Discussion 3: Dyslexia

Chapter 11
Posted by Jessica Jacob at Nov 24, 2008 03:53 PM
 I found this chapter very incisive. On the discussion of pedagogical approaches, they found that one approach would not be sufficient for all children with dyslexia. I've often believed that though a child has a learning difficulty, professionals must still consider the other elements that make the child. What kind of learner is that child? What teaching approach will better generate that child's learning? What is the child's cultural background? and so on. Children are intricate individuals. Finding that the multisensory involvement is important to the type of teaching approach used.
I am a big fan of the " Whole Language Approach". I've used it in my Mainstream classes and find it a very useful approach covering diverse abilities. Often times it's been found that the resources and support in mainstream classes are limited and teachers are still required to teach the multiple intelligences and learning difficulties. Whole language approach makes better connections and allows students to find their own way in the acquisition of the information allowing connectivity through both comprehension, and phonological awareness.
   

Chapter 11
Posted by rgreen2 at Nov 26, 2008 01:59 PM
Dear Jessica, I'm glad that you have accessed the chapter and posted your comments. It is an incisive chapter and the reason I chose it to start the discussion was that it is a text which manages to amalgamate a lot of the issues around specialist/ special teaching methods.
As you say there are so many elements to success for each child and I've always worried when schools are directed down one straight pathway of approach. The individual lesson as taught through most hornsby type SpLD programmes of course does tend to put the emphasis on finding a route that is personal to that child and my most successful sessions with children have always been when I have adapted approaches such as for example a multi - sensory approach to meet the very specific interests and learning 'package' of the whole child. Then as you are aware we have the task of making that translate into classroom practice.
I'm sure that other students will enjoy talking more to you about the 'Whole Language approach' and indeed this might be fertile ground for further study on your part later in the programme. Ruth

Dear Ruth,
I am still waiting on the CRB report. I have been visiting and observing at the school I may be doing work in. I am concerned. Now Christmas and the New Year is coming. The pressure in on. I have the needs part going, but not sure how to send it on.

Dear Jessica, You can do the parts that are not school based and get them in your folder. Do the short studies of the different areas of SEN etc and your own targets. Decide on a focus in the school you are visiting and use your observations as the data you are collecting. I am aware of your situation and you need to remind me and other tutors of it when you put the work in your folder as part of your narrative so we know the background. Good luck the CRB check. It is notoriously slow! Ruth

Thank you for understanding,Ruth.