Development of Strategies to Help
Slide 1
Anne Henderson
University College, Bangor Wales
Slide 2
Specific Problems
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Slide 3
Fractions Number line
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Slide 4
Percentages
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Slide 5
Aspects of Estimation
- Easy numbers
- Ignore decimal points
- Rough estimates
- Educated guess
- World of work
Slide 6
Basic Algebra
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Slide 7
Aspects of Shape & Space
- Explore 2D & 3D
- Physical experience
- Use specific apparatus
- Create patterns
- Refine language
Slide 8
Aspects of Data Handling
- Discuss the problem
- Plan what data
- Reduce the data
- Interpretation of graphs
- Names on graphs
Slide 9
Some Reasons for Difficulties with Homework/ Assignments
- Extra concentration
- Books forgotten
- Reading time
- Written work
- Teacher-initiated statements
Slide 10
Classroom Strategies
- Clear instructions
- Help students understand why
- Books uncluttered
- Mark - quick intervention
- Inter-relate basic facts
- Avoid speed
- Revisit topics
- Point out patterns
Slide 11
General Strategies
- List of numbers
- Memory cards
- Four rules
- Computer skills
- Allow use of dictaphone
- Ensure spellings are visible
- New terminology
Slide 12
Maths Staff can help by:
- Syllabus, exam content and handing in dates
- Mathematical topic
- Encourage non-dyslexics to sit with dyslexics
- Oral instructions
- Study skills
- Good exam techniques
Slide 13
Revision Timetable
- Long term timetable
- Medium term timetable
- Short term timetable
- Three weeks before exam...
- Just before exam...
Slide 14
Summary
- West (1999) describes the dyslexic person as 'one who can see the unseen, understand patterns of incomplete information and comprehend the complex whole'.
- 'Specialists in many fields recognise the power of visual approaches. Dyslexia should be viewed as a difference not a deficit and strengths in visualisation should be utilised'.
- Words by the Waterboys,
'I saw the crescent, but you saw the whole of the moon'
may well refer to the processing style of dyslexics
(Reid & Kirk 2001).