Differentiation Assignment

Dyslexia
Education is not preparation
for life; education is life itself.

- John Dewey
Introduction Differentiation
Didactic models of teaching and learning often assume
that all learners are basically similar (Butt 2006).
Assumptions of homogeneity of capacity, ability and
potential to learn (O'Brien and Guiney 2001).
A teacher must plan and prepare for all students in a class.
Requires a pedagogy of differentiation.
Applies to students with dyslexia, dyspraxia, ADHD and
many other conditions.
These students have special learning needs which must be
addressed by a teacher.



Introduction - Dyslexia
The specific learning difficulty that this assignment will
focus on is Dyslexia.
For the purpose of teacher training, the Moray House
Centre for the Study of Dyslexia developed the following
definition (Reid 2009):
Specific learning Difficulties/Dyslexia can be identified as
distinctive patterns of difficulties relating to the processing
of information within a continuum from very mild to
extremely severe which result in restrictions in literacy
development and discrepancies in performance within the
curriculum


Dyslexia
The word Dyslexia is derived from the Greek dus meaning
difficulty and lexis meaning single word or speech (Loftus 2009).
It can manifest itself at a number of different levels, including
behavioural, cognitive and neurological.
The specific type of dyslexia varies from one person to another
and it thus best described as a syndrome (Loftus 2009).
Dyslexia transcends socio-economic groups and is independent
of gender, race and age.

Recommended Strategies **
Do
Break down instructions into
simple steps
Write clearly on the board
Allow time for notetaking
Repeat key points
Use coloured paper
Use mindmaps or spidergrams
Encourage

Dont
Minimise the use of
handwriting
Avoid punishment based on
written work
After explaining a mistake,
ask them to repeat what has
been said
Dont ask the student to
read aloud unless the
student has agreed to do so

** (Ball and McCormack 2013)
Classroom Organisation **
Place the student near the front of the class
Ensure the classroom is organised to minimise noise
and disruption during the lesson
Provide notes or show the student how to take
notes
Use wall charts showing key terminology and key
dates for the class
Include useful images or graphics.

** (Ball and McCormack 2013)
Student Profile **
Female, 14 years. Reading age of 10.03 years.
Attends resource for English and Home Work Club.
Psychological report February 2007 (NGRT) stated
pupil is dyslexic.
Non-verbal: Low average, word-finding and
comprehension difficulties.
Verbal: Immature language skills. Attended speech
and language at age 8.
** From discussion with Special Needs Co-Coordinator
Learning Strengths **
Interested in basketball and sports
Good social skills, with core set of friends.
Works well when tasks are broken down and she is
given encouragement.
Concentrates well when task is not overly complex
and stated clearly.


** From discussion with Special Needs Co-Coordinator, Homework Club
Teacher, Art Teacher, French Teacher, Maths Teacher and P.E. Teacher.
Learning Needs **
Requires clear explanation of task and motivation.
Otherwise pupil will quickly lose interest
Can become moody and quiet if frustrated by task
Behaviour is generally excellent. Praise and
encouragement are key in helping her achieve her
potential.
** From discussion with Special Needs Co-Coordinator, Homework Club
Teacher, Art Teacher, French Teacher, Maths Teacher and P.E. Teacher.
Lesson Scheme
Printmaking Lino cutting
Subject matter - The Costumes Parisiens Fashion
Plates, Chester Beatty Library
Time line of four weeks, 10 hrs 40 mins in total.
Rationale /Specific Learning Outcomes
Introduce students to the art and craft of lino
cutting and printing.
Analayse the Costumes Parisiens Fashion Plates in
terms of content and context.
Introduce students to a cultural centre and a
current exhibition
Investigate the history of lino cutting and artists
who use it effectively



Differentiation Methodology
Differentiation Methodology
And Praise, praise
and praise!
Differentiation Methodology
Wall Charts Used
Evaluation of Student Work
Students finished work (right) based on a fashion plate
created from Costume Parisien (left).
Evaluation - Questionnaire
Evaluation Design Stage
Evaluation Sample Lino & Print
Conclusions
Were Targets Achieved?
Engaged / interacted well in class
Well behaved
Result of 57% for lino cutting (good)
Future Alterations
Internet access
Time constraints
References
Ball, M. and W. McCormack (2013), Fact Sheets on Dyslexia for Second Level Schools.
Butt, G. (2006). Lesson planning, Continuum International Publishing Group, p. 39.
Cowley, S. (2006). Getting the buggers to behave, Continuum International Publishing Group.
Holden, L. (2013). Spelling out the Needs of Students with Dyslexia. The Irish Times: Dec 10
th
2013, p.
15.
Loftus, T. (2009), Supporting Students with Dyslexia - Practical guidelines for institutions of further and
higher education, Association for Higher Education Access & Disability (AHEAD).Practical guidelines for
institutions of further and higher education, pp. 3, 5.
O'Brien, T. and D. Guiney (2001), Differentiation in teaching and learning: Principles and practice,
Wiley Online Library, p. 2.
Reid, G. (2009). Dyslexia: A practitioner's handbook, Wiley. Com, p 2, .