glasgow dyslexia support service @dyslexiagcc · 2017-11-07 · dyslexia and co occurring...
TRANSCRIPT
Glasgow Dyslexia Support Service DyslexiaGCC
What does neuro-diversity mean hellip
ldquoThe neuro-diverse classroom contains people who
have been given various labels encompassing
cognitive educational emotional and behavioural
issues and also people who have not been given
those labelsrdquo (Armstrong T 2010)
Inclusion
What are Co-occurring Difficulties
It is quite common for learners with dyslexia to
have additional specific learning difficulties
These additional difficulties
are said to lsquoco-occurrsquo
This is known as
co-occurring difficulties
httpeltwellcom Margaret Anne Smith
Co-Occurring Difficulties
A number of studies have highlighted an overlap
between different developmental disorders (Bishop 2002Gilger and Kaplan 2001Jongmans et al 2003)
ldquohellipin developmental disorders co-morbidity is the
rule not the exceptionrdquo (KaplanBJ et al 2001)
10 in 100 people have dyslexia ( 10)
Of this 10 half will also have a co-occurring lsquodifficultyrsquo (5)
According to a 2001 study by Kaplan et al learners meeting the dyslexia criteria had a 516 chance of having a co-occurring lsquodifficultyrsquo that is 5 in 100
Dyslexia and Co-occurring Difficulties BDA 2012
Incidence of Co-occurrence with Dyslexia
52 DCD (Developmental Co-ordination Disorder
Dyspraxia) and Dyslexia (Kaplan et al)
20-60 Dyscalculia and Dyslexia (Butterworth and Yeo 2004)
40 Visual Stress and Dyslexia (Singleton and Henderson 2007)
14 ASD (Autism Spectrum Disorder) and Dyslexia
(Hofvander et al 2009)
25 ndash90 SLI ( Speech and Language Impairment) and
Dyslexia (Tomblin et al 2000)
Aspergerrsquos
SLI
Dyslexia
Hyperactivity
Dyspraxia DCD
ADD
Neurodiversity
Meeting
a diverse range
of needs
calls for
an
appropriate
but
diverse range
of strategies
Super Heroes
As you watch listen to the movie
clip jot down the superhero
powers described to compensate
for areas of difficultyhellip
Cosmos
Strengths Creativity
Visualisation
Thinking outside the box
Honesty
What do these commonalities mean for learning and teaching
Working
Memory
(WM)
Exposure
to
Language Motor
Skills
Processing
Speed
Visual
Stress A diverse range of strategies are needed Today we will look at hellip
o Fostering a language rich environment
o Supporting fine motor skills
o Addressing Working Memory and processing issuing and
o Metacognition
o Multi-sensory approaches
o ICT support
o Making Information Clear
o Questioning
o Flexible Grouping
25 -90 SLI (Speech and Language Impairment) and Dyslexia
(Tomblin et al 2000)
ldquo Muter and Snowling and colleagues have
shown that vocabulary knowledge can be a
protective factor for children with phonological
difficulties which seems to prevent the
development of dyslexiardquo
Dyslexia and Co-occurring difficulties BDA 2012
Literacy Rich Environment
ldquoThe link between early parent-child activities
language development and enjoyment of reading is
strong Rich home learning environments can
improve cognitive development for all children
regardless of their socio-economic backgroundhelliprdquo
Growing up in Scotland June 2016
Literacy Rich Environment
Motor skills and literacy pencil grip
Let it swinghellip that is step one
Pick up your pencil with your
pointer and thumb
With your other pointer turn
the pencil aroundhellip until it
reaches itrsquos pillow where it
gently settles down
Teach pencil grip
explicitly
Download available after registering with
wwwnha-andwritingorguk
Shifting the focus
from teaching a subject to teaching the students
What is Differentiation
Dyspraxia
Dyslexia and
Dyscalculia
Autistic Spectrum Disorder
ADHD
WM
Working Memory a Common Factor
Improving Working Memory
Supporting Studentsrsquo
Learning
Tracy Packiam Alloway
2011
Working memory is where we store and recall information needed to complete a
cognitive task Approaches that take note of working memory constraints help meet
the needs of many children in your class not just those with a learning difference
ldquoOf all the environments humans function in the learning environment is the most notorious for the continual overloading of working memoryrdquo
Working Memory and Academic Learning Milton J Dehn 2011
Focusing attention
Avoiding distraction Complex thinking
Organisation
Problem solving
Remembering tasks
Working memory helps learners with
Working Memory and Processing
bull incomplete recall
bull unable to follow instructions
bull difficulty keeping place
bull abandons task
bull easily distracted Which
situations cause most overload
Which situations
bring the most success
Open questioninghellip
ldquoWhatrsquos your next steprdquo
ldquoWhat have you to do nextrdquo
ldquoTell me how you managed to
complete thishelliprdquo
Recognise and monitor Working Memory issues
Break the learning down
visual hooks and demonstrations
chunk down steps and coach the learner to use
this as a strategy
use short simple instructions tasks
spoken at appropriate pace with pauses
Sit down please
Connect the Learning
Use prior knowledge to forge links
Develop the learnerrsquos skills in making
their own connections Use concrete and real life
experiences to make learning meaningful and
memorable
Apply the Learning
Evaluate and reduce the load on Working Memory
stand
Reducing the load on Working Memory Chunking through a targeted phonics programme
Overlearning commits blends
to long term memory ndash
reduces lsquochunksrsquo from 5 to 3
Reducing the load on Working Memory building automaticity in skills
bull appropriate rate of introduction
bull structured and cumulative
bull multi-sensory
bull encompassing skills in sound isolation and blending
bull frequent focussed short sessions of overlearning
Above all children with dyslexia whatever their
pattern of lsquoco-occurencersquo will benefit from
repeated practice to mastery levels in the tasks
they find difficult coupled with support and
encouragement to recognise and build on their
strengths
British Dyslexia Association 2012
Making a skill automatic
Over
learning
Automatic skill
New Learning
Free
Space
multi-sensory ldquoThere is a considerable body of evidence that
intervention strategies for teaching reading and spelling
skills to dyslexic children should be both
multisensory and phonic
and that this type of teaching
can benefit most children in any class
at most stagesrdquo
Gavin Reid
Working on the blue sheet from your tables
Of these methods of presenting information hellip
o Which leads to the highest rate of retention of
information
o Which to the lowest
o Rank them with 7 being the highest amount of
retention and 1 the lowest
Awareness of Working Memory and Processing demands
Processing instructions puts pressure on
pupils with weak memory skills
Keep instructions
o clear and to the point
o when repeating use the same wording
o in chunks 1 or 2 at a time
Give thinking time
for instructions to be processed
bull delivered using multi sensory methods
bull attended to are they looking amp listening
bull given in the order they are to be done
bull supported with peer partner explanations
bull supported by encouraging learners to visualise the steps
they need to take
To further simplify mental processing
instructions explanations should be
Meta-cognition ndash help learners find their own strategies
bull What did you do Encourage them to reflect dig deep
bull Why did you do that Raise their awareness of their learning
memory preference
bull How will it help you Help them make
- connections between what they are
doing and the lesson
- their strategies easy to remember and
to apply to future activities
bull When can you use it again Learners with low WM may view
strategies as one- off activities
Coach them to identify further activities
they could apply their strategies to
Bloomrsquos Taxonomy Higher Order Thinking Skills
HOTS
bull labelling things
bull word banks amp key words at start
bull wallet cards
bull times table squares
bull visual prompts
bull colour coding
bull homework diary
bull mnemonic and acronym strategies
Memory cues
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
What does neuro-diversity mean hellip
ldquoThe neuro-diverse classroom contains people who
have been given various labels encompassing
cognitive educational emotional and behavioural
issues and also people who have not been given
those labelsrdquo (Armstrong T 2010)
Inclusion
What are Co-occurring Difficulties
It is quite common for learners with dyslexia to
have additional specific learning difficulties
These additional difficulties
are said to lsquoco-occurrsquo
This is known as
co-occurring difficulties
httpeltwellcom Margaret Anne Smith
Co-Occurring Difficulties
A number of studies have highlighted an overlap
between different developmental disorders (Bishop 2002Gilger and Kaplan 2001Jongmans et al 2003)
ldquohellipin developmental disorders co-morbidity is the
rule not the exceptionrdquo (KaplanBJ et al 2001)
10 in 100 people have dyslexia ( 10)
Of this 10 half will also have a co-occurring lsquodifficultyrsquo (5)
According to a 2001 study by Kaplan et al learners meeting the dyslexia criteria had a 516 chance of having a co-occurring lsquodifficultyrsquo that is 5 in 100
Dyslexia and Co-occurring Difficulties BDA 2012
Incidence of Co-occurrence with Dyslexia
52 DCD (Developmental Co-ordination Disorder
Dyspraxia) and Dyslexia (Kaplan et al)
20-60 Dyscalculia and Dyslexia (Butterworth and Yeo 2004)
40 Visual Stress and Dyslexia (Singleton and Henderson 2007)
14 ASD (Autism Spectrum Disorder) and Dyslexia
(Hofvander et al 2009)
25 ndash90 SLI ( Speech and Language Impairment) and
Dyslexia (Tomblin et al 2000)
Aspergerrsquos
SLI
Dyslexia
Hyperactivity
Dyspraxia DCD
ADD
Neurodiversity
Meeting
a diverse range
of needs
calls for
an
appropriate
but
diverse range
of strategies
Super Heroes
As you watch listen to the movie
clip jot down the superhero
powers described to compensate
for areas of difficultyhellip
Cosmos
Strengths Creativity
Visualisation
Thinking outside the box
Honesty
What do these commonalities mean for learning and teaching
Working
Memory
(WM)
Exposure
to
Language Motor
Skills
Processing
Speed
Visual
Stress A diverse range of strategies are needed Today we will look at hellip
o Fostering a language rich environment
o Supporting fine motor skills
o Addressing Working Memory and processing issuing and
o Metacognition
o Multi-sensory approaches
o ICT support
o Making Information Clear
o Questioning
o Flexible Grouping
25 -90 SLI (Speech and Language Impairment) and Dyslexia
(Tomblin et al 2000)
ldquo Muter and Snowling and colleagues have
shown that vocabulary knowledge can be a
protective factor for children with phonological
difficulties which seems to prevent the
development of dyslexiardquo
Dyslexia and Co-occurring difficulties BDA 2012
Literacy Rich Environment
ldquoThe link between early parent-child activities
language development and enjoyment of reading is
strong Rich home learning environments can
improve cognitive development for all children
regardless of their socio-economic backgroundhelliprdquo
Growing up in Scotland June 2016
Literacy Rich Environment
Motor skills and literacy pencil grip
Let it swinghellip that is step one
Pick up your pencil with your
pointer and thumb
With your other pointer turn
the pencil aroundhellip until it
reaches itrsquos pillow where it
gently settles down
Teach pencil grip
explicitly
Download available after registering with
wwwnha-andwritingorguk
Shifting the focus
from teaching a subject to teaching the students
What is Differentiation
Dyspraxia
Dyslexia and
Dyscalculia
Autistic Spectrum Disorder
ADHD
WM
Working Memory a Common Factor
Improving Working Memory
Supporting Studentsrsquo
Learning
Tracy Packiam Alloway
2011
Working memory is where we store and recall information needed to complete a
cognitive task Approaches that take note of working memory constraints help meet
the needs of many children in your class not just those with a learning difference
ldquoOf all the environments humans function in the learning environment is the most notorious for the continual overloading of working memoryrdquo
Working Memory and Academic Learning Milton J Dehn 2011
Focusing attention
Avoiding distraction Complex thinking
Organisation
Problem solving
Remembering tasks
Working memory helps learners with
Working Memory and Processing
bull incomplete recall
bull unable to follow instructions
bull difficulty keeping place
bull abandons task
bull easily distracted Which
situations cause most overload
Which situations
bring the most success
Open questioninghellip
ldquoWhatrsquos your next steprdquo
ldquoWhat have you to do nextrdquo
ldquoTell me how you managed to
complete thishelliprdquo
Recognise and monitor Working Memory issues
Break the learning down
visual hooks and demonstrations
chunk down steps and coach the learner to use
this as a strategy
use short simple instructions tasks
spoken at appropriate pace with pauses
Sit down please
Connect the Learning
Use prior knowledge to forge links
Develop the learnerrsquos skills in making
their own connections Use concrete and real life
experiences to make learning meaningful and
memorable
Apply the Learning
Evaluate and reduce the load on Working Memory
stand
Reducing the load on Working Memory Chunking through a targeted phonics programme
Overlearning commits blends
to long term memory ndash
reduces lsquochunksrsquo from 5 to 3
Reducing the load on Working Memory building automaticity in skills
bull appropriate rate of introduction
bull structured and cumulative
bull multi-sensory
bull encompassing skills in sound isolation and blending
bull frequent focussed short sessions of overlearning
Above all children with dyslexia whatever their
pattern of lsquoco-occurencersquo will benefit from
repeated practice to mastery levels in the tasks
they find difficult coupled with support and
encouragement to recognise and build on their
strengths
British Dyslexia Association 2012
Making a skill automatic
Over
learning
Automatic skill
New Learning
Free
Space
multi-sensory ldquoThere is a considerable body of evidence that
intervention strategies for teaching reading and spelling
skills to dyslexic children should be both
multisensory and phonic
and that this type of teaching
can benefit most children in any class
at most stagesrdquo
Gavin Reid
Working on the blue sheet from your tables
Of these methods of presenting information hellip
o Which leads to the highest rate of retention of
information
o Which to the lowest
o Rank them with 7 being the highest amount of
retention and 1 the lowest
Awareness of Working Memory and Processing demands
Processing instructions puts pressure on
pupils with weak memory skills
Keep instructions
o clear and to the point
o when repeating use the same wording
o in chunks 1 or 2 at a time
Give thinking time
for instructions to be processed
bull delivered using multi sensory methods
bull attended to are they looking amp listening
bull given in the order they are to be done
bull supported with peer partner explanations
bull supported by encouraging learners to visualise the steps
they need to take
To further simplify mental processing
instructions explanations should be
Meta-cognition ndash help learners find their own strategies
bull What did you do Encourage them to reflect dig deep
bull Why did you do that Raise their awareness of their learning
memory preference
bull How will it help you Help them make
- connections between what they are
doing and the lesson
- their strategies easy to remember and
to apply to future activities
bull When can you use it again Learners with low WM may view
strategies as one- off activities
Coach them to identify further activities
they could apply their strategies to
Bloomrsquos Taxonomy Higher Order Thinking Skills
HOTS
bull labelling things
bull word banks amp key words at start
bull wallet cards
bull times table squares
bull visual prompts
bull colour coding
bull homework diary
bull mnemonic and acronym strategies
Memory cues
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
What are Co-occurring Difficulties
It is quite common for learners with dyslexia to
have additional specific learning difficulties
These additional difficulties
are said to lsquoco-occurrsquo
This is known as
co-occurring difficulties
httpeltwellcom Margaret Anne Smith
Co-Occurring Difficulties
A number of studies have highlighted an overlap
between different developmental disorders (Bishop 2002Gilger and Kaplan 2001Jongmans et al 2003)
ldquohellipin developmental disorders co-morbidity is the
rule not the exceptionrdquo (KaplanBJ et al 2001)
10 in 100 people have dyslexia ( 10)
Of this 10 half will also have a co-occurring lsquodifficultyrsquo (5)
According to a 2001 study by Kaplan et al learners meeting the dyslexia criteria had a 516 chance of having a co-occurring lsquodifficultyrsquo that is 5 in 100
Dyslexia and Co-occurring Difficulties BDA 2012
