How can employers help with dislexia?

“Dyslexia is not necessarily a problem with reading, writing and spelling. The perception of it as such is one of the biggest hurdles dyslexic people have to overcome. Dyslexia is an underlying cognitive inefficiency associated with information processing which can affect the development of literacy skills as well as dealing with numbers, organisation and general memory tasks. Dyslexic people do not learn in conventional ways. They can learn and work very well but sometimes need to learn differently,” says Rawan Hawamdeh, Occupational Therapist at the British Institute for Learning Development (BILD), Jumeirah as she speaks about Dyslexia at the workplace.

Ruwan completed her M.Sc in Occupational Therapy from the University of Jordan and was a volunteer in (KAFD) King Abdullah II Fund for Development, Amman – Jordan. She also worked as an Occupational Therapist at Faisal Bin Fahd`s Mother Center For Autism - FFM; Riyadh Kingdom of Saudi Arabia thereby giving therapeutic sessions for Autism Children. She established the Occupational Therapy department in the center and was responsible for giving workshops for the mothers of children who suffer from Autism. She represented Jordan from July 18th -30th 2005 at the Youth Exchange Program "Religions Dialogue" in Budapest and Sopron – Hungary/EU. She joined BILD in 2006 and soon carved a niche for herself at BILD.

How do people with symptoms of dyslexia become successful?
The answer to this question is “in the same way as anyone else.” They work hard and develop the skills they need in order to pursue a specific occupation. In particular they develop strategies to compensate for their areas of weakness. Competence in literacy skills is important but only as it relates to the demands of a job. Reading is a good example. Only in a few occupations is it necessary to be able to read aloud accurately and fluently. What is important in most jobs is being able to extract relevant information from text quickly and efficiently. In the work place many dyslexic people develop good memory and organisational strategies to such a high level that they perform better in these respects than non dyslexic people. Development of complementary skills such as the use of electronic calculators, spell checkers and personal organisers is especially important. Good keyboard skills enable dyslexic people to use word processors efficiently for written communication. The tape recorder, coupled perhaps with dictation and the services of an audio typist is a good alternative to attempting to take verbatim notes.

How can employers help?
Employers should put aside their prejudices and try to understand how dyslexia affects an individual employee. This should enable them to learn how to accommodate the dyslexic person’s area of weakness, in the same way as they provide opportunities for others to develop their skills and display their talents. If a dyslexic person for example is slow at reading, their supervisor could be asked to highlight important parts of training manuals and other documents. Where spelling and grammar present difficulties, documents prepared by a dyslexic person could be proof-read by a close colleague. Employers can make available a wide range of aids from simple calculators to word processors with grammar and spell check programmes.
Anyone who has some kind of difficulty usually has more strengths than weaknesses. It could be good practice, therefore to pair a dyslexic with a non dyslexic person. The former might be highly analytical and very good at coming up with good ideas, expressing these verbally and the latter better at putting them on paper.

Are there risks for employers?
The answer to this question is a categorical No. If an employer has tried to ensure that the qualifications, abilities and aptitudes are consistent with the demands of a specific job a dyslexic person with certain accommodations, should be able to carry out their duties as effectively as anyone else. Any additional costs incurred in providing appropriate support are easily justified as there can be advantages in employing dyslexic people.

What are the advantages in employing a dyslexic person?
The parent of dyslexic teenager concerned about the employment prospects for his son, said that if he were interviewing candidates for a position in his firm and he was down to a short list of five people, the dyslexic would be last on the list. It was suggested that the dyslexic should in fact be number one. Why? To get as far as the short list for this particular position a candidate would have needed to acquire good academic qualifications. They will have needed to be bright enough to have spent three years at university and gain an honours degree. They have therefore shown themselves to be hard working , good at learning, determined and thorough. They will have a good understanding of their strengths and weaknesses and will have developed both unconsciously and consciously, all kinds of strategies and skills which have enabled them to compensate. They will have in fact, developed qualities which should commend them to any employer. Added to this there is evidence to suggest that dyslexic people are or at least become, creative, particularly in areas such as problem solving. It is often the lateral thinker in the company who is responsible for that new idea which provides the edge over competitors.
(By Remediana Dias)

Dislexia Friendly School Policy

Dr. Chris Reynolds is the author of the book “Global Logic”. He founded St, Andrews International School with the International Primary Curriculum, commonly known as IPC-UK. In an interview to Remediana Dias, he describes the IPC curriculum and how dyslexia friendly school policy is adopted by the school.

