Dyslexia and the Use of Assistive Technology

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Dyslexia and the Use of Assistive Technology

• Presentation 1
• An Introduction to Specific Learning Difficulties

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Pre-requisite knowledge

• Before exploring this pack you should have looked
  at
• What is Accessibility?
• An Introduction to the Disability Legislation.

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Specific Learning Difficulties

• Dyslexia is one of many labels for a Specific
  Learning Difficulty.
• Others include
• Dyscalculia.
• Dysgraphia.
• Dyspraxia.
• Developmental Co-ordination Disorder (DCD).
• Attention Deficit Disorder (ADD).
• Attention Deficit Hyperactivity Disorder (ADHD).

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Specific Learning Difficulties

• Specific Learning Difficulties are usually caused
  by inherent, sensory, physical, or neurological
  factors and they
• Can cause a person to learn differently.
• Are not linked to intellectual impairment (except
  incidentally).
• May coincidently exist with problems with motor
  co-ordination / skills attention, social
  perception and social interaction.
• Are life-long.
• Specific Learning Difficulties affects the
  learning of about 4-10 of all people.

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Multiple difficulties are the rule rather than
the exception.
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Dyslexia

• Dyslexia is a specific learning difficulty in
  the acquisition of reading, writing and spelling,
  and is neurological in origin.
• The term is derived from the Greek "dys" meaning
  difficulty, and "lexis" meaning words.

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Characteristics of Dyslexia

• Common characteristics of Dyslexia include
• Short Term Memory Difficulties.
• Reading and Writing Difficulties.
• Visual Processing Difficulties.
• Auditory Processing Difficulties.
• Time Management Difficulties.
• Organisational Difficulties.

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Effects of Dyslexia

• The affects of dyslexia may include
• Making errors with numbers (telephone numbers,
  reversing bus number etc).
• Difficulty with organisational skills, including
  time management.
• Misplacing personal items such as keys.
• Making mistakes copying things down
  (instructions, number etc).

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Effects of Dyslexia II

• Also
• Confusing dates, and missing appointments.
• Difficulty with orientation, e.g. with maps or in
  strange towns.
• Confusing left and right.
• Problems with explaining ideas and concepts,
  particularly on paper.
• Word finding difficulties, and mispronunciation
  of long words.

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Dyscalculia

• Dyscalculia is a specific learning difficulty
  relating to the skills of numeracy, arithmetic
  and mathematics.

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Characteristics of Dyscalculia

• Common characteristics of dyscalculia are
• Difficulty in understanding arithmetic concepts
  (e.g. sequencing of numbers and fractions).
• Maths processing difficulties (e.g. addition,
  subtraction, and multiplication).
• Difficulty with mental arithmetic and estimation.
• Numbers are often mixed up and results in simple
  sums may be inconsistent.

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Characteristics of Dyscalculia II

• Also
• Difficulty with money, such as balancing a check
  book, making change, and tipping.
• Difficulty with sequential tasks such as
  following recipes or telling the time.
• Difficulty with abstract concepts of time and
  direction, schedules, keeping track of time, and
  the sequence of past and future events.

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Characteristics of Dyscalculia III

• Also
• Difficulty with spatial orientation and
  organisation, left right orientation, reading
  multi-digit numbers, interpreting charts and
  measurements.
• Poor sense of direction, easily disoriented, as
  well as trouble reading maps, telling time, and
  grappling with mechanical processes.
• Problems with interpreting codes and patterns.

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Dysgraphia

• Dysgraphia is a general term, which involves a
  difficulty with writing. Such difficulties may
  include the physical aspects of writing (such as
  bad handwriting or poor pencil grip), spelling,
  or putting thoughts onto paper.

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Characteristics of Dysgraphia

• Some characteristics of dysgraphia include
• Problems involving the steps of putting together
  a written document (such as difficulty with using
  an outline).
• Handwriting that is bad or illegible.
• A pencil grip that is awkward or cramped.
• Difficulty fleshing out ideas on paper in
  contrast to their ability to discuss such ideas
  verbally.
• Letters and words may be inconsistently written
  within a document.

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Developmental Co-ordination Disorder (DCD)

• DCD is a marked impairment in the development of
  motor co-ordination, which results in movement
  and spatial temporal organisational
  difficulties.
• Dyspraxia is one specific form of a DCD, it
  affects up to 2 of the population severely and
  others in varying degrees. It generally manifests
  itself as difficulties with co-ordination, but
  can also lead to problems with organisation,
  memory and concentration and sometimes speech.

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Characteristics of DCD

• Some characteristics of DCD include
• A difficulty with movement.
• Difficulty in learning gross and fine motor
  skills (including coordination).
• Difficulty following movement, and hesitancy and
  awkwardness in performance.

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ADD / ADHD

• Attention Deficit Hyperactive Disorder (ADHD) is
  also commonly known as Attention Deficit Disorder
  (ADD) - but without the hyperactive component or
  symptoms.

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ADD / ADHD

• The three main characteristics of ADD / ADHD are
• Inattention.
• Hyperactivity.
• Impulsiveness.

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ADD/ADHD

• Inattention
• Difficulty organising tasks.
• Difficulty staying on task (quick loss of
  interest) and maintaining effort.
• Difficulty with transitions or prioritizing
  tasks, following instructions, and completing
  school work.
• Problems with misplacing things needed for tasks.
• Becoming easily distracted by extraneous stimuli.
  
• Difficulty remembering daily activities.

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ADD/ADHD

• Other symptoms of inattention include
• Fidgetiness, rarely overt hyperactivity, and
  often just rhythmic leg-shaking, hand tapping,
  and restlessness.
• Impulsivity with thoughts racing through the mind
  causing disorganisation.
• Short Attention Span - Flits from one project to
  another. Unable to concentrate unable to
  complete projects unable to sit through a meal
  or lecture.
• Inattention for "boring" activities such as
  reading economic reports, filling in forms,
  putting together report information, finishing
  half-finished essays, and the like.
• Unexplained irritability over little issues or
  matters.

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ADD/ADHD

• Hyperactivity
• Experiences minor motor restlessness, such as
  fidgeting of hands or legs.
• Has difficulty remaining seated and talks
  excessively.
• Has difficulty regulating restlessness to
  situational demands.
• Has difficulty channelling physical restlessness
  in productive directions.
• Has difficulty listening to others.
• Becomes easily distracted while reading.

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ADD/ADHD

• Impulsiveness
• Speaks or acts without considering the
  consequence.
• Has difficulty taking turns.
• Has feelings of being out-of-control, which can
  result in obsessive compulsive behaviours.
• Has need for high stimulus activity.

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Conclusions

• Specific Learning Difficulty labels only give an
  indication of the types of difficulties a learner
  might have.
• More common than not learners exhibit a range of
  characteristics and difficulties associated with
  more than one Specific Learning Difficulty label.