Incidence of Co-occurrence with Dyslexia
52 DCD (Developmental Co-ordination Disorder
Dyspraxia) and Dyslexia (Kaplan et al)
20-60 Dyscalculia and Dyslexia (Butterworth and Yeo 2004)
40 Visual Stress and Dyslexia (Singleton and Henderson 2007)
14 ASD (Autism Spectrum Disorder) and Dyslexia
(Hofvander et al 2009)
25 ndash90 SLI ( Speech and Language Impairment) and
Dyslexia (Tomblin et al 2000)
Aspergerrsquos
SLI
Dyslexia
Hyperactivity
Dyspraxia DCD
ADD
Neurodiversity
Meeting
a diverse range
of needs
calls for
an
appropriate
but
diverse range
of strategies
Super Heroes
As you watch listen to the movie
clip jot down the superhero
powers described to compensate
for areas of difficultyhellip
Cosmos
Strengths Creativity
Visualisation
Thinking outside the box
Honesty
What do these commonalities mean for learning and teaching
Working
Memory
(WM)
Exposure
to
Language Motor
Skills
Processing
Speed
Visual
Stress A diverse range of strategies are needed Today we will look at hellip
o Fostering a language rich environment
o Supporting fine motor skills
o Addressing Working Memory and processing issuing and
o Metacognition
o Multi-sensory approaches
o ICT support
o Making Information Clear
o Questioning
o Flexible Grouping
25 -90 SLI (Speech and Language Impairment) and Dyslexia
(Tomblin et al 2000)
ldquo Muter and Snowling and colleagues have
shown that vocabulary knowledge can be a
protective factor for children with phonological
difficulties which seems to prevent the
development of dyslexiardquo
Dyslexia and Co-occurring difficulties BDA 2012
Literacy Rich Environment
ldquoThe link between early parent-child activities
language development and enjoyment of reading is
strong Rich home learning environments can
improve cognitive development for all children
regardless of their socio-economic backgroundhelliprdquo
Growing up in Scotland June 2016
Literacy Rich Environment
Motor skills and literacy pencil grip
Let it swinghellip that is step one
Pick up your pencil with your
pointer and thumb
With your other pointer turn
the pencil aroundhellip until it
reaches itrsquos pillow where it
gently settles down
Teach pencil grip
explicitly
Download available after registering with
wwwnha-andwritingorguk
Shifting the focus
from teaching a subject to teaching the students
What is Differentiation
Dyspraxia
Dyslexia and
Dyscalculia
Autistic Spectrum Disorder
ADHD
WM
Working Memory a Common Factor
Improving Working Memory
Supporting Studentsrsquo
Learning
Tracy Packiam Alloway
2011
Working memory is where we store and recall information needed to complete a
cognitive task Approaches that take note of working memory constraints help meet
the needs of many children in your class not just those with a learning difference
ldquoOf all the environments humans function in the learning environment is the most notorious for the continual overloading of working memoryrdquo
Working Memory and Academic Learning Milton J Dehn 2011
Focusing attention
Avoiding distraction Complex thinking
Organisation
Problem solving
Remembering tasks
Working memory helps learners with
Working Memory and Processing
bull incomplete recall
bull unable to follow instructions
bull difficulty keeping place
bull abandons task
bull easily distracted Which
situations cause most overload
Which situations
bring the most success
Open questioninghellip
ldquoWhatrsquos your next steprdquo
ldquoWhat have you to do nextrdquo
ldquoTell me how you managed to
complete thishelliprdquo
Recognise and monitor Working Memory issues
Break the learning down
visual hooks and demonstrations
chunk down steps and coach the learner to use
this as a strategy
use short simple instructions tasks
spoken at appropriate pace with pauses
Sit down please
Connect the Learning
Use prior knowledge to forge links
Develop the learnerrsquos skills in making
their own connections Use concrete and real life
experiences to make learning meaningful and
memorable
Apply the Learning
Evaluate and reduce the load on Working Memory
stand
Reducing the load on Working Memory Chunking through a targeted phonics programme
Overlearning commits blends
to long term memory ndash
reduces lsquochunksrsquo from 5 to 3
Reducing the load on Working Memory building automaticity in skills
bull appropriate rate of introduction
bull structured and cumulative
bull multi-sensory
bull encompassing skills in sound isolation and blending
bull frequent focussed short sessions of overlearning
Above all children with dyslexia whatever their
pattern of lsquoco-occurencersquo will benefit from
repeated practice to mastery levels in the tasks
they find difficult coupled with support and
encouragement to recognise and build on their
strengths
British Dyslexia Association 2012
Making a skill automatic
Over
learning
Automatic skill
New Learning
Free
Space
multi-sensory ldquoThere is a considerable body of evidence that
intervention strategies for teaching reading and spelling
skills to dyslexic children should be both
multisensory and phonic
and that this type of teaching
can benefit most children in any class
at most stagesrdquo
Gavin Reid
Working on the blue sheet from your tables
Of these methods of presenting information hellip
o Which leads to the highest rate of retention of
information
o Which to the lowest
o Rank them with 7 being the highest amount of
retention and 1 the lowest
Awareness of Working Memory and Processing demands
Processing instructions puts pressure on
pupils with weak memory skills
Keep instructions
o clear and to the point
o when repeating use the same wording
o in chunks 1 or 2 at a time
Give thinking time
for instructions to be processed
bull delivered using multi sensory methods
bull attended to are they looking amp listening
bull given in the order they are to be done
bull supported with peer partner explanations
bull supported by encouraging learners to visualise the steps
they need to take
To further simplify mental processing
instructions explanations should be
Meta-cognition ndash help learners find their own strategies
bull What did you do Encourage them to reflect dig deep
bull Why did you do that Raise their awareness of their learning
memory preference
bull How will it help you Help them make
- connections between what they are
doing and the lesson
- their strategies easy to remember and
to apply to future activities
bull When can you use it again Learners with low WM may view
strategies as one- off activities
Coach them to identify further activities
they could apply their strategies to
Bloomrsquos Taxonomy Higher Order Thinking Skills
HOTS
bull labelling things
bull word banks amp key words at start
bull wallet cards
bull times table squares
bull visual prompts
bull colour coding
bull homework diary
bull mnemonic and acronym strategies
Memory cues
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Co-Occurring Difficulties
A number of studies have highlighted an overlap
between different developmental disorders (Bishop 2002Gilger and Kaplan 2001Jongmans et al 2003)
ldquohellipin developmental disorders co-morbidity is the
rule not the exceptionrdquo (KaplanBJ et al 2001)
10 in 100 people have dyslexia ( 10)
Of this 10 half will also have a co-occurring lsquodifficultyrsquo (5)
According to a 2001 study by Kaplan et al learners meeting the dyslexia criteria had a 516 chance of having a co-occurring lsquodifficultyrsquo that is 5 in 100
Dyslexia and Co-occurring Difficulties BDA 2012
Incidence of Co-occurrence with Dyslexia
52 DCD (Developmental Co-ordination Disorder
Dyspraxia) and Dyslexia (Kaplan et al)
20-60 Dyscalculia and Dyslexia (Butterworth and Yeo 2004)
40 Visual Stress and Dyslexia (Singleton and Henderson 2007)
14 ASD (Autism Spectrum Disorder) and Dyslexia
(Hofvander et al 2009)
25 ndash90 SLI ( Speech and Language Impairment) and
Dyslexia (Tomblin et al 2000)
Aspergerrsquos
SLI
Dyslexia
Hyperactivity
Dyspraxia DCD
ADD
Neurodiversity
Meeting
a diverse range
of needs
calls for
an
appropriate
but
diverse range
of strategies
Super Heroes
As you watch listen to the movie
clip jot down the superhero
powers described to compensate
for areas of difficultyhellip
Cosmos
Strengths Creativity
Visualisation
Thinking outside the box
Honesty
What do these commonalities mean for learning and teaching
Working
Memory
(WM)
Exposure
to
Language Motor
Skills
Processing
Speed
Visual
Stress A diverse range of strategies are needed Today we will look at hellip
o Fostering a language rich environment
o Supporting fine motor skills
o Addressing Working Memory and processing issuing and
o Metacognition
o Multi-sensory approaches
o ICT support
o Making Information Clear
o Questioning
o Flexible Grouping
25 -90 SLI (Speech and Language Impairment) and Dyslexia
(Tomblin et al 2000)
ldquo Muter and Snowling and colleagues have
shown that vocabulary knowledge can be a
protective factor for children with phonological
difficulties which seems to prevent the
development of dyslexiardquo
Dyslexia and Co-occurring difficulties BDA 2012
Literacy Rich Environment
ldquoThe link between early parent-child activities
language development and enjoyment of reading is
strong Rich home learning environments can
improve cognitive development for all children
regardless of their socio-economic backgroundhelliprdquo
Growing up in Scotland June 2016
Literacy Rich Environment
Motor skills and literacy pencil grip
Let it swinghellip that is step one
Pick up your pencil with your
pointer and thumb
With your other pointer turn
the pencil aroundhellip until it
reaches itrsquos pillow where it
gently settles down
Teach pencil grip
explicitly
Download available after registering with
wwwnha-andwritingorguk
Shifting the focus
from teaching a subject to teaching the students
What is Differentiation
Dyspraxia
Dyslexia and
Dyscalculia
Autistic Spectrum Disorder
ADHD
WM
Working Memory a Common Factor
Improving Working Memory
Supporting Studentsrsquo
Learning
Tracy Packiam Alloway
2011
Working memory is where we store and recall information needed to complete a
cognitive task Approaches that take note of working memory constraints help meet
the needs of many children in your class not just those with a learning difference
ldquoOf all the environments humans function in the learning environment is the most notorious for the continual overloading of working memoryrdquo
Working Memory and Academic Learning Milton J Dehn 2011
Focusing attention
Avoiding distraction Complex thinking
Organisation
Problem solving
Remembering tasks
Working memory helps learners with
Working Memory and Processing
bull incomplete recall
bull unable to follow instructions
bull difficulty keeping place
bull abandons task
bull easily distracted Which
situations cause most overload
Which situations
bring the most success
Open questioninghellip
ldquoWhatrsquos your next steprdquo
ldquoWhat have you to do nextrdquo
ldquoTell me how you managed to
complete thishelliprdquo
Recognise and monitor Working Memory issues
Break the learning down
visual hooks and demonstrations
chunk down steps and coach the learner to use
this as a strategy
use short simple instructions tasks
spoken at appropriate pace with pauses
Sit down please
Connect the Learning
Use prior knowledge to forge links
Develop the learnerrsquos skills in making
their own connections Use concrete and real life
experiences to make learning meaningful and
memorable
Apply the Learning
Evaluate and reduce the load on Working Memory
stand
Reducing the load on Working Memory Chunking through a targeted phonics programme
Overlearning commits blends
to long term memory ndash
reduces lsquochunksrsquo from 5 to 3
Reducing the load on Working Memory building automaticity in skills
bull appropriate rate of introduction
bull structured and cumulative
bull multi-sensory
bull encompassing skills in sound isolation and blending
bull frequent focussed short sessions of overlearning
Above all children with dyslexia whatever their
pattern of lsquoco-occurencersquo will benefit from
repeated practice to mastery levels in the tasks
they find difficult coupled with support and
encouragement to recognise and build on their
strengths
British Dyslexia Association 2012
Making a skill automatic
Over
learning
Automatic skill
New Learning
Free
Space
multi-sensory ldquoThere is a considerable body of evidence that
intervention strategies for teaching reading and spelling
skills to dyslexic children should be both
multisensory and phonic
and that this type of teaching
can benefit most children in any class
at most stagesrdquo
Gavin Reid
Working on the blue sheet from your tables
Of these methods of presenting information hellip
o Which leads to the highest rate of retention of
information
o Which to the lowest
o Rank them with 7 being the highest amount of
retention and 1 the lowest
Awareness of Working Memory and Processing demands
Processing instructions puts pressure on
pupils with weak memory skills
Keep instructions
o clear and to the point
o when repeating use the same wording
o in chunks 1 or 2 at a time
Give thinking time
for instructions to be processed
bull delivered using multi sensory methods
bull attended to are they looking amp listening
bull given in the order they are to be done
bull supported with peer partner explanations
bull supported by encouraging learners to visualise the steps
they need to take
To further simplify mental processing
instructions explanations should be
Meta-cognition ndash help learners find their own strategies
bull What did you do Encourage them to reflect dig deep
bull Why did you do that Raise their awareness of their learning
memory preference
bull How will it help you Help them make
- connections between what they are
doing and the lesson
- their strategies easy to remember and
to apply to future activities
bull When can you use it again Learners with low WM may view
strategies as one- off activities
Coach them to identify further activities
they could apply their strategies to
Bloomrsquos Taxonomy Higher Order Thinking Skills
HOTS
bull labelling things
bull word banks amp key words at start
bull wallet cards
bull times table squares
bull visual prompts
bull colour coding
bull homework diary
bull mnemonic and acronym strategies
Memory cues
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
10 in 100 people have dyslexia ( 10)
Of this 10 half will also have a co-occurring lsquodifficultyrsquo (5)
According to a 2001 study by Kaplan et al learners meeting the dyslexia criteria had a 516 chance of having a co-occurring lsquodifficultyrsquo that is 5 in 100
Dyslexia and Co-occurring Difficulties BDA 2012
Incidence of Co-occurrence with Dyslexia
52 DCD (Developmental Co-ordination Disorder
Dyspraxia) and Dyslexia (Kaplan et al)
20-60 Dyscalculia and Dyslexia (Butterworth and Yeo 2004)
40 Visual Stress and Dyslexia (Singleton and Henderson 2007)
14 ASD (Autism Spectrum Disorder) and Dyslexia
(Hofvander et al 2009)
25 ndash90 SLI ( Speech and Language Impairment) and
Dyslexia (Tomblin et al 2000)
Aspergerrsquos
SLI
Dyslexia
Hyperactivity
Dyspraxia DCD
ADD
Neurodiversity
Meeting
a diverse range
of needs
calls for
an
appropriate
but
diverse range
of strategies
Super Heroes
As you watch listen to the movie
clip jot down the superhero
powers described to compensate
for areas of difficultyhellip
Cosmos
Strengths Creativity
Visualisation
Thinking outside the box
Honesty
What do these commonalities mean for learning and teaching
Working
Memory
(WM)
Exposure
to
Language Motor
Skills
Processing
Speed
Visual
Stress A diverse range of strategies are needed Today we will look at hellip
o Fostering a language rich environment
o Supporting fine motor skills
o Addressing Working Memory and processing issuing and
o Metacognition
o Multi-sensory approaches
o ICT support
o Making Information Clear
o Questioning
o Flexible Grouping
25 -90 SLI (Speech and Language Impairment) and Dyslexia
(Tomblin et al 2000)
ldquo Muter and Snowling and colleagues have
shown that vocabulary knowledge can be a
protective factor for children with phonological
difficulties which seems to prevent the
development of dyslexiardquo
Dyslexia and Co-occurring difficulties BDA 2012
Literacy Rich Environment
ldquoThe link between early parent-child activities
language development and enjoyment of reading is
strong Rich home learning environments can
improve cognitive development for all children
regardless of their socio-economic backgroundhelliprdquo
Growing up in Scotland June 2016
Literacy Rich Environment
Motor skills and literacy pencil grip
Let it swinghellip that is step one
Pick up your pencil with your
pointer and thumb
With your other pointer turn
the pencil aroundhellip until it
reaches itrsquos pillow where it
gently settles down
Teach pencil grip
explicitly
Download available after registering with
wwwnha-andwritingorguk
Shifting the focus
from teaching a subject to teaching the students
What is Differentiation
Dyspraxia
Dyslexia and
Dyscalculia