Q.: Could you tell us about yourself?
A.: I founded the school along with my wife Sheena who is the Director of Learning Development at the school. While studying my Masters degree and Ph.D at Claremont University in UK, I was strongly influenced by Peter Drucker and Alvin Toffler. My study of law, ethics and government combined with several prominent management positions provided me with an objective foundation to start a new venture in the Middle East. That’s how I started the school with an IPC curriculum which has been developed by the education management company called Fieldwork Education Services for the Shell Refinery schools across the world. There are 300 schools using this curriculum including 150 in England and also the Emirates International School in Dubai.

Q.: What sets the IPC curriculum apart from others?
A.: The IPC is focused on developing a child’s learning ability and skill. Like the National Curriculum and the International Baccalaureate, it sets ‘milestones’—skill achievement levels for the children to reach throughout the education journey.

The IPC is based on an understanding of how the brain learns and allows us to motivate children toward achieving academic skills and their personal goals. It also allows us to develop their talents so that the children can increase their ability for intellectual reasoning. It focuses on how children learn and is based on the most recent knowledge of how learning takes place. The IPC is taught in units of work and seeks to inspire pupils to understand and improve their own learning.

The IPC presents the classroom as a ‘learning environment’ and sees the pupils as active learners. The learning process seeks to develop knowledge, understanding, skill and reasoning abilities.

Q.: What dyslexic-designed literacy programme does your school use?
A.: Full IPC Curriculum for English, differentiated to meet the needs of the dyslexic pupil, Wide range of reading schemes and materials. Toe-by-Toe, a multi-sensory, structured reading programme; Word Wasp; Starspell; Norrie; ARROW; Spelling Made Easy; Hatcher’s Phonological Awareness; Fernald Cards; Kingston (based on Hickey) Teaching Reading Through Spelling; Wellington Square; Fuzz-Buzz; Alpha to Omega; Complete Speller; Look Say Cover Write Check techniques – just to name a few.

Q.: How many dyslexic students does your school support at the moment?
A.: 50. We were established in 2000 to help children with dyslexia and associated learning difficulties. Ours is a whole-school approach.

Q.: How do you differentiate the support for the dyslexic children in the classroom?
A.: Children are grouped in English and Maths according to results from a Baseline Assessment, psychologist’s report and teacher assessments. Pupils have an Individual Education Plan and targets are set for speaking & listening, reading, writing, mathematics and PSHE. English groups are small and are supported by a qualified teacher who also holds specialist qualifications for teaching pupils with dyslexia. In addition, these groups are supported by a qualified classroom assistant so opportunities for tasks to be differentiated and individual are prevalent.

Q.: How do you monitor the dyslexic child’s success in their learning?
A.: We use summative and formative approaches. As above – Baseline Assessment at the start of the year using standardised, norm-referenced tests, re-tested in June to establish a coefficient and value added. Internal use of IPC Curriculum Assessment materials are very useful. Less formal assessments take place, sometimes weekly or after a particular topic or module has been taught. However, monitoring of course takes place after each piece of work is submitted. We adhere to a whole-school marking policy in which the marking should ‘enhance the pupil’s learning’. Pupils are made aware of error(s) made; a correct response is given; guidance on how to improve; a selected focus on particular errors or difficulties – with very sensitive feedback. Marking is carried out in green ink and effort and achievement in class is well rewarded. Work marked in this way for assessment and monitoring progress determines IPC levels and progress, informs future teaching and planning and helps determine future learning targets for the pupil’s IEP.

