictate his own stories to you. It will provide the student with relevant and motivating reading material that can be further exploited.

4. Writing

Dyslexic children may have the most difficulties with learning to spell English words.

·        Pointing out the difference between the letter-sound correspondence of their first language, and English can often be a very helpful start. For example, in Hungarian each letter has its corresponding sound, whereas in English there are 26 letters referring to 44 sounds.

·        Build a structured, systematic, spelling program focusing on one rule at a time.

·        Repeat and reinforce stimulating the use of all the pathways (eyes, ears, hands, and lips) to the brain simultaneously. For example, have them vocalize the words as they write them. Younger children enjoy building words using plastic, wooden, or rubber letters.

·        Don’t forget to teach the irregular words on a whole word basis. These words are frequently used and the dyslexic child needs a great deal of exposure to them.

·        Teach the words in context as well.

·        When writing to communicate, teach them different planning techniques, such as mind mapping, and break up the process into small, manageable steps.

Always set a realistic goal to the dyslexic and commend their effort and improvement no matter how small.

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