Autistic Spectrum Disorder
ADHD
WM
Working Memory a Common Factor
Improving Working Memory
Supporting Studentsrsquo
Learning
Tracy Packiam Alloway
2011
Working memory is where we store and recall information needed to complete a
cognitive task Approaches that take note of working memory constraints help meet
the needs of many children in your class not just those with a learning difference
ldquoOf all the environments humans function in the learning environment is the most notorious for the continual overloading of working memoryrdquo
Working Memory and Academic Learning Milton J Dehn 2011
Focusing attention
Avoiding distraction Complex thinking
Organisation
Problem solving
Remembering tasks
Working memory helps learners with
Working Memory and Processing
bull incomplete recall
bull unable to follow instructions
bull difficulty keeping place
bull abandons task
bull easily distracted Which
situations cause most overload
Which situations
bring the most success
Open questioninghellip
ldquoWhatrsquos your next steprdquo
ldquoWhat have you to do nextrdquo
ldquoTell me how you managed to
complete thishelliprdquo
Recognise and monitor Working Memory issues
Break the learning down
visual hooks and demonstrations
chunk down steps and coach the learner to use
this as a strategy
use short simple instructions tasks
spoken at appropriate pace with pauses
Sit down please
Connect the Learning
Use prior knowledge to forge links
Develop the learnerrsquos skills in making
their own connections Use concrete and real life
experiences to make learning meaningful and
memorable
Apply the Learning
Evaluate and reduce the load on Working Memory
stand
Reducing the load on Working Memory Chunking through a targeted phonics programme
Overlearning commits blends
to long term memory ndash
reduces lsquochunksrsquo from 5 to 3
Reducing the load on Working Memory building automaticity in skills
bull appropriate rate of introduction
bull structured and cumulative
bull multi-sensory
bull encompassing skills in sound isolation and blending
bull frequent focussed short sessions of overlearning
Above all children with dyslexia whatever their
pattern of lsquoco-occurencersquo will benefit from
repeated practice to mastery levels in the tasks
they find difficult coupled with support and
encouragement to recognise and build on their
strengths
British Dyslexia Association 2012
Making a skill automatic
Over
learning
Automatic skill
New Learning
Free
Space
multi-sensory ldquoThere is a considerable body of evidence that
intervention strategies for teaching reading and spelling
skills to dyslexic children should be both
multisensory and phonic
and that this type of teaching
can benefit most children in any class
at most stagesrdquo
Gavin Reid
Working on the blue sheet from your tables
Of these methods of presenting information hellip
o Which leads to the highest rate of retention of
information
o Which to the lowest
o Rank them with 7 being the highest amount of
retention and 1 the lowest
Awareness of Working Memory and Processing demands
Processing instructions puts pressure on
pupils with weak memory skills
Keep instructions
o clear and to the point
o when repeating use the same wording
o in chunks 1 or 2 at a time
Give thinking time
for instructions to be processed
bull delivered using multi sensory methods
bull attended to are they looking amp listening
bull given in the order they are to be done
bull supported with peer partner explanations
bull supported by encouraging learners to visualise the steps
they need to take
To further simplify mental processing
instructions explanations should be
Meta-cognition ndash help learners find their own strategies
bull What did you do Encourage them to reflect dig deep
bull Why did you do that Raise their awareness of their learning
memory preference
bull How will it help you Help them make
- connections between what they are
doing and the lesson
- their strategies easy to remember and
to apply to future activities
bull When can you use it again Learners with low WM may view
strategies as one- off activities
Coach them to identify further activities
they could apply their strategies to
Bloomrsquos Taxonomy Higher Order Thinking Skills
HOTS
bull labelling things
bull word banks amp key words at start
bull wallet cards
bull times table squares
bull visual prompts
bull colour coding
bull homework diary
bull mnemonic and acronym strategies
Memory cues
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Incidence of Co-occurrence with Dyslexia
52 DCD (Developmental Co-ordination Disorder
Dyspraxia) and Dyslexia (Kaplan et al)
20-60 Dyscalculia and Dyslexia (Butterworth and Yeo 2004)
40 Visual Stress and Dyslexia (Singleton and Henderson 2007)
14 ASD (Autism Spectrum Disorder) and Dyslexia
(Hofvander et al 2009)
25 ndash90 SLI ( Speech and Language Impairment) and
Dyslexia (Tomblin et al 2000)
Aspergerrsquos
SLI
Dyslexia
Hyperactivity
Dyspraxia DCD
ADD
Neurodiversity
Meeting
a diverse range
of needs
calls for
an
appropriate
but
diverse range
of strategies
Super Heroes
As you watch listen to the movie
clip jot down the superhero
powers described to compensate
for areas of difficultyhellip
Cosmos
Strengths Creativity
Visualisation
Thinking outside the box
Honesty
What do these commonalities mean for learning and teaching
Working
Memory
(WM)
Exposure
to
Language Motor
Skills
Processing
Speed
Visual
Stress A diverse range of strategies are needed Today we will look at hellip
o Fostering a language rich environment
o Supporting fine motor skills
o Addressing Working Memory and processing issuing and
o Metacognition
o Multi-sensory approaches
o ICT support
o Making Information Clear
o Questioning
o Flexible Grouping
25 -90 SLI (Speech and Language Impairment) and Dyslexia
(Tomblin et al 2000)
ldquo Muter and Snowling and colleagues have
shown that vocabulary knowledge can be a
protective factor for children with phonological
difficulties which seems to prevent the
development of dyslexiardquo
Dyslexia and Co-occurring difficulties BDA 2012
Literacy Rich Environment
ldquoThe link between early parent-child activities
language development and enjoyment of reading is
strong Rich home learning environments can
improve cognitive development for all children
regardless of their socio-economic backgroundhelliprdquo
Growing up in Scotland June 2016
Literacy Rich Environment
Motor skills and literacy pencil grip
Let it swinghellip that is step one
Pick up your pencil with your
pointer and thumb
With your other pointer turn
the pencil aroundhellip until it
reaches itrsquos pillow where it
gently settles down
Teach pencil grip
explicitly
Download available after registering with
wwwnha-andwritingorguk
Shifting the focus
from teaching a subject to teaching the students
What is Differentiation
Dyspraxia
Dyslexia and
Dyscalculia
Autistic Spectrum Disorder
ADHD
WM
Working Memory a Common Factor
Improving Working Memory
Supporting Studentsrsquo
Learning
Tracy Packiam Alloway
2011
Working memory is where we store and recall information needed to complete a
cognitive task Approaches that take note of working memory constraints help meet
the needs of many children in your class not just those with a learning difference
ldquoOf all the environments humans function in the learning environment is the most notorious for the continual overloading of working memoryrdquo
Working Memory and Academic Learning Milton J Dehn 2011
Focusing attention
Avoiding distraction Complex thinking
Organisation
Problem solving
Remembering tasks
Working memory helps learners with
Working Memory and Processing
bull incomplete recall
bull unable to follow instructions
bull difficulty keeping place
bull abandons task
bull easily distracted Which
situations cause most overload
Which situations
bring the most success
Open questioninghellip
ldquoWhatrsquos your next steprdquo
ldquoWhat have you to do nextrdquo
ldquoTell me how you managed to
complete thishelliprdquo
Recognise and monitor Working Memory issues
Break the learning down
visual hooks and demonstrations
chunk down steps and coach the learner to use
this as a strategy
use short simple instructions tasks
spoken at appropriate pace with pauses
Sit down please
Connect the Learning
Use prior knowledge to forge links
Develop the learnerrsquos skills in making
their own connections Use concrete and real life
experiences to make learning meaningful and
memorable
Apply the Learning
Evaluate and reduce the load on Working Memory
stand
Reducing the load on Working Memory Chunking through a targeted phonics programme
Overlearning commits blends
to long term memory ndash
reduces lsquochunksrsquo from 5 to 3
Reducing the load on Working Memory building automaticity in skills
bull appropriate rate of introduction
bull structured and cumulative
bull multi-sensory
bull encompassing skills in sound isolation and blending
bull frequent focussed short sessions of overlearning
Above all children with dyslexia whatever their
pattern of lsquoco-occurencersquo will benefit from
repeated practice to mastery levels in the tasks
they find difficult coupled with support and
encouragement to recognise and build on their
strengths
British Dyslexia Association 2012
Making a skill automatic
Over
learning
Automatic skill
New Learning
Free
Space
multi-sensory ldquoThere is a considerable body of evidence that
intervention strategies for teaching reading and spelling
skills to dyslexic children should be both
multisensory and phonic
and that this type of teaching
can benefit most children in any class
at most stagesrdquo
Gavin Reid
Working on the blue sheet from your tables
Of these methods of presenting information hellip
o Which leads to the highest rate of retention of
information
o Which to the lowest
o Rank them with 7 being the highest amount of
retention and 1 the lowest
Awareness of Working Memory and Processing demands
Processing instructions puts pressure on
pupils with weak memory skills
Keep instructions
o clear and to the point
o when repeating use the same wording
o in chunks 1 or 2 at a time
Give thinking time
for instructions to be processed
bull delivered using multi sensory methods
bull attended to are they looking amp listening
bull given in the order they are to be done
bull supported with peer partner explanations
bull supported by encouraging learners to visualise the steps
they need to take
To further simplify mental processing
instructions explanations should be
Meta-cognition ndash help learners find their own strategies
bull What did you do Encourage them to reflect dig deep
bull Why did you do that Raise their awareness of their learning
memory preference
bull How will it help you Help them make
- connections between what they are
doing and the lesson
- their strategies easy to remember and
to apply to future activities
bull When can you use it again Learners with low WM may view
strategies as one- off activities
Coach them to identify further activities
they could apply their strategies to
Bloomrsquos Taxonomy Higher Order Thinking Skills
HOTS
bull labelling things
bull word banks amp key words at start
bull wallet cards
bull times table squares
bull visual prompts
bull colour coding
bull homework diary
bull mnemonic and acronym strategies
Memory cues
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Aspergerrsquos
SLI
Dyslexia
Hyperactivity
Dyspraxia DCD
ADD
Neurodiversity
Meeting
a diverse range
of needs
calls for
an
appropriate
but
diverse range
of strategies
Super Heroes
As you watch listen to the movie
clip jot down the superhero
powers described to compensate
for areas of difficultyhellip
Cosmos
Strengths Creativity
Visualisation
Thinking outside the box
Honesty
What do these commonalities mean for learning and teaching
Working
Memory
(WM)
Exposure
to
Language Motor
Skills
Processing
Speed
Visual
Stress A diverse range of strategies are needed Today we will look at hellip
o Fostering a language rich environment
o Supporting fine motor skills
o Addressing Working Memory and processing issuing and
o Metacognition
o Multi-sensory approaches
o ICT support
o Making Information Clear
o Questioning
o Flexible Grouping
25 -90 SLI (Speech and Language Impairment) and Dyslexia
(Tomblin et al 2000)
ldquo Muter and Snowling and colleagues have
shown that vocabulary knowledge can be a
protective factor for children with phonological
difficulties which seems to prevent the
development of dyslexiardquo
Dyslexia and Co-occurring difficulties BDA 2012
Literacy Rich Environment
ldquoThe link between early parent-child activities
language development and enjoyment of reading is
strong Rich home learning environments can
improve cognitive development for all children
regardless of their socio-economic backgroundhelliprdquo
Growing up in Scotland June 2016
Literacy Rich Environment
Motor skills and literacy pencil grip
Let it swinghellip that is step one
Pick up your pencil with your
pointer and thumb
With your other pointer turn
the pencil aroundhellip until it
reaches itrsquos pillow where it
gently settles down
Teach pencil grip
explicitly
Download available after registering with
wwwnha-andwritingorguk
Shifting the focus
from teaching a subject to teaching the students
What is Differentiation
Dyspraxia
Dyslexia and
Dyscalculia
Autistic Spectrum Disorder
ADHD
WM
Working Memory a Common Factor
Improving Working Memory
Supporting Studentsrsquo
Learning
Tracy Packiam Alloway
2011
Working memory is where we store and recall information needed to complete a
cognitive task Approaches that take note of working memory constraints help meet
the needs of many children in your class not just those with a learning difference
ldquoOf all the environments humans function in the learning environment is the most notorious for the continual overloading of working memoryrdquo
Working Memory and Academic Learning Milton J Dehn 2011
Focusing attention
Avoiding distraction Complex thinking
Organisation
Problem solving
Remembering tasks
Working memory helps learners with
Working Memory and Processing
bull incomplete recall
bull unable to follow instructions
bull difficulty keeping place
bull abandons task
bull easily distracted Which
situations cause most overload
Which situations
bring the most success
Open questioninghellip
ldquoWhatrsquos your next steprdquo
ldquoWhat have you to do nextrdquo
ldquoTell me how you managed to
complete thishelliprdquo
Recognise and monitor Working Memory issues
Break the learning down
visual hooks and demonstrations
chunk down steps and coach the learner to use
this as a strategy
use short simple instructions tasks
spoken at appropriate pace with pauses
Sit down please
Connect the Learning
Use prior knowledge to forge links
Develop the learnerrsquos skills in making
their own connections Use concrete and real life
experiences to make learning meaningful and
memorable
Apply the Learning
Evaluate and reduce the load on Working Memory
stand
Reducing the load on Working Memory Chunking through a targeted phonics programme
Overlearning commits blends
to long term memory ndash
reduces lsquochunksrsquo from 5 to 3
Reducing the load on Working Memory building automaticity in skills
bull appropriate rate of introduction
bull structured and cumulative
bull multi-sensory
bull encompassing skills in sound isolation and blending
bull frequent focussed short sessions of overlearning
Above all children with dyslexia whatever their
pattern of lsquoco-occurencersquo will benefit from
repeated practice to mastery levels in the tasks
they find difficult coupled with support and
encouragement to recognise and build on their
strengths
British Dyslexia Association 2012
Making a skill automatic
Over
learning
Automatic skill
New Learning
Free
Space
multi-sensory ldquoThere is a considerable body of evidence that
intervention strategies for teaching reading and spelling
skills to dyslexic children should be both
multisensory and phonic
and that this type of teaching
can benefit most children in any class
at most stagesrdquo
Gavin Reid
Working on the blue sheet from your tables
Of these methods of presenting information hellip
o Which leads to the highest rate of retention of
information
o Which to the lowest
o Rank them with 7 being the highest amount of
retention and 1 the lowest
Awareness of Working Memory and Processing demands
Processing instructions puts pressure on
pupils with weak memory skills
Keep instructions
o clear and to the point
o when repeating use the same wording
o in chunks 1 or 2 at a time
Give thinking time
for instructions to be processed
bull delivered using multi sensory methods
bull attended to are they looking amp listening
bull given in the order they are to be done
bull supported with peer partner explanations
bull supported by encouraging learners to visualise the steps
they need to take
To further simplify mental processing
instructions explanations should be
Meta-cognition ndash help learners find their own strategies