Q.: What study skills approaches do you use to help your dyslexic learners?
A.: Difference between close/scan/skim reading is demonstrated and modeled; note taking; use of highlighter; mind maps; trigger words; subject-specific key vocabulary; story/planning boards; note taking in pictorial form/simple word abbreviations; CLOSE procedures – many more.

Q.: What strategies do you apply to help other students with specific learning difficulties? (ADHD, NVLD, Aspergers)
A.: On-site support and guidance from very highly qualified Speech & Language and Occupational Therapists. Our OTs are very knowledgeable in Sensory Integration Therapy and have experience of working with pupils with ADHD and NVLD as well as pupils on the Autistic Spectrum. Routines are adhered to as much as possible with plenty of warning of change for those pupils with mild Asperger’s). Pupils with ADHD often take Ritalin or an equivalent form of medication. Their activities are often changed more frequently to assist focus, allowed to move from their seat, some have ‘squeeze balls’ etc. We adopt a calm, non-confrontational approach where every child matters. Pupils are listened to, classroom and school rules are carefully explained and a common, consistent approach is made by all staff.

Q.: Does the school apply counseling approaches in the school to help the dyslexic learner?
A.: Yes. We have well-qualified counselors who meet individual pupils, we run a social skills/communications group and all pupils have a lesson or lessons with their Tutor. We operate an open-door policy and pupils are aware they can approach any adult with worries or concerns and they feel assured that this will be acted upon.

Q.: What positive behaviour approaches do you apply to support children with oppositional defiance?
A.: We identify possible ‘triggers’ as quickly as possible: antecedents/behaviour/consequences. Pupils are set boundaries and targets, staff are non-confrontational, targets are small, achievable and realistic. Sanctions are fair and these are explained to the individual concerned. Pupils who present this behaviour (although they are rare in this school) are also given an IBP (Individual Behaviour Plan). Also used are time-out strategies, a chosen or specific place to sit quietly and reflect, return when calm, etc.

Q.: What ITC software do you use to support your dyslexic learners?
A.: Interactive whiteboards are installed in all maths, science, junior classrooms and, of course, ICT suites. There are two ICT suites, each equipped with 14 computers; in addition there are at least two in every classroom. All are networked, Internet Linked (filtered). There is a HUGE range and much too long to list here. Programs are available for maths, English, science, humanities and so on - Microsoft Office, Learn to Type, Starspell, multi-media programs, data logging and so on. We also have voice activated and speech recognition computers.

Q.: What diagnostic approaches do you use to identify children with specific learning difficulties?
A.: Internal approaches include the use of the Aston Index, Bangor Materials and the Nicholson/Fawcett diagnostic tests. We also look at short term and working memory, sequencing skills, phonological awareness and miscue analysis techniques to determine reading strategies. These are a few examples of good practice here.

Q.: Have you designed specific teaching tools to support your dyslexic learners? (Games etc.)
A.: In the junior classrooms numbers, ordered 1-20, and alphabet are on tables; number and table squares are made by the pupils; visual or pictorial timetable; cursive hand alphabet is in every English classroom; teacher-made spelling and reading games and flashcards, etc.

Q.: How do you develop written skills?
A.: By listening to quality writing – stories, poems; use of modeling techniques, teacher demonstrations, collaborative group writing, storyboards.

Q.: What controlled reading text do you use?

A.: Reading is individual, group- or class-based. Individual reading schemes, dependent on reading age, include- Fuzz Buzz, Oxford Reading Tree, Flightpath to Reading, Longmans Reading World, too many to list. Group or class reading could be selected texts or passages, plays, stories or poems – often abridged classics or materials recommended by the QCA or NLS.

By Remediana Rodrigues e Dias
Special Educator,
British Institute for Learning Development,
Jumeirah, Dubai, U.A.E.

