Causal Theories and Definitions of Dyslexia

This presentation explores the causal theories and definitions of dyslexia, focusing on the difficulties in reading and understanding speech sounds. It discusses the profile of features and support needs associated with dyslexia, as well as strategies to remove barriers to learning for dyslexic students. The presentation also highlights the importance of creating a dyslexia-friendly environment in the classroom.

DYSLEXIC

CAUSAL THEORIES AND DEFINITIONS
OF DYSLEXIA
 Dyslexia is considered to be the learning
disorder which involves difficulties in reading
because of the problems in determining
learning and speech sounds how they relate
to words and letters.
 Students are not able to read appropriately
which increases their stress level.
 The students are not able to understand and
process what she or he hears (Catania,
2013).

THE PROFILE OF FEATURES AND SUPPORT
NEEDS TO BE ASSOCIATED WITH DYSLEXIA
 The change in the teaching and learning
practice can help dyslexic students to grow
and reach their full potential.
 A dyslexia friendly environment in the
classroom encourages dyslexic students to
enhance their interests and strengths
(Chatháin, 2015).
 The teachers would hold high expectations
from the dyslexic students which will allow
understanding their knowledge and
capabilities.

THE PROFILE OF FEATURES AND SUPPORT
NEEDS TO BE ASSOCIATED WITH DYSLEXIA
 The teachers while taking a grammar or
spelling test should grade the dyslexic
students on the basis of their abilities.
 The enhancement of study skills can be done
by using colors for highlighting various parts
of speeches and other rules of grammar or
using computer games and flashcards for
enabling students to memorize the spelling
words (Kingsbury, 2011).

LEARNING DIFFERENCES IN
EDUCATION
 The brain of a dyslexic student is differently
wired in comparison to the brain of a fluent
reader. It functions apparently different
because they are differently organized.
 The learners who can recognize the words
appropriate are able to learn the language
easily and often becomes good readers.
 The normal reader has a good ability to
learn the alphabetic principles and faces no
or little problems with learning (Dyslexiaida,
2017).

LEARNING DIFFERENCES IN
EDUCATION
 The learners can have good word recognition
and decoding skills but poor language
comprehension.
 The learners can be categorized as a good
ability to read but face problems in reading
comprehension.
 The learners can have poor word decoding
and recognition and poor language
comprehension. The problem for the learners
is double with learning things (Dyslexic,
2018).

LITERATURE
 Children with dyslexia often feel frustrated
because they are not able to meet the
required expectations. Teachers and parents
encourage those children can learn to write
and read.
 Learning disability is often assumed by
people that these children will make many
stupid or careless mistakes (Merino, 2014).
 Children can face difficulties in determining
right words, can stammer or take time to
answer direct questions.

LITERATURE
 The teachers face problems while educating
children with dyslexia. The children may not
be able to recognize and examine words.
 The teachers have to deal with the student
who is slow and not able to recognize
punctuations resulting in a change in the
overall logic and structure of the text
situations (Stanway & Miles, 2013).
 Both parents and teachers have to offer
ongoing, consistent, support and
encouragement to children with dyslexia.

DISABILITY STANDARDS FOR
EDUCATION
 The federal government in the year 2005
introduced disability standards in the education
area which is referred to as the Disability
Standards for Education.
 The Disability Standards for Education requires
that the teachers should make ‘reasonable
adjustments' for supporting students with
dyslexia learning difficulties (DSE, 2005).
 The adjustments enable the disabled students
to get access to education by enrolling and
applying at the school and participating in
learning activities, educational and course
programs.

DISABILITY LEGISLATION
 The Disability Discrimination Act 1992
explains that people have the right the work
and live in communities without facing
discrimination (Human Rights, 2019).
 The main aim of the Disability Discrimination
Act is to eradicate discrimination in all areas
consisting of education.
 The National Consistent Collection of Data
(NCCD) gathers information about the school
students of Australia who receives in
adjustment for addressing disability (NCCD,
2019).

STRATEGIES THAT REMOVE BARRIERS TO
LEARNING FOR THE STUDENT WITH DYSLEXIA
 Multisensory activities can be carried out that
would assist children to process and absorb
information in an appropriate manner. It involves
using senses such as movement and touch
alongside hearing and sight.
 The multisensory activities include writing
sentences and words with tactile materials, physical
activities for practicing spellings and scavenger
hunts for words and letters (Ruttle, 2013).
 Key information should be provided to the students
which will cover lessons and keywords. The
teachers can also use technologies for enabling
students to understand how to read and write.

REFERENCES
Catania, A. (2013). Learning (4th ed.). Cornwall-on-Hudson, NY: Sloan Pub.
Chatháin, B. (2015). How teachers can help learners with dyslexia | British Council. Retrieved
from https://www.britishcouncil.org/voices-magazine/how-teachers-can-help-learners-
dyslexia
DSE. (2005). Disability Standards for Education 2005. Retrieved from
https://docs.education.gov.au/system/files/doc/other/disability_standards_for_education_20
05_plus_guidance_notes.pdf
Dyslexiaida. (2017). Dyslexiaida. Retrieved from
https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf
Dyslexic. (2018). Helping Your Student with Dyslexia Learn: 5 Strategies to Rely On |
Dyslexic.com. Retrieved from https://www.dyslexic.com/blog/helping-your-student-with-
dyslexia-learn-5-strategies-to-rely-on/
Human Rights. (2019). Disability discrimination | Australian Human Rights Commission.
Retrieved from https://www.humanrights.gov.au/employers/good-practice-good-business-
factsheets/disability-discrimination
Kingsbury, K. (2011). Learning (5th ed.). Grand Rapids, Mich.: Zondervan.
Merino, N. (2014). Education (5th ed.). Detroit: Greenhaven Press.
NCCD. (2019). Nationally Consistent Collection of Data (NCCD). Retrieved from
https://www.education.vic.gov.au/school/teachers/learningneeds/Pages/datacollection.aspx
Ruttle, K. (2013). Dyslexia (5th ed.). Cambridge: Learning Development Aids.
Stanway, C., & Miles, L. (2013). Dyslexia (4th ed.). London: BAAF.