bull What did you do Encourage them to reflect dig deep
bull Why did you do that Raise their awareness of their learning
memory preference
bull How will it help you Help them make
- connections between what they are
doing and the lesson
- their strategies easy to remember and
to apply to future activities
bull When can you use it again Learners with low WM may view
strategies as one- off activities
Coach them to identify further activities
they could apply their strategies to
Bloomrsquos Taxonomy Higher Order Thinking Skills
HOTS
bull labelling things
bull word banks amp key words at start
bull wallet cards
bull times table squares
bull visual prompts
bull colour coding
bull homework diary
bull mnemonic and acronym strategies
Memory cues
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Super Heroes
As you watch listen to the movie
clip jot down the superhero
powers described to compensate
for areas of difficultyhellip
Cosmos
Strengths Creativity
Visualisation
Thinking outside the box
Honesty
What do these commonalities mean for learning and teaching
Working
Memory
(WM)
Exposure
to
Language Motor
Skills
Processing
Speed
Visual
Stress A diverse range of strategies are needed Today we will look at hellip
o Fostering a language rich environment
o Supporting fine motor skills
o Addressing Working Memory and processing issuing and
o Metacognition
o Multi-sensory approaches
o ICT support
o Making Information Clear
o Questioning
o Flexible Grouping
25 -90 SLI (Speech and Language Impairment) and Dyslexia
(Tomblin et al 2000)
ldquo Muter and Snowling and colleagues have
shown that vocabulary knowledge can be a
protective factor for children with phonological
difficulties which seems to prevent the
development of dyslexiardquo
Dyslexia and Co-occurring difficulties BDA 2012
Literacy Rich Environment
ldquoThe link between early parent-child activities
language development and enjoyment of reading is
strong Rich home learning environments can
improve cognitive development for all children
regardless of their socio-economic backgroundhelliprdquo
Growing up in Scotland June 2016
Literacy Rich Environment
Motor skills and literacy pencil grip
Let it swinghellip that is step one
Pick up your pencil with your
pointer and thumb
With your other pointer turn
the pencil aroundhellip until it
reaches itrsquos pillow where it
gently settles down
Teach pencil grip
explicitly
Download available after registering with
wwwnha-andwritingorguk
Shifting the focus
from teaching a subject to teaching the students
What is Differentiation
Dyspraxia
Dyslexia and
Dyscalculia
Autistic Spectrum Disorder
ADHD
WM
Working Memory a Common Factor
Improving Working Memory
Supporting Studentsrsquo
Learning
Tracy Packiam Alloway
2011
Working memory is where we store and recall information needed to complete a
cognitive task Approaches that take note of working memory constraints help meet
the needs of many children in your class not just those with a learning difference
ldquoOf all the environments humans function in the learning environment is the most notorious for the continual overloading of working memoryrdquo
Working Memory and Academic Learning Milton J Dehn 2011
Focusing attention
Avoiding distraction Complex thinking
Organisation
Problem solving
Remembering tasks
Working memory helps learners with
Working Memory and Processing
bull incomplete recall
bull unable to follow instructions
bull difficulty keeping place
bull abandons task
bull easily distracted Which
situations cause most overload
Which situations
bring the most success
Open questioninghellip
ldquoWhatrsquos your next steprdquo
ldquoWhat have you to do nextrdquo
ldquoTell me how you managed to
complete thishelliprdquo
Recognise and monitor Working Memory issues
Break the learning down
visual hooks and demonstrations
chunk down steps and coach the learner to use
this as a strategy
use short simple instructions tasks
spoken at appropriate pace with pauses
Sit down please
Connect the Learning
Use prior knowledge to forge links
Develop the learnerrsquos skills in making
their own connections Use concrete and real life
experiences to make learning meaningful and
memorable
Apply the Learning
Evaluate and reduce the load on Working Memory
stand
Reducing the load on Working Memory Chunking through a targeted phonics programme
Overlearning commits blends
to long term memory ndash
reduces lsquochunksrsquo from 5 to 3
Reducing the load on Working Memory building automaticity in skills
bull appropriate rate of introduction
bull structured and cumulative
bull multi-sensory
bull encompassing skills in sound isolation and blending
bull frequent focussed short sessions of overlearning
Above all children with dyslexia whatever their
pattern of lsquoco-occurencersquo will benefit from
repeated practice to mastery levels in the tasks
they find difficult coupled with support and
encouragement to recognise and build on their
strengths
British Dyslexia Association 2012
Making a skill automatic
Over
learning
Automatic skill
New Learning
Free
Space
multi-sensory ldquoThere is a considerable body of evidence that
intervention strategies for teaching reading and spelling
skills to dyslexic children should be both
multisensory and phonic
and that this type of teaching
can benefit most children in any class
at most stagesrdquo
Gavin Reid
Working on the blue sheet from your tables
Of these methods of presenting information hellip
o Which leads to the highest rate of retention of
information
o Which to the lowest
o Rank them with 7 being the highest amount of
retention and 1 the lowest
Awareness of Working Memory and Processing demands
Processing instructions puts pressure on
pupils with weak memory skills
Keep instructions
o clear and to the point
o when repeating use the same wording
o in chunks 1 or 2 at a time
Give thinking time
for instructions to be processed
bull delivered using multi sensory methods
bull attended to are they looking amp listening
bull given in the order they are to be done
bull supported with peer partner explanations
bull supported by encouraging learners to visualise the steps
they need to take
To further simplify mental processing
instructions explanations should be
Meta-cognition ndash help learners find their own strategies
bull What did you do Encourage them to reflect dig deep
bull Why did you do that Raise their awareness of their learning
memory preference
bull How will it help you Help them make
- connections between what they are
doing and the lesson
- their strategies easy to remember and
to apply to future activities
bull When can you use it again Learners with low WM may view
strategies as one- off activities
Coach them to identify further activities
they could apply their strategies to
Bloomrsquos Taxonomy Higher Order Thinking Skills
HOTS
bull labelling things
bull word banks amp key words at start
bull wallet cards
bull times table squares
bull visual prompts
bull colour coding
bull homework diary
bull mnemonic and acronym strategies
Memory cues
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Strengths Creativity
Visualisation
Thinking outside the box
Honesty
What do these commonalities mean for learning and teaching
Working
Memory
(WM)
Exposure
to
Language Motor
Skills
Processing
Speed
Visual
Stress A diverse range of strategies are needed Today we will look at hellip
o Fostering a language rich environment
o Supporting fine motor skills
o Addressing Working Memory and processing issuing and
o Metacognition
o Multi-sensory approaches
o ICT support
o Making Information Clear
o Questioning
o Flexible Grouping
25 -90 SLI (Speech and Language Impairment) and Dyslexia
(Tomblin et al 2000)
ldquo Muter and Snowling and colleagues have
shown that vocabulary knowledge can be a
protective factor for children with phonological
difficulties which seems to prevent the
development of dyslexiardquo
Dyslexia and Co-occurring difficulties BDA 2012
Literacy Rich Environment
ldquoThe link between early parent-child activities
language development and enjoyment of reading is
strong Rich home learning environments can
improve cognitive development for all children
regardless of their socio-economic backgroundhelliprdquo
Growing up in Scotland June 2016
Literacy Rich Environment
Motor skills and literacy pencil grip
Let it swinghellip that is step one
Pick up your pencil with your
pointer and thumb
With your other pointer turn
the pencil aroundhellip until it
reaches itrsquos pillow where it
gently settles down
Teach pencil grip
explicitly
Download available after registering with
wwwnha-andwritingorguk
Shifting the focus
from teaching a subject to teaching the students
What is Differentiation
Dyspraxia
Dyslexia and
Dyscalculia
Autistic Spectrum Disorder
ADHD
WM
Working Memory a Common Factor
Improving Working Memory
Supporting Studentsrsquo
Learning
Tracy Packiam Alloway
2011
Working memory is where we store and recall information needed to complete a
cognitive task Approaches that take note of working memory constraints help meet
the needs of many children in your class not just those with a learning difference
ldquoOf all the environments humans function in the learning environment is the most notorious for the continual overloading of working memoryrdquo
Working Memory and Academic Learning Milton J Dehn 2011
Focusing attention
Avoiding distraction Complex thinking
Organisation
Problem solving
Remembering tasks
Working memory helps learners with
Working Memory and Processing
bull incomplete recall
bull unable to follow instructions
bull difficulty keeping place
bull abandons task
bull easily distracted Which
situations cause most overload
Which situations
bring the most success
Open questioninghellip
ldquoWhatrsquos your next steprdquo
ldquoWhat have you to do nextrdquo
ldquoTell me how you managed to
complete thishelliprdquo
Recognise and monitor Working Memory issues
Break the learning down
visual hooks and demonstrations
chunk down steps and coach the learner to use
this as a strategy
use short simple instructions tasks
spoken at appropriate pace with pauses
Sit down please
Connect the Learning
Use prior knowledge to forge links
Develop the learnerrsquos skills in making
their own connections Use concrete and real life
experiences to make learning meaningful and
memorable
Apply the Learning
Evaluate and reduce the load on Working Memory
stand
Reducing the load on Working Memory Chunking through a targeted phonics programme
Overlearning commits blends
to long term memory ndash
reduces lsquochunksrsquo from 5 to 3
Reducing the load on Working Memory building automaticity in skills
bull appropriate rate of introduction
bull structured and cumulative
bull multi-sensory
bull encompassing skills in sound isolation and blending
bull frequent focussed short sessions of overlearning
Above all children with dyslexia whatever their
pattern of lsquoco-occurencersquo will benefit from
repeated practice to mastery levels in the tasks
they find difficult coupled with support and
encouragement to recognise and build on their
strengths
British Dyslexia Association 2012
Making a skill automatic
Over
learning
Automatic skill
New Learning
Free
Space
multi-sensory ldquoThere is a considerable body of evidence that
intervention strategies for teaching reading and spelling
skills to dyslexic children should be both
multisensory and phonic
and that this type of teaching
can benefit most children in any class
at most stagesrdquo
Gavin Reid
Working on the blue sheet from your tables
Of these methods of presenting information hellip
o Which leads to the highest rate of retention of
information
o Which to the lowest
o Rank them with 7 being the highest amount of
retention and 1 the lowest
Awareness of Working Memory and Processing demands
Processing instructions puts pressure on
pupils with weak memory skills
Keep instructions
o clear and to the point
o when repeating use the same wording
o in chunks 1 or 2 at a time
Give thinking time
for instructions to be processed
bull delivered using multi sensory methods
bull attended to are they looking amp listening
bull given in the order they are to be done
bull supported with peer partner explanations
bull supported by encouraging learners to visualise the steps
they need to take
To further simplify mental processing
instructions explanations should be
Meta-cognition ndash help learners find their own strategies
bull What did you do Encourage them to reflect dig deep
bull Why did you do that Raise their awareness of their learning
memory preference
bull How will it help you Help them make
- connections between what they are
doing and the lesson
- their strategies easy to remember and
to apply to future activities
bull When can you use it again Learners with low WM may view
strategies as one- off activities
Coach them to identify further activities
they could apply their strategies to
Bloomrsquos Taxonomy Higher Order Thinking Skills
HOTS
bull labelling things
bull word banks amp key words at start
bull wallet cards
bull times table squares
bull visual prompts
bull colour coding
bull homework diary
bull mnemonic and acronym strategies
Memory cues
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
What do these commonalities mean for learning and teaching
Working
Memory
(WM)
Exposure
to
Language Motor
Skills
Processing
Speed
Visual
Stress A diverse range of strategies are needed Today we will look at hellip
o Fostering a language rich environment
o Supporting fine motor skills
o Addressing Working Memory and processing issuing and
o Metacognition
o Multi-sensory approaches
o ICT support
o Making Information Clear
o Questioning
o Flexible Grouping
25 -90 SLI (Speech and Language Impairment) and Dyslexia
(Tomblin et al 2000)
ldquo Muter and Snowling and colleagues have
shown that vocabulary knowledge can be a
protective factor for children with phonological
difficulties which seems to prevent the
development of dyslexiardquo
Dyslexia and Co-occurring difficulties BDA 2012
Literacy Rich Environment
ldquoThe link between early parent-child activities
language development and enjoyment of reading is
strong Rich home learning environments can
improve cognitive development for all children
regardless of their socio-economic backgroundhelliprdquo
Growing up in Scotland June 2016
Literacy Rich Environment
Motor skills and literacy pencil grip
Let it swinghellip that is step one
Pick up your pencil with your
pointer and thumb
With your other pointer turn
the pencil aroundhellip until it
reaches itrsquos pillow where it
gently settles down
Teach pencil grip
explicitly
Download available after registering with
wwwnha-andwritingorguk
Shifting the focus
from teaching a subject to teaching the students
What is Differentiation
Dyspraxia
Dyslexia and
Dyscalculia
Autistic Spectrum Disorder
ADHD
WM
Working Memory a Common Factor
Improving Working Memory
Supporting Studentsrsquo
Learning
Tracy Packiam Alloway
2011
Working memory is where we store and recall information needed to complete a
cognitive task Approaches that take note of working memory constraints help meet
the needs of many children in your class not just those with a learning difference
ldquoOf all the environments humans function in the learning environment is the most notorious for the continual overloading of working memoryrdquo
Working Memory and Academic Learning Milton J Dehn 2011
Focusing attention
Avoiding distraction Complex thinking
Organisation
Problem solving
Remembering tasks
Working memory helps learners with
Working Memory and Processing
bull incomplete recall
bull unable to follow instructions
bull difficulty keeping place
bull abandons task
bull easily distracted Which
situations cause most overload
Which situations
bring the most success
Open questioninghellip
ldquoWhatrsquos your next steprdquo
ldquoWhat have you to do nextrdquo
ldquoTell me how you managed to
complete thishelliprdquo
Recognise and monitor Working Memory issues
Break the learning down
visual hooks and demonstrations
chunk down steps and coach the learner to use
this as a strategy
use short simple instructions tasks
spoken at appropriate pace with pauses
Sit down please
Connect the Learning
Use prior knowledge to forge links
Develop the learnerrsquos skills in making
their own connections Use concrete and real life
experiences to make learning meaningful and
memorable
Apply the Learning
Evaluate and reduce the load on Working Memory
stand
Reducing the load on Working Memory Chunking through a targeted phonics programme
Overlearning commits blends
to long term memory ndash
reduces lsquochunksrsquo from 5 to 3
Reducing the load on Working Memory building automaticity in skills
bull appropriate rate of introduction
bull structured and cumulative
bull multi-sensory
bull encompassing skills in sound isolation and blending
bull frequent focussed short sessions of overlearning
Above all children with dyslexia whatever their
pattern of lsquoco-occurencersquo will benefit from