Creating Dyslexia friendly schools in the UAE

Worldwide an estimated 9 million people are dyslexic. In the UAE there are a sufficient number of children who are diagnosed to be severely dyslexic and many with mild or moderate symptoms of dyslexia remain undiagnosed.

The word 'dyslexia' is of Greek origin, meaning difficulty with words or language. It includes difficulty in learning to read and write--particularly in spelling correctly and expressing thoughts on paper. It could also involve directional problems like distinguishing between right and left and following instructions. The symptoms are diverse and do not afflict an individual simultaneously. However contrary to popular belief, dyslexia is not synonymous with poor intelligence, although an individual with low intelligence can also be dyslexic. The most distinctive feature of dyslexia is that a child's reading and writing skills are not commensurate with her all-round intellectual ability.

Dyslexia is life-long but its effects can be minimized by targeted literacy intervention, technological support and adaptations to ways of working and learning. Dyslexia varies in severity and often occurs alongside other specific learning difficulties, such as dyspraxia or attention deficit disorder, resulting in variation in the degree and nature of an individual's strengths and weaknesses.

Reassuringly quite a few famous high achievers were diagnosed as dyslexic: Albert Einstein, Tom Cruise, Richard Branson, Duncan Goodhew, Whoopi Goldberg, John Lennon, Steven Spielberg, Cher, Agatha Christie, Walt Disney, Jamie Oliver, which goes to show that dyslexia is not a disabling handicap.

The affliction tends to run in families with the latest scientific research showing that dyslexia is a genetic, neurological condition. But along with its difficulties can be found real strengths, including problem-soling skills and enhanced creativity. Dyslexia cannot be cured but it needn't be a life sentence. With appropriate support many difficulties can be overcome, allowing strengths to shine through. Therefore dyslexia friendly schools will go a long way in helping children with learning difficulties grow up into confident adults.

Most schools in UAE have the resources to be dyslexia friendly. Schools here demand excellence from their students and support them by linking new ideas with traditional values. The schools' culture is 'zero tolerance' of failure. But this is not an aggressive response; it’s more of tough love. There is high awareness among teachers of what each student should be able to achieve, together with arrange of response strategies when targets are not met. The staff is proactively led to demand excellence, and take action when targets are not met. The ethos is: if children don’t learn the way we teach, we will teach them the way they learn."

Most schools in UAE engage in teacher delivered diagnositc assessment when good practice in the classroom fails to secure progress, rather than rely on referrals to the school counsellor. Therefore the delay between identification and response is minimal, and results in action in the classroom in the first instance. Many perceived learning difficulties respond well to classroom based fine-tuning delivered by dyslexia-aware class and subject teachers.

Schools in the UAE recognize the importance of emotional intelligence. by virtue of being inclusive institutions they recognize that "there is nothing so unfair as the equal treatment of unequal people". They are typified by a desire and determination to teach the child, rather than just cover the curriculum. Consequently they have the confidence to interpret and mould the curriculum to the needs of certain children and to justify their actions when challenged.

For instance St. Andrew's International School which serves the area of Jumeirah has put strategies in place to achieve the highest level of support for dyslexic students and their parents within the school environment. The entire school team displays excellent knowledge of all stages of the developmental process of children and can identify learning difficulties in early stages. The screening process within the school is a reliable indicator of dyslexic problems. Where necessary, this process is followed up by a collaborative assessment procedure, which involves inputs from the class teacher, the school counsellor as well as psychological services. The use of individual education plans aids the process of monitoring students within each class. Moreover teachers work in partnership with parents, to ensure they are informed at all levels of the identification of needs process.

In sum, the support for dyslexic students within St. Andrew's International School is of a very high standard. The use of multi-sensory techniques of teaching is routine and the benefit of computers is provided to all students. Most importantly, the school offers a warm and friendly environment--one in which students feel they are valued and will eventually be able to realize their full potential.

By Remediana Rodrigues e Dias
Special Educator,
British Institute for Learning Development,
Jumeirah, Dubai.