Torrens University DYS403: Dyslexia Assessment Presentation

This presentation provides an overview of dyslexia, defining it as a brain-based disorder affecting reading and comprehension. It explores the educational experiences of dyslexic children, highlighting their challenges with reading, spelling, and verbal processing, while emphasizing their normal intelligence. The presentation outlines the features of a dyslexia-friendly school, including targeted interventions, environmental changes, and addressing negative peer interactions. It further details inclusive education practices such as providing support for learning difficulties, improving curriculum access, reinforcing coping strategies, and maintaining self-esteem. The presentation examines historical and contemporary evidence supporting inclusive learning, including legislative demands, disability standards, and the use of technology. It also discusses specific learning differences associated with dyslexia, additional learning support, and the support needs of carers, such as awareness training and resource materials. The conclusion emphasizes the importance of an inclusive learning environment to support dyslexic children in realizing their academic potential. The presentation uses the provided references to support the information provided.

DYSLEXIA
-SUBMITTED BY:

Introduction:
Dyslexia can be defined as a
brain based disorder that
triggers intellectual disability
(Australian Dyslexia
Association , 2019).
Dyslexia leads to the
impairment of the normal
brain’s ability to read and
comprehend information

Educational experience with
dyslexia:
Dyslexic children find it difficult
to read like normal children
despite possessing normal
intelligence levels (Dyslexiaida.org
, 2019).
Dyslexic children struggle with
spelling words correctly and also
experience difficulty with visual
and verbal responding (Eden et
al., 2016).

Features of a dyslexia
friendly school:
Inclusion of targeted interventions to address
the basic processing difficulties
Inclusion of environmental changes to
sufficiently address the learning barriers
Effective tackling of negative peers who judge
Dyslexic children (Ellis, 2016)

Features of inclusive
education practices:
Offering help with learning specific difficulties
to improve basic skills
Ensure improved access to curriculum as well
as positive learning outcome
Reinforce effective and positive coping
strategies
Maintenance of self-esteem among the
Dyslexic students
Creation of an inclusive as well as Dyslexia
friendly environment

Historical evidences for
supporting inclusive
learning:
Legislative demands enforced on educators that made it mandatory for educators to practice
inclusive education.
Implementation of the Disability Discrimination Act, Disability Standards in education and the
National Collection of Data.
Supporting the concept of Dyslexia friendly schools
Offering funding for research on Dyslexic experience and improving learning outcome
Reinforcing the concept of pre-service training

Contemporary evidences for
supporting inclusive
learning:
Disability Standards for Education (DSE) that expects educators to make adjustments in order to
support students with the learning curriculum (Frith, 2017)
Inclusion of resources such as mobile phone technology or iPad that helps professionals in
making optimal adjustments so as to promote a Dyslexia friendly learning environment.
Imparting community awareness about Dyslexia
Offering assistive technology to the family members
Creation of Dyslexia friendly workplaces to offer future employment support
Provision of Dyslexia information booklet to family members to care for Dyslexic children

Dyslexic learning
differences:
Dyslexic children experience difficulty with
reading and comprehension. Also, Dyslexic
children find it difficult to calculate, spell or
write meaningful sentences (Ellis, 2016)
Dyslexia causes intellectual disability among
children and is different from other learning
disorders or attention deficit disorders
Dyslexic children find it difficult to recognize
words or sounds and blend them to form
syllables (Frith, 2017)

Additional learning support:
Improvement with attendance
Better means of evaluating test scores
Better means to boost student’s confidence
Better means to boost parent’s confidence
Better training of teaching professionals
Utilization of in-class support
Better transfer arrangements and improved
coordination between primary to secondary
transition

Support needs required by
carer:
Dyslexia awareness training for all teaching
staff professionals
Recruitment of teachers with specialist
dyslexia training so as to impart valuable
advice to other teachers
Effective training to build positive rapport
with parents and children
Resource materials comprising of dyslexia
friendly materials
Dyslexia support policies and regulations

Conclusion:
Children suffering from Dyslexia have varied learning needs that lower their self-esteem and
confidence
Fostering an inclusive learning environment can help in improving learning outcome and
supporting Dyslexic children to realize their complete academic potential

References:
Australian Dyslexia Association (2019). Dyslexia in Australia. [online]
https://dyslexiaassociation.org.au/dyslexia-in-australia/. Available at:
https://dyslexiaassociation.org.au/dyslexia-in-australia/ [Accessed 24 Mar. 2019].
Dyslexiaida.org (2019). Do We Need a New Definition of Dyslexia? – International Dyslexia Association.
[online] Dyslexiaida.org. Available at: https://dyslexiaida.org/do-we-need-a-new-definition-of-
dyslexia/ [Accessed 24 Mar. 2019].
Eden, G. F., Olulade, O. A., Evans, T. M., Krafnick, A. J., & Alkire, D. R. (2016). Developmental dyslexia.
In Neurobiology of Language (pp. 815-826). Academic Press.DOI: https://doi.org/10.1016/B978-0-
12-407794-2.00065-1
Ellis, A. W. (2016). Reading, writing and dyslexia (classic edition): a cognitive analysis. Psychology Press.p.
99. ISBN: 9781317365785
Frith, U. (2017). Beneath the surface of developmental dyslexia. In Surface dyslexia (pp. 301-330).
Routledge.P.25-30. Retrieved From:
https://www.taylorfrancis.com/books/e/9781351609784/chapters/10.4324/9781315108346-18