repeated practice to mastery levels in the tasks
they find difficult coupled with support and
encouragement to recognise and build on their
strengths
British Dyslexia Association 2012
Making a skill automatic
Over
learning
Automatic skill
New Learning
Free
Space
multi-sensory ldquoThere is a considerable body of evidence that
intervention strategies for teaching reading and spelling
skills to dyslexic children should be both
multisensory and phonic
and that this type of teaching
can benefit most children in any class
at most stagesrdquo
Gavin Reid
Working on the blue sheet from your tables
Of these methods of presenting information hellip
o Which leads to the highest rate of retention of
information
o Which to the lowest
o Rank them with 7 being the highest amount of
retention and 1 the lowest
Awareness of Working Memory and Processing demands
Processing instructions puts pressure on
pupils with weak memory skills
Keep instructions
o clear and to the point
o when repeating use the same wording
o in chunks 1 or 2 at a time
Give thinking time
for instructions to be processed
bull delivered using multi sensory methods
bull attended to are they looking amp listening
bull given in the order they are to be done
bull supported with peer partner explanations
bull supported by encouraging learners to visualise the steps
they need to take
To further simplify mental processing
instructions explanations should be
Meta-cognition ndash help learners find their own strategies
bull What did you do Encourage them to reflect dig deep
bull Why did you do that Raise their awareness of their learning
memory preference
bull How will it help you Help them make
- connections between what they are
doing and the lesson
- their strategies easy to remember and
to apply to future activities
bull When can you use it again Learners with low WM may view
strategies as one- off activities
Coach them to identify further activities
they could apply their strategies to
Bloomrsquos Taxonomy Higher Order Thinking Skills
HOTS
bull labelling things
bull word banks amp key words at start
bull wallet cards
bull times table squares
bull visual prompts
bull colour coding
bull homework diary
bull mnemonic and acronym strategies
Memory cues
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
25 -90 SLI (Speech and Language Impairment) and Dyslexia
(Tomblin et al 2000)
ldquo Muter and Snowling and colleagues have
shown that vocabulary knowledge can be a
protective factor for children with phonological
difficulties which seems to prevent the
development of dyslexiardquo
Dyslexia and Co-occurring difficulties BDA 2012
Literacy Rich Environment
ldquoThe link between early parent-child activities
language development and enjoyment of reading is
strong Rich home learning environments can
improve cognitive development for all children
regardless of their socio-economic backgroundhelliprdquo
Growing up in Scotland June 2016
Literacy Rich Environment
Motor skills and literacy pencil grip
Let it swinghellip that is step one
Pick up your pencil with your
pointer and thumb
With your other pointer turn
the pencil aroundhellip until it
reaches itrsquos pillow where it
gently settles down
Teach pencil grip
explicitly
Download available after registering with
wwwnha-andwritingorguk
Shifting the focus
from teaching a subject to teaching the students
What is Differentiation
Dyspraxia
Dyslexia and
Dyscalculia
Autistic Spectrum Disorder
ADHD
WM
Working Memory a Common Factor
Improving Working Memory
Supporting Studentsrsquo
Learning
Tracy Packiam Alloway
2011
Working memory is where we store and recall information needed to complete a
cognitive task Approaches that take note of working memory constraints help meet
the needs of many children in your class not just those with a learning difference
ldquoOf all the environments humans function in the learning environment is the most notorious for the continual overloading of working memoryrdquo
Working Memory and Academic Learning Milton J Dehn 2011
Focusing attention
Avoiding distraction Complex thinking
Organisation
Problem solving
Remembering tasks
Working memory helps learners with
Working Memory and Processing
bull incomplete recall
bull unable to follow instructions
bull difficulty keeping place
bull abandons task
bull easily distracted Which
situations cause most overload
Which situations
bring the most success
Open questioninghellip
ldquoWhatrsquos your next steprdquo
ldquoWhat have you to do nextrdquo
ldquoTell me how you managed to
complete thishelliprdquo
Recognise and monitor Working Memory issues
Break the learning down
visual hooks and demonstrations
chunk down steps and coach the learner to use
this as a strategy
use short simple instructions tasks
spoken at appropriate pace with pauses
Sit down please
Connect the Learning
Use prior knowledge to forge links
Develop the learnerrsquos skills in making
their own connections Use concrete and real life
experiences to make learning meaningful and
memorable
Apply the Learning
Evaluate and reduce the load on Working Memory
stand
Reducing the load on Working Memory Chunking through a targeted phonics programme
Overlearning commits blends
to long term memory ndash
reduces lsquochunksrsquo from 5 to 3
Reducing the load on Working Memory building automaticity in skills
bull appropriate rate of introduction
bull structured and cumulative
bull multi-sensory
bull encompassing skills in sound isolation and blending
bull frequent focussed short sessions of overlearning
Above all children with dyslexia whatever their
pattern of lsquoco-occurencersquo will benefit from
repeated practice to mastery levels in the tasks
they find difficult coupled with support and
encouragement to recognise and build on their
strengths
British Dyslexia Association 2012
Making a skill automatic
Over
learning
Automatic skill
New Learning
Free
Space
multi-sensory ldquoThere is a considerable body of evidence that
intervention strategies for teaching reading and spelling
skills to dyslexic children should be both
multisensory and phonic
and that this type of teaching
can benefit most children in any class
at most stagesrdquo
Gavin Reid
Working on the blue sheet from your tables
Of these methods of presenting information hellip
o Which leads to the highest rate of retention of
information
o Which to the lowest
o Rank them with 7 being the highest amount of
retention and 1 the lowest
Awareness of Working Memory and Processing demands
Processing instructions puts pressure on
pupils with weak memory skills
Keep instructions
o clear and to the point
o when repeating use the same wording
o in chunks 1 or 2 at a time
Give thinking time
for instructions to be processed
bull delivered using multi sensory methods
bull attended to are they looking amp listening
bull given in the order they are to be done
bull supported with peer partner explanations
bull supported by encouraging learners to visualise the steps
they need to take
To further simplify mental processing
instructions explanations should be
Meta-cognition ndash help learners find their own strategies
bull What did you do Encourage them to reflect dig deep
bull Why did you do that Raise their awareness of their learning
memory preference
bull How will it help you Help them make
- connections between what they are
doing and the lesson
- their strategies easy to remember and
to apply to future activities
bull When can you use it again Learners with low WM may view
strategies as one- off activities
Coach them to identify further activities
they could apply their strategies to
Bloomrsquos Taxonomy Higher Order Thinking Skills
HOTS
bull labelling things
bull word banks amp key words at start
bull wallet cards
bull times table squares
bull visual prompts
bull colour coding
bull homework diary
bull mnemonic and acronym strategies
Memory cues
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Literacy Rich Environment
ldquoThe link between early parent-child activities
language development and enjoyment of reading is
strong Rich home learning environments can
improve cognitive development for all children
regardless of their socio-economic backgroundhelliprdquo
Growing up in Scotland June 2016
Literacy Rich Environment
Motor skills and literacy pencil grip
Let it swinghellip that is step one
Pick up your pencil with your
pointer and thumb
With your other pointer turn
the pencil aroundhellip until it
reaches itrsquos pillow where it
gently settles down
Teach pencil grip
explicitly
Download available after registering with
wwwnha-andwritingorguk
Shifting the focus
from teaching a subject to teaching the students
What is Differentiation
Dyspraxia
Dyslexia and
Dyscalculia
Autistic Spectrum Disorder
ADHD
WM
Working Memory a Common Factor
Improving Working Memory
Supporting Studentsrsquo
Learning
Tracy Packiam Alloway
2011
Working memory is where we store and recall information needed to complete a
cognitive task Approaches that take note of working memory constraints help meet
the needs of many children in your class not just those with a learning difference
ldquoOf all the environments humans function in the learning environment is the most notorious for the continual overloading of working memoryrdquo
Working Memory and Academic Learning Milton J Dehn 2011
Focusing attention
Avoiding distraction Complex thinking
Organisation
Problem solving
Remembering tasks
Working memory helps learners with
Working Memory and Processing
bull incomplete recall
bull unable to follow instructions
bull difficulty keeping place
bull abandons task
bull easily distracted Which
situations cause most overload
Which situations
bring the most success
Open questioninghellip
ldquoWhatrsquos your next steprdquo
ldquoWhat have you to do nextrdquo
ldquoTell me how you managed to
complete thishelliprdquo
Recognise and monitor Working Memory issues
Break the learning down
visual hooks and demonstrations
chunk down steps and coach the learner to use
this as a strategy
use short simple instructions tasks
spoken at appropriate pace with pauses
Sit down please
Connect the Learning
Use prior knowledge to forge links
Develop the learnerrsquos skills in making
their own connections Use concrete and real life
experiences to make learning meaningful and
memorable
Apply the Learning
Evaluate and reduce the load on Working Memory
stand
Reducing the load on Working Memory Chunking through a targeted phonics programme
Overlearning commits blends
to long term memory ndash
reduces lsquochunksrsquo from 5 to 3
Reducing the load on Working Memory building automaticity in skills
bull appropriate rate of introduction
bull structured and cumulative
bull multi-sensory
bull encompassing skills in sound isolation and blending
bull frequent focussed short sessions of overlearning
Above all children with dyslexia whatever their
pattern of lsquoco-occurencersquo will benefit from
repeated practice to mastery levels in the tasks
they find difficult coupled with support and
encouragement to recognise and build on their
strengths
British Dyslexia Association 2012
Making a skill automatic
Over
learning
Automatic skill
New Learning
Free
Space
multi-sensory ldquoThere is a considerable body of evidence that
intervention strategies for teaching reading and spelling
skills to dyslexic children should be both
multisensory and phonic
and that this type of teaching
can benefit most children in any class
at most stagesrdquo
Gavin Reid
Working on the blue sheet from your tables
Of these methods of presenting information hellip
o Which leads to the highest rate of retention of
information
o Which to the lowest
o Rank them with 7 being the highest amount of
retention and 1 the lowest
Awareness of Working Memory and Processing demands
Processing instructions puts pressure on
pupils with weak memory skills
Keep instructions
o clear and to the point
o when repeating use the same wording
o in chunks 1 or 2 at a time
Give thinking time
for instructions to be processed
bull delivered using multi sensory methods
bull attended to are they looking amp listening
bull given in the order they are to be done
bull supported with peer partner explanations
bull supported by encouraging learners to visualise the steps
they need to take
To further simplify mental processing
instructions explanations should be
Meta-cognition ndash help learners find their own strategies
bull What did you do Encourage them to reflect dig deep
bull Why did you do that Raise their awareness of their learning
memory preference
bull How will it help you Help them make
- connections between what they are
doing and the lesson
- their strategies easy to remember and
to apply to future activities
bull When can you use it again Learners with low WM may view
strategies as one- off activities
Coach them to identify further activities
they could apply their strategies to
Bloomrsquos Taxonomy Higher Order Thinking Skills
HOTS
bull labelling things
bull word banks amp key words at start
bull wallet cards
bull times table squares
bull visual prompts
bull colour coding
bull homework diary
bull mnemonic and acronym strategies
Memory cues
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Literacy Rich Environment
Motor skills and literacy pencil grip
Let it swinghellip that is step one
Pick up your pencil with your
pointer and thumb
With your other pointer turn
the pencil aroundhellip until it
reaches itrsquos pillow where it
gently settles down
Teach pencil grip
explicitly
Download available after registering with
wwwnha-andwritingorguk
Shifting the focus
from teaching a subject to teaching the students
What is Differentiation
Dyspraxia
Dyslexia and
Dyscalculia
Autistic Spectrum Disorder
ADHD
WM
Working Memory a Common Factor
Improving Working Memory
Supporting Studentsrsquo
Learning
Tracy Packiam Alloway
2011
Working memory is where we store and recall information needed to complete a
cognitive task Approaches that take note of working memory constraints help meet
the needs of many children in your class not just those with a learning difference
ldquoOf all the environments humans function in the learning environment is the most notorious for the continual overloading of working memoryrdquo
Working Memory and Academic Learning Milton J Dehn 2011
Focusing attention
Avoiding distraction Complex thinking
Organisation
Problem solving
Remembering tasks
Working memory helps learners with
Working Memory and Processing
bull incomplete recall
bull unable to follow instructions
bull difficulty keeping place
bull abandons task
bull easily distracted Which
situations cause most overload
Which situations
bring the most success
Open questioninghellip
ldquoWhatrsquos your next steprdquo
ldquoWhat have you to do nextrdquo
ldquoTell me how you managed to
complete thishelliprdquo
Recognise and monitor Working Memory issues
Break the learning down
visual hooks and demonstrations
chunk down steps and coach the learner to use
this as a strategy
use short simple instructions tasks
spoken at appropriate pace with pauses
Sit down please
Connect the Learning
Use prior knowledge to forge links
Develop the learnerrsquos skills in making
their own connections Use concrete and real life
experiences to make learning meaningful and
memorable
Apply the Learning
Evaluate and reduce the load on Working Memory
stand
Reducing the load on Working Memory Chunking through a targeted phonics programme
Overlearning commits blends
to long term memory ndash
reduces lsquochunksrsquo from 5 to 3
Reducing the load on Working Memory building automaticity in skills
bull appropriate rate of introduction
bull structured and cumulative
bull multi-sensory
bull encompassing skills in sound isolation and blending
bull frequent focussed short sessions of overlearning
Above all children with dyslexia whatever their
pattern of lsquoco-occurencersquo will benefit from
repeated practice to mastery levels in the tasks
they find difficult coupled with support and
encouragement to recognise and build on their
strengths
British Dyslexia Association 2012
Making a skill automatic
Over
learning
Automatic skill
New Learning
Free
Space
multi-sensory ldquoThere is a considerable body of evidence that
intervention strategies for teaching reading and spelling
skills to dyslexic children should be both
multisensory and phonic
and that this type of teaching
can benefit most children in any class
at most stagesrdquo
Gavin Reid
Working on the blue sheet from your tables
Of these methods of presenting information hellip
o Which leads to the highest rate of retention of
information
o Which to the lowest
o Rank them with 7 being the highest amount of
retention and 1 the lowest
Awareness of Working Memory and Processing demands
Processing instructions puts pressure on
pupils with weak memory skills
Keep instructions
o clear and to the point
o when repeating use the same wording
o in chunks 1 or 2 at a time
Give thinking time
for instructions to be processed
bull delivered using multi sensory methods
bull attended to are they looking amp listening
bull given in the order they are to be done
bull supported with peer partner explanations
bull supported by encouraging learners to visualise the steps
they need to take
To further simplify mental processing
instructions explanations should be
Meta-cognition ndash help learners find their own strategies
bull What did you do Encourage them to reflect dig deep
bull Why did you do that Raise their awareness of their learning
memory preference
bull How will it help you Help them make
- connections between what they are
doing and the lesson
- their strategies easy to remember and
to apply to future activities
bull When can you use it again Learners with low WM may view
strategies as one- off activities
Coach them to identify further activities
they could apply their strategies to
Bloomrsquos Taxonomy Higher Order Thinking Skills
HOTS
bull labelling things
bull word banks amp key words at start
bull wallet cards
bull times table squares
bull visual prompts
bull colour coding
bull homework diary
bull mnemonic and acronym strategies
Memory cues
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Motor skills and literacy pencil grip
Let it swinghellip that is step one
Pick up your pencil with your
pointer and thumb
With your other pointer turn
the pencil aroundhellip until it
reaches itrsquos pillow where it
gently settles down
Teach pencil grip
explicitly
Download available after registering with
wwwnha-andwritingorguk
Shifting the focus
from teaching a subject to teaching the students
What is Differentiation
Dyspraxia
Dyslexia and
Dyscalculia
Autistic Spectrum Disorder
ADHD
WM
Working Memory a Common Factor
Improving Working Memory
Supporting Studentsrsquo
Learning
Tracy Packiam Alloway
2011
Working memory is where we store and recall information needed to complete a
cognitive task Approaches that take note of working memory constraints help meet
the needs of many children in your class not just those with a learning difference
ldquoOf all the environments humans function in the learning environment is the most notorious for the continual overloading of working memoryrdquo
Working Memory and Academic Learning Milton J Dehn 2011
Focusing attention
Avoiding distraction Complex thinking
Organisation
Problem solving
Remembering tasks
Working memory helps learners with
Working Memory and Processing
bull incomplete recall
bull unable to follow instructions
bull difficulty keeping place
bull abandons task
bull easily distracted Which
situations cause most overload
Which situations
bring the most success
Open questioninghellip
ldquoWhatrsquos your next steprdquo
ldquoWhat have you to do nextrdquo
ldquoTell me how you managed to
complete thishelliprdquo
Recognise and monitor Working Memory issues
Break the learning down
visual hooks and demonstrations
chunk down steps and coach the learner to use
this as a strategy
use short simple instructions tasks
spoken at appropriate pace with pauses
Sit down please
Connect the Learning
Use prior knowledge to forge links
Develop the learnerrsquos skills in making
their own connections Use concrete and real life
experiences to make learning meaningful and
memorable
Apply the Learning
Evaluate and reduce the load on Working Memory
stand
Reducing the load on Working Memory Chunking through a targeted phonics programme
Overlearning commits blends
to long term memory ndash
reduces lsquochunksrsquo from 5 to 3
Reducing the load on Working Memory building automaticity in skills
bull appropriate rate of introduction
bull structured and cumulative
bull multi-sensory
bull encompassing skills in sound isolation and blending
bull frequent focussed short sessions of overlearning
Above all children with dyslexia whatever their
pattern of lsquoco-occurencersquo will benefit from
repeated practice to mastery levels in the tasks
they find difficult coupled with support and
encouragement to recognise and build on their
strengths
British Dyslexia Association 2012
Making a skill automatic
Over
learning
Automatic skill
New Learning
Free
Space
multi-sensory ldquoThere is a considerable body of evidence that
intervention strategies for teaching reading and spelling
skills to dyslexic children should be both
multisensory and phonic
and that this type of teaching
can benefit most children in any class
at most stagesrdquo
Gavin Reid
Working on the blue sheet from your tables
Of these methods of presenting information hellip
o Which leads to the highest rate of retention of
information
o Which to the lowest
o Rank them with 7 being the highest amount of
retention and 1 the lowest
Awareness of Working Memory and Processing demands
Processing instructions puts pressure on
pupils with weak memory skills
Keep instructions
o clear and to the point
o when repeating use the same wording
o in chunks 1 or 2 at a time
Give thinking time
for instructions to be processed
bull delivered using multi sensory methods
bull attended to are they looking amp listening
bull given in the order they are to be done
bull supported with peer partner explanations
bull supported by encouraging learners to visualise the steps
they need to take
To further simplify mental processing
instructions explanations should be
Meta-cognition ndash help learners find their own strategies
bull What did you do Encourage them to reflect dig deep
bull Why did you do that Raise their awareness of their learning
memory preference
bull How will it help you Help them make
- connections between what they are
doing and the lesson
- their strategies easy to remember and
to apply to future activities
bull When can you use it again Learners with low WM may view
strategies as one- off activities
Coach them to identify further activities
they could apply their strategies to
Bloomrsquos Taxonomy Higher Order Thinking Skills
HOTS
bull labelling things
bull word banks amp key words at start
bull wallet cards
bull times table squares
bull visual prompts
bull colour coding
bull homework diary
bull mnemonic and acronym strategies
Memory cues
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Shifting the focus
from teaching a subject to teaching the students
What is Differentiation
Dyspraxia
Dyslexia and
Dyscalculia
Autistic Spectrum Disorder
ADHD
WM
Working Memory a Common Factor
Improving Working Memory
Supporting Studentsrsquo
Learning
Tracy Packiam Alloway
2011
Working memory is where we store and recall information needed to complete a
cognitive task Approaches that take note of working memory constraints help meet
the needs of many children in your class not just those with a learning difference
ldquoOf all the environments humans function in the learning environment is the most notorious for the continual overloading of working memoryrdquo
Working Memory and Academic Learning Milton J Dehn 2011
Focusing attention
Avoiding distraction Complex thinking
Organisation
Problem solving
Remembering tasks
Working memory helps learners with
Working Memory and Processing
bull incomplete recall
bull unable to follow instructions
bull difficulty keeping place
bull abandons task
bull easily distracted Which
situations cause most overload
Which situations
bring the most success
Open questioninghellip
ldquoWhatrsquos your next steprdquo
ldquoWhat have you to do nextrdquo
ldquoTell me how you managed to
complete thishelliprdquo
Recognise and monitor Working Memory issues
Break the learning down
visual hooks and demonstrations
chunk down steps and coach the learner to use
this as a strategy
use short simple instructions tasks
spoken at appropriate pace with pauses
Sit down please
Connect the Learning
Use prior knowledge to forge links
Develop the learnerrsquos skills in making
their own connections Use concrete and real life
experiences to make learning meaningful and
memorable
Apply the Learning
Evaluate and reduce the load on Working Memory
stand
Reducing the load on Working Memory Chunking through a targeted phonics programme
Overlearning commits blends
to long term memory ndash
reduces lsquochunksrsquo from 5 to 3
Reducing the load on Working Memory building automaticity in skills
bull appropriate rate of introduction
bull structured and cumulative
bull multi-sensory
bull encompassing skills in sound isolation and blending
bull frequent focussed short sessions of overlearning
Above all children with dyslexia whatever their
pattern of lsquoco-occurencersquo will benefit from
repeated practice to mastery levels in the tasks
they find difficult coupled with support and
encouragement to recognise and build on their
strengths
British Dyslexia Association 2012
Making a skill automatic
Over
learning
Automatic skill
New Learning
Free
Space
multi-sensory ldquoThere is a considerable body of evidence that
intervention strategies for teaching reading and spelling
skills to dyslexic children should be both
multisensory and phonic
and that this type of teaching
can benefit most children in any class
at most stagesrdquo
Gavin Reid
Working on the blue sheet from your tables
Of these methods of presenting information hellip
o Which leads to the highest rate of retention of
information
o Which to the lowest
o Rank them with 7 being the highest amount of
retention and 1 the lowest
Awareness of Working Memory and Processing demands
Processing instructions puts pressure on
pupils with weak memory skills
Keep instructions
o clear and to the point
o when repeating use the same wording
o in chunks 1 or 2 at a time
Give thinking time
for instructions to be processed
bull delivered using multi sensory methods
bull attended to are they looking amp listening
bull given in the order they are to be done
bull supported with peer partner explanations
bull supported by encouraging learners to visualise the steps
they need to take
To further simplify mental processing
instructions explanations should be
Meta-cognition ndash help learners find their own strategies
bull What did you do Encourage them to reflect dig deep
bull Why did you do that Raise their awareness of their learning
memory preference
bull How will it help you Help them make
- connections between what they are
doing and the lesson
- their strategies easy to remember and
to apply to future activities
bull When can you use it again Learners with low WM may view
strategies as one- off activities
Coach them to identify further activities
they could apply their strategies to
Bloomrsquos Taxonomy Higher Order Thinking Skills
HOTS
bull labelling things
bull word banks amp key words at start
bull wallet cards
bull times table squares
bull visual prompts
bull colour coding
bull homework diary
bull mnemonic and acronym strategies
Memory cues
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Dyspraxia
Dyslexia and
Dyscalculia
Autistic Spectrum Disorder
ADHD
WM
Working Memory a Common Factor
Improving Working Memory
Supporting Studentsrsquo
Learning
Tracy Packiam Alloway
2011
Working memory is where we store and recall information needed to complete a
cognitive task Approaches that take note of working memory constraints help meet
the needs of many children in your class not just those with a learning difference
ldquoOf all the environments humans function in the learning environment is the most notorious for the continual overloading of working memoryrdquo
Working Memory and Academic Learning Milton J Dehn 2011
Focusing attention
Avoiding distraction Complex thinking
Organisation
Problem solving
Remembering tasks
Working memory helps learners with
Working Memory and Processing
bull incomplete recall
bull unable to follow instructions
bull difficulty keeping place
bull abandons task
bull easily distracted Which
situations cause most overload
Which situations
bring the most success
Open questioninghellip
ldquoWhatrsquos your next steprdquo
ldquoWhat have you to do nextrdquo
ldquoTell me how you managed to
complete thishelliprdquo
Recognise and monitor Working Memory issues
Break the learning down
visual hooks and demonstrations
chunk down steps and coach the learner to use
this as a strategy
use short simple instructions tasks
spoken at appropriate pace with pauses
Sit down please
Connect the Learning
Use prior knowledge to forge links
Develop the learnerrsquos skills in making
their own connections Use concrete and real life
experiences to make learning meaningful and
memorable
Apply the Learning
Evaluate and reduce the load on Working Memory
stand
Reducing the load on Working Memory Chunking through a targeted phonics programme
Overlearning commits blends
to long term memory ndash
reduces lsquochunksrsquo from 5 to 3
Reducing the load on Working Memory building automaticity in skills
bull appropriate rate of introduction
bull structured and cumulative
bull multi-sensory
bull encompassing skills in sound isolation and blending
bull frequent focussed short sessions of overlearning
Above all children with dyslexia whatever their
pattern of lsquoco-occurencersquo will benefit from
repeated practice to mastery levels in the tasks
they find difficult coupled with support and
encouragement to recognise and build on their
strengths
British Dyslexia Association 2012
Making a skill automatic
Over
learning
Automatic skill
New Learning
Free
Space
multi-sensory ldquoThere is a considerable body of evidence that
intervention strategies for teaching reading and spelling
skills to dyslexic children should be both
multisensory and phonic
and that this type of teaching
can benefit most children in any class
at most stagesrdquo
Gavin Reid
Working on the blue sheet from your tables
Of these methods of presenting information hellip
o Which leads to the highest rate of retention of
information
o Which to the lowest
o Rank them with 7 being the highest amount of
retention and 1 the lowest
Awareness of Working Memory and Processing demands
Processing instructions puts pressure on
pupils with weak memory skills
Keep instructions
o clear and to the point
o when repeating use the same wording
o in chunks 1 or 2 at a time
Give thinking time
for instructions to be processed
bull delivered using multi sensory methods
bull attended to are they looking amp listening
bull given in the order they are to be done
bull supported with peer partner explanations
bull supported by encouraging learners to visualise the steps
they need to take
To further simplify mental processing
instructions explanations should be
Meta-cognition ndash help learners find their own strategies
bull What did you do Encourage them to reflect dig deep
bull Why did you do that Raise their awareness of their learning
memory preference
bull How will it help you Help them make
- connections between what they are
doing and the lesson
- their strategies easy to remember and
to apply to future activities
bull When can you use it again Learners with low WM may view
strategies as one- off activities
Coach them to identify further activities
they could apply their strategies to
Bloomrsquos Taxonomy Higher Order Thinking Skills
HOTS
bull labelling things
bull word banks amp key words at start
bull wallet cards
bull times table squares
bull visual prompts
bull colour coding
bull homework diary
bull mnemonic and acronym strategies
Memory cues
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Focusing attention
Avoiding distraction Complex thinking
Organisation
Problem solving
Remembering tasks
Working memory helps learners with
Working Memory and Processing
bull incomplete recall
bull unable to follow instructions
bull difficulty keeping place
bull abandons task
bull easily distracted Which
situations cause most overload
Which situations
bring the most success
Open questioninghellip
ldquoWhatrsquos your next steprdquo
ldquoWhat have you to do nextrdquo
ldquoTell me how you managed to
complete thishelliprdquo
Recognise and monitor Working Memory issues
Break the learning down
visual hooks and demonstrations
chunk down steps and coach the learner to use
this as a strategy
use short simple instructions tasks
spoken at appropriate pace with pauses
Sit down please
Connect the Learning
Use prior knowledge to forge links
Develop the learnerrsquos skills in making
their own connections Use concrete and real life
experiences to make learning meaningful and
memorable
Apply the Learning
Evaluate and reduce the load on Working Memory
stand
Reducing the load on Working Memory Chunking through a targeted phonics programme
Overlearning commits blends
to long term memory ndash
reduces lsquochunksrsquo from 5 to 3
Reducing the load on Working Memory building automaticity in skills
bull appropriate rate of introduction
bull structured and cumulative
bull multi-sensory
bull encompassing skills in sound isolation and blending
bull frequent focussed short sessions of overlearning
Above all children with dyslexia whatever their
pattern of lsquoco-occurencersquo will benefit from
repeated practice to mastery levels in the tasks
they find difficult coupled with support and
encouragement to recognise and build on their
strengths
British Dyslexia Association 2012
Making a skill automatic
Over
learning
Automatic skill
New Learning
Free
Space
multi-sensory ldquoThere is a considerable body of evidence that
intervention strategies for teaching reading and spelling
skills to dyslexic children should be both
multisensory and phonic
and that this type of teaching
can benefit most children in any class
at most stagesrdquo
Gavin Reid
Working on the blue sheet from your tables
Of these methods of presenting information hellip
o Which leads to the highest rate of retention of
information
o Which to the lowest
o Rank them with 7 being the highest amount of
retention and 1 the lowest
Awareness of Working Memory and Processing demands
Processing instructions puts pressure on
pupils with weak memory skills
Keep instructions
o clear and to the point
o when repeating use the same wording
o in chunks 1 or 2 at a time
Give thinking time
for instructions to be processed
bull delivered using multi sensory methods
bull attended to are they looking amp listening
bull given in the order they are to be done
bull supported with peer partner explanations
bull supported by encouraging learners to visualise the steps
they need to take
To further simplify mental processing
instructions explanations should be
Meta-cognition ndash help learners find their own strategies
bull What did you do Encourage them to reflect dig deep
bull Why did you do that Raise their awareness of their learning
memory preference
bull How will it help you Help them make
- connections between what they are
doing and the lesson
- their strategies easy to remember and
to apply to future activities
bull When can you use it again Learners with low WM may view
strategies as one- off activities
Coach them to identify further activities
they could apply their strategies to
Bloomrsquos Taxonomy Higher Order Thinking Skills
HOTS
bull labelling things
bull word banks amp key words at start
bull wallet cards
bull times table squares
bull visual prompts
bull colour coding
bull homework diary
bull mnemonic and acronym strategies
Memory cues
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
bull incomplete recall
bull unable to follow instructions
bull difficulty keeping place
bull abandons task
bull easily distracted Which
situations cause most overload
Which situations
bring the most success
Open questioninghellip
ldquoWhatrsquos your next steprdquo
ldquoWhat have you to do nextrdquo
ldquoTell me how you managed to
complete thishelliprdquo
Recognise and monitor Working Memory issues
Break the learning down
visual hooks and demonstrations
chunk down steps and coach the learner to use
this as a strategy
use short simple instructions tasks
spoken at appropriate pace with pauses
Sit down please
Connect the Learning
Use prior knowledge to forge links
Develop the learnerrsquos skills in making
their own connections Use concrete and real life
experiences to make learning meaningful and
memorable
Apply the Learning
Evaluate and reduce the load on Working Memory
stand
Reducing the load on Working Memory Chunking through a targeted phonics programme
Overlearning commits blends
to long term memory ndash
reduces lsquochunksrsquo from 5 to 3
Reducing the load on Working Memory building automaticity in skills
bull appropriate rate of introduction
bull structured and cumulative
bull multi-sensory
bull encompassing skills in sound isolation and blending
bull frequent focussed short sessions of overlearning
Above all children with dyslexia whatever their
pattern of lsquoco-occurencersquo will benefit from
repeated practice to mastery levels in the tasks
they find difficult coupled with support and
encouragement to recognise and build on their
strengths
British Dyslexia Association 2012
Making a skill automatic
Over
learning
Automatic skill
New Learning
Free
Space
multi-sensory ldquoThere is a considerable body of evidence that
intervention strategies for teaching reading and spelling
skills to dyslexic children should be both
multisensory and phonic
and that this type of teaching
can benefit most children in any class
at most stagesrdquo
Gavin Reid
Working on the blue sheet from your tables
Of these methods of presenting information hellip
o Which leads to the highest rate of retention of
information
o Which to the lowest
o Rank them with 7 being the highest amount of
retention and 1 the lowest
Awareness of Working Memory and Processing demands
Processing instructions puts pressure on
pupils with weak memory skills
Keep instructions
o clear and to the point
o when repeating use the same wording
o in chunks 1 or 2 at a time
Give thinking time
for instructions to be processed
bull delivered using multi sensory methods
bull attended to are they looking amp listening
bull given in the order they are to be done
bull supported with peer partner explanations
bull supported by encouraging learners to visualise the steps
they need to take
To further simplify mental processing
instructions explanations should be
Meta-cognition ndash help learners find their own strategies
bull What did you do Encourage them to reflect dig deep
bull Why did you do that Raise their awareness of their learning
memory preference
bull How will it help you Help them make
- connections between what they are
doing and the lesson
- their strategies easy to remember and
to apply to future activities
bull When can you use it again Learners with low WM may view
strategies as one- off activities
Coach them to identify further activities
they could apply their strategies to
Bloomrsquos Taxonomy Higher Order Thinking Skills
HOTS
bull labelling things
bull word banks amp key words at start
bull wallet cards
bull times table squares
bull visual prompts
bull colour coding
bull homework diary
bull mnemonic and acronym strategies
Memory cues
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Break the learning down
visual hooks and demonstrations
chunk down steps and coach the learner to use
this as a strategy
use short simple instructions tasks
spoken at appropriate pace with pauses
Sit down please
Connect the Learning
Use prior knowledge to forge links
Develop the learnerrsquos skills in making
their own connections Use concrete and real life
experiences to make learning meaningful and
memorable
Apply the Learning
Evaluate and reduce the load on Working Memory
stand
Reducing the load on Working Memory Chunking through a targeted phonics programme
Overlearning commits blends
to long term memory ndash
reduces lsquochunksrsquo from 5 to 3
Reducing the load on Working Memory building automaticity in skills
bull appropriate rate of introduction
bull structured and cumulative
bull multi-sensory
bull encompassing skills in sound isolation and blending
bull frequent focussed short sessions of overlearning
Above all children with dyslexia whatever their
pattern of lsquoco-occurencersquo will benefit from
repeated practice to mastery levels in the tasks
they find difficult coupled with support and
encouragement to recognise and build on their
strengths
British Dyslexia Association 2012
Making a skill automatic
Over
learning
Automatic skill
New Learning
Free
Space
multi-sensory ldquoThere is a considerable body of evidence that
intervention strategies for teaching reading and spelling
skills to dyslexic children should be both
multisensory and phonic
and that this type of teaching
can benefit most children in any class
at most stagesrdquo
Gavin Reid
Working on the blue sheet from your tables
Of these methods of presenting information hellip
o Which leads to the highest rate of retention of
information
o Which to the lowest
o Rank them with 7 being the highest amount of
retention and 1 the lowest
Awareness of Working Memory and Processing demands
Processing instructions puts pressure on
pupils with weak memory skills
Keep instructions
o clear and to the point
o when repeating use the same wording
o in chunks 1 or 2 at a time
Give thinking time
for instructions to be processed
bull delivered using multi sensory methods
bull attended to are they looking amp listening
bull given in the order they are to be done
bull supported with peer partner explanations
bull supported by encouraging learners to visualise the steps
they need to take
To further simplify mental processing
instructions explanations should be
Meta-cognition ndash help learners find their own strategies
bull What did you do Encourage them to reflect dig deep
bull Why did you do that Raise their awareness of their learning
memory preference
bull How will it help you Help them make
- connections between what they are
doing and the lesson
- their strategies easy to remember and
to apply to future activities
bull When can you use it again Learners with low WM may view
strategies as one- off activities
Coach them to identify further activities
they could apply their strategies to
Bloomrsquos Taxonomy Higher Order Thinking Skills
HOTS
bull labelling things
bull word banks amp key words at start
bull wallet cards
bull times table squares
bull visual prompts
bull colour coding
bull homework diary
bull mnemonic and acronym strategies
Memory cues
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
stand
Reducing the load on Working Memory Chunking through a targeted phonics programme
Overlearning commits blends
to long term memory ndash
reduces lsquochunksrsquo from 5 to 3
Reducing the load on Working Memory building automaticity in skills
bull appropriate rate of introduction
bull structured and cumulative
bull multi-sensory
bull encompassing skills in sound isolation and blending
bull frequent focussed short sessions of overlearning
Above all children with dyslexia whatever their
pattern of lsquoco-occurencersquo will benefit from
repeated practice to mastery levels in the tasks
they find difficult coupled with support and
encouragement to recognise and build on their
strengths
British Dyslexia Association 2012
Making a skill automatic
Over
learning
Automatic skill
New Learning
Free
Space
multi-sensory ldquoThere is a considerable body of evidence that
intervention strategies for teaching reading and spelling
skills to dyslexic children should be both
multisensory and phonic
and that this type of teaching
can benefit most children in any class
at most stagesrdquo
Gavin Reid
Working on the blue sheet from your tables
Of these methods of presenting information hellip
o Which leads to the highest rate of retention of
information
o Which to the lowest
o Rank them with 7 being the highest amount of
retention and 1 the lowest
Awareness of Working Memory and Processing demands
Processing instructions puts pressure on
pupils with weak memory skills
Keep instructions
o clear and to the point
o when repeating use the same wording
o in chunks 1 or 2 at a time
Give thinking time
for instructions to be processed
bull delivered using multi sensory methods
bull attended to are they looking amp listening
bull given in the order they are to be done
bull supported with peer partner explanations
bull supported by encouraging learners to visualise the steps
they need to take
To further simplify mental processing
instructions explanations should be
Meta-cognition ndash help learners find their own strategies
bull What did you do Encourage them to reflect dig deep
bull Why did you do that Raise their awareness of their learning
memory preference
bull How will it help you Help them make
- connections between what they are
doing and the lesson
- their strategies easy to remember and
to apply to future activities
bull When can you use it again Learners with low WM may view
strategies as one- off activities
Coach them to identify further activities
they could apply their strategies to
Bloomrsquos Taxonomy Higher Order Thinking Skills
HOTS
bull labelling things
bull word banks amp key words at start
bull wallet cards
bull times table squares
bull visual prompts
bull colour coding
bull homework diary
bull mnemonic and acronym strategies
Memory cues
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Reducing the load on Working Memory building automaticity in skills
bull appropriate rate of introduction
bull structured and cumulative
bull multi-sensory
bull encompassing skills in sound isolation and blending
bull frequent focussed short sessions of overlearning
Above all children with dyslexia whatever their
pattern of lsquoco-occurencersquo will benefit from
repeated practice to mastery levels in the tasks
they find difficult coupled with support and
encouragement to recognise and build on their
strengths
British Dyslexia Association 2012
Making a skill automatic
Over
learning
Automatic skill
New Learning
Free
Space
multi-sensory ldquoThere is a considerable body of evidence that
intervention strategies for teaching reading and spelling
skills to dyslexic children should be both
multisensory and phonic
and that this type of teaching
can benefit most children in any class
at most stagesrdquo
Gavin Reid
Working on the blue sheet from your tables
Of these methods of presenting information hellip
o Which leads to the highest rate of retention of
information
o Which to the lowest
o Rank them with 7 being the highest amount of
retention and 1 the lowest
Awareness of Working Memory and Processing demands
Processing instructions puts pressure on
pupils with weak memory skills
Keep instructions
o clear and to the point
o when repeating use the same wording
o in chunks 1 or 2 at a time
Give thinking time
for instructions to be processed
bull delivered using multi sensory methods
bull attended to are they looking amp listening
bull given in the order they are to be done
bull supported with peer partner explanations
bull supported by encouraging learners to visualise the steps
they need to take
To further simplify mental processing
instructions explanations should be
Meta-cognition ndash help learners find their own strategies
bull What did you do Encourage them to reflect dig deep
bull Why did you do that Raise their awareness of their learning
memory preference
bull How will it help you Help them make
- connections between what they are
doing and the lesson
- their strategies easy to remember and
to apply to future activities
bull When can you use it again Learners with low WM may view
strategies as one- off activities
Coach them to identify further activities
they could apply their strategies to
Bloomrsquos Taxonomy Higher Order Thinking Skills
HOTS
bull labelling things
bull word banks amp key words at start
bull wallet cards
bull times table squares
bull visual prompts
bull colour coding
bull homework diary
bull mnemonic and acronym strategies
Memory cues
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Above all children with dyslexia whatever their
pattern of lsquoco-occurencersquo will benefit from
repeated practice to mastery levels in the tasks
they find difficult coupled with support and
encouragement to recognise and build on their
strengths
British Dyslexia Association 2012
Making a skill automatic
Over
learning
Automatic skill
New Learning
Free
Space
multi-sensory ldquoThere is a considerable body of evidence that
intervention strategies for teaching reading and spelling
skills to dyslexic children should be both
multisensory and phonic
and that this type of teaching
can benefit most children in any class
at most stagesrdquo
Gavin Reid
Working on the blue sheet from your tables
Of these methods of presenting information hellip
o Which leads to the highest rate of retention of
information
o Which to the lowest
o Rank them with 7 being the highest amount of
retention and 1 the lowest
Awareness of Working Memory and Processing demands
Processing instructions puts pressure on
pupils with weak memory skills
Keep instructions
o clear and to the point
o when repeating use the same wording
o in chunks 1 or 2 at a time
Give thinking time
for instructions to be processed
bull delivered using multi sensory methods
bull attended to are they looking amp listening
bull given in the order they are to be done
bull supported with peer partner explanations
bull supported by encouraging learners to visualise the steps
they need to take
To further simplify mental processing
instructions explanations should be
Meta-cognition ndash help learners find their own strategies
bull What did you do Encourage them to reflect dig deep
bull Why did you do that Raise their awareness of their learning
memory preference
bull How will it help you Help them make
- connections between what they are
doing and the lesson
- their strategies easy to remember and
to apply to future activities
bull When can you use it again Learners with low WM may view
strategies as one- off activities
Coach them to identify further activities
they could apply their strategies to
Bloomrsquos Taxonomy Higher Order Thinking Skills
HOTS
bull labelling things
bull word banks amp key words at start
bull wallet cards
bull times table squares
bull visual prompts
bull colour coding
bull homework diary
bull mnemonic and acronym strategies
Memory cues
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Making a skill automatic
Over
learning
Automatic skill
New Learning
Free
Space
multi-sensory ldquoThere is a considerable body of evidence that
intervention strategies for teaching reading and spelling
skills to dyslexic children should be both
multisensory and phonic
and that this type of teaching
can benefit most children in any class
at most stagesrdquo
Gavin Reid
Working on the blue sheet from your tables
Of these methods of presenting information hellip
o Which leads to the highest rate of retention of
information
o Which to the lowest
o Rank them with 7 being the highest amount of
retention and 1 the lowest
Awareness of Working Memory and Processing demands
Processing instructions puts pressure on
pupils with weak memory skills
Keep instructions
o clear and to the point
o when repeating use the same wording
o in chunks 1 or 2 at a time
Give thinking time
for instructions to be processed
bull delivered using multi sensory methods
bull attended to are they looking amp listening
bull given in the order they are to be done
bull supported with peer partner explanations
bull supported by encouraging learners to visualise the steps
they need to take
To further simplify mental processing
instructions explanations should be
Meta-cognition ndash help learners find their own strategies
bull What did you do Encourage them to reflect dig deep
bull Why did you do that Raise their awareness of their learning
memory preference
bull How will it help you Help them make
- connections between what they are
doing and the lesson
- their strategies easy to remember and
to apply to future activities
bull When can you use it again Learners with low WM may view
strategies as one- off activities
Coach them to identify further activities
they could apply their strategies to
Bloomrsquos Taxonomy Higher Order Thinking Skills
HOTS
bull labelling things
bull word banks amp key words at start
bull wallet cards
bull times table squares
bull visual prompts
bull colour coding
bull homework diary
bull mnemonic and acronym strategies
Memory cues
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
multi-sensory ldquoThere is a considerable body of evidence that
intervention strategies for teaching reading and spelling
skills to dyslexic children should be both
multisensory and phonic
and that this type of teaching
can benefit most children in any class
at most stagesrdquo
Gavin Reid
Working on the blue sheet from your tables
Of these methods of presenting information hellip
o Which leads to the highest rate of retention of
information
o Which to the lowest
o Rank them with 7 being the highest amount of
retention and 1 the lowest
Awareness of Working Memory and Processing demands
Processing instructions puts pressure on
pupils with weak memory skills
Keep instructions
o clear and to the point
o when repeating use the same wording
o in chunks 1 or 2 at a time
Give thinking time
for instructions to be processed
bull delivered using multi sensory methods
bull attended to are they looking amp listening
bull given in the order they are to be done
bull supported with peer partner explanations
bull supported by encouraging learners to visualise the steps
they need to take
To further simplify mental processing
instructions explanations should be
Meta-cognition ndash help learners find their own strategies
bull What did you do Encourage them to reflect dig deep
bull Why did you do that Raise their awareness of their learning
memory preference
bull How will it help you Help them make
- connections between what they are
doing and the lesson
- their strategies easy to remember and
to apply to future activities
bull When can you use it again Learners with low WM may view
strategies as one- off activities
Coach them to identify further activities
they could apply their strategies to
Bloomrsquos Taxonomy Higher Order Thinking Skills
HOTS
bull labelling things
bull word banks amp key words at start
bull wallet cards
bull times table squares
bull visual prompts
bull colour coding
bull homework diary
bull mnemonic and acronym strategies
Memory cues
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Working on the blue sheet from your tables
Of these methods of presenting information hellip
o Which leads to the highest rate of retention of
information
o Which to the lowest
o Rank them with 7 being the highest amount of
retention and 1 the lowest
Awareness of Working Memory and Processing demands
Processing instructions puts pressure on
pupils with weak memory skills
Keep instructions
o clear and to the point
o when repeating use the same wording
o in chunks 1 or 2 at a time
Give thinking time
for instructions to be processed
bull delivered using multi sensory methods
bull attended to are they looking amp listening
bull given in the order they are to be done
bull supported with peer partner explanations
bull supported by encouraging learners to visualise the steps
they need to take
To further simplify mental processing
instructions explanations should be
Meta-cognition ndash help learners find their own strategies
bull What did you do Encourage them to reflect dig deep
bull Why did you do that Raise their awareness of their learning
memory preference
bull How will it help you Help them make
- connections between what they are
doing and the lesson
- their strategies easy to remember and
to apply to future activities
bull When can you use it again Learners with low WM may view
strategies as one- off activities
Coach them to identify further activities
they could apply their strategies to
Bloomrsquos Taxonomy Higher Order Thinking Skills
HOTS
bull labelling things
bull word banks amp key words at start
bull wallet cards
bull times table squares
bull visual prompts
bull colour coding
bull homework diary
bull mnemonic and acronym strategies
Memory cues
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Awareness of Working Memory and Processing demands
Processing instructions puts pressure on
pupils with weak memory skills
Keep instructions
o clear and to the point
o when repeating use the same wording
o in chunks 1 or 2 at a time
Give thinking time
for instructions to be processed
bull delivered using multi sensory methods
bull attended to are they looking amp listening
bull given in the order they are to be done
bull supported with peer partner explanations
bull supported by encouraging learners to visualise the steps
they need to take
To further simplify mental processing
instructions explanations should be
Meta-cognition ndash help learners find their own strategies
bull What did you do Encourage them to reflect dig deep
bull Why did you do that Raise their awareness of their learning
memory preference
bull How will it help you Help them make
- connections between what they are
doing and the lesson
- their strategies easy to remember and
to apply to future activities
bull When can you use it again Learners with low WM may view
strategies as one- off activities
Coach them to identify further activities
they could apply their strategies to
Bloomrsquos Taxonomy Higher Order Thinking Skills
HOTS
bull labelling things
bull word banks amp key words at start
bull wallet cards
bull times table squares
bull visual prompts
bull colour coding
bull homework diary
bull mnemonic and acronym strategies
Memory cues
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
bull delivered using multi sensory methods
bull attended to are they looking amp listening
bull given in the order they are to be done
bull supported with peer partner explanations
bull supported by encouraging learners to visualise the steps
they need to take
To further simplify mental processing
instructions explanations should be
Meta-cognition ndash help learners find their own strategies
bull What did you do Encourage them to reflect dig deep
bull Why did you do that Raise their awareness of their learning
memory preference
bull How will it help you Help them make
- connections between what they are
doing and the lesson
- their strategies easy to remember and
to apply to future activities
bull When can you use it again Learners with low WM may view
strategies as one- off activities
Coach them to identify further activities
they could apply their strategies to
Bloomrsquos Taxonomy Higher Order Thinking Skills
HOTS
bull labelling things
bull word banks amp key words at start
bull wallet cards
bull times table squares
bull visual prompts
bull colour coding
bull homework diary
bull mnemonic and acronym strategies
Memory cues
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Meta-cognition ndash help learners find their own strategies
bull What did you do Encourage them to reflect dig deep
bull Why did you do that Raise their awareness of their learning
memory preference
bull How will it help you Help them make
- connections between what they are
doing and the lesson
- their strategies easy to remember and
to apply to future activities
bull When can you use it again Learners with low WM may view
strategies as one- off activities
Coach them to identify further activities
they could apply their strategies to
Bloomrsquos Taxonomy Higher Order Thinking Skills
HOTS
bull labelling things
bull word banks amp key words at start
bull wallet cards
bull times table squares
bull visual prompts
bull colour coding
bull homework diary
bull mnemonic and acronym strategies
Memory cues
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Bloomrsquos Taxonomy Higher Order Thinking Skills
HOTS
bull labelling things
bull word banks amp key words at start
bull wallet cards
bull times table squares
bull visual prompts
bull colour coding
bull homework diary
bull mnemonic and acronym strategies
Memory cues
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
bull labelling things
bull word banks amp key words at start
bull wallet cards
bull times table squares
bull visual prompts
bull colour coding
bull homework diary
bull mnemonic and acronym strategies
Memory cues
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Supplying memory aids is not enough
bull Learners with low WM show little spontaneous
use of these
bull Coach model encourage make accessible ndash close to hand
bull Refer to explicitly ndash remind them what the
posters on the wall refer to
bull Allow lots of practisendash the processing involved in
using memory aids must not outweigh the benefits
bull Support learners until automatic responses are shown
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Mind mapping
bull planning
bull structure
bull note-taking
bull revision
bull display of knowledge
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Mind Mapping How it helps
Whole brain note taking or Mind Mapping uses both
sides of your brain to study subjects usually only
studied with your left brain
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Differentiation 4 more strategies to make it work
1 ICT
2 Making Information Clear
3 Differentiated Responses
4 Flexible Grouping
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
ICT often represents an environment
that learners have not failed in
ICT can help by giving access to the curriculum of the subject
giving specific help ie reading memory functioning etc
developing ICT capacity in its own right
1Differentiation ICT
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
o Word talk
o Ivona Reader
o My Study Bar
o Record oral responses
o mobile devices
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Build skills in keyboard and navigation
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Differentiation also includes how material is presented
Letrsquos consider a few points to help make the information you present to students as accessible as possible
2 Differentiation Making Information Clear
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Visual Stress Learners may sometimes have visual stress
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Strategies for Copying
1 Colour code highlight key words in
another colour
2 Number the lines
3 Limit the amount
4 Copy near at hand
5 Consider spacing font size and type
6 Ask the learner what works for them
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Handouts may help reinforcement if
learners are given opportunities to
actively engage by adding to partly
completed diagrams visuals templates
Handouts should be designed to help the learner
bull Identify important information
bull Organize information in their own format
These activities help commit information to memory and encourage independence in learning
Active engagement with handouts
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Presenting Information
Use coloured paper if appropriate
Leaflets and posters
Keep design simple
Use clear rounded fonts
Group essential information
Text on picture backgrounds
is NOT recommended
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Emphasis
Emphasise words by using bold letters andor colour
Donrsquot underline it can make text blur for learners with certain types of visual disturbances
Highlight key words and link to pictures
to enhance meaning
Emphasise using text boxes
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Language and Readability Dyslexia can be seen as a difference in how information is processed
Slower word retrieval may mean learners cannot offer speedy contributions in class even when they know the answers
Take account of this in the way you generate work sheets slides
Readability check approximate reading age in WORD
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Review
Spelling amp
Grammar
Options
Show readability
statistics
Readability
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Structure and routine frees working memory for learning
Layout Classroom organisation
Where a learner needs strong visual and auditory cues ensure seating positions support these Ask the learner what works best for them
Label resources clearly
Calculators
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Key issue
ldquoShow me all that you know about this topic in the best way you canrdquo
3Differentiation by OutcomeResponse
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Where the learnerrsquos response has to be evidenced in traditional extended writing format try following
scaffold the writing (reduce demands on
literacy)
writing buddy
Folder of model answers (at various
levels of ability)
provide writing frames wwwwarwickacukstaffDJWray
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
lsquoPictures firstrsquo scaffold
Cursive writing
Blue tac spaces
More strategies writing
Highlighted lines
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Differentiated responses
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
4 Differentiation Grouping
Flexible Grouping
One of the best ways of differentiating
is to use a mixture of groupings
Benefits
Increases social skills
Increases confidence
Teaches personal and social responsibility
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Grouping strategies
snowball
allocated roles
jigsaw
paired tutoring
pupils as teachers
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Snowballhellip
What is the most valuable important resource in your classroom
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Downloadhttpsmikegershoncomresources
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Neurodiversity A concept whose time has come and pupil
strengths are valued
T Armstrong 2012
ldquoA strength-based classroom is a place where students with all sorts of labels come together as equals to form a new type of learning environment one where there is no such thing as a normal studentrdquo
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Useful Websites wwwbdadyslexiaorguk
wwwmindroomorg
wwweltwelcom
wwwaddrcorgdsm-5-criteria-for-adhd
wwwautismtoolboxcouk
httpsdyspraxiafoundationorgukfaqs
wwwcrossboweducationcom
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Suggested Reading The Power of Neurodiversity (Armstrong T 2010)
Neurodiversity in the Classroom (Armstrong T 2012)
Dyslexia and Co Occurring Difficulties (BDA 2012)
Dyslexia (Reid G 2011)
Working Memory ndash A classroom Guide (Gathercole S and Alloway T 2008)
Improving Working Memory Supporting Students Learning Alloway TP 2010)
Working Memory and Academic Learning Assessment and Intervention (Dehn MJ2008)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)
Suggested Reading The Complete Guide to Aspergerrsquos Syndrome
(Attwood T 2008)
Dyscalculia Guidance Helping Pupils with Specific Learning Difficulties in Maths (Butterworth B and Yeo D 2004)
Can I Tell You About ADHD A Guide for Friends Families and Professionals (Yarney S 2013)
ADHD ndash Living Without Brakes (Kutscher ML 2009)
Reading by Colors (Irlen H 2005)
The Irlen Revolution (Irlen H 2010)