Dyslexia Awareness in Education
There is no license.

The current situation (context)

It is estimated that around 10% of the population have dyslexia, so it is a common situation that teachers will face in every classroom. However, teacher training programmes are not obliged to include dyslexia awareness in the syllabus.

Qualified teachers can take a face to face course in dyslexia awareness, run by the Dyslexia Association of Ireland (DAI). Typically, these courses run over 4 weekends and take place each year at a number of locations around the country. Being face to face, numbers are limited and places can be snapped up quickly, so not everyone who wants to can attend.

Establishing a dyslexia-friendly classroom or school need not cost money or take up much time. What is required is awareness and understanding. That can set the scene for each child to reach their full potential.

Some stats:

A 2015 survey by the DAI produce the following results:

55% of parents had difficulty getting help for their child

59% of students think their teachers do not understand dyslexia and do not know how to help them

67% of students believe thei school needs training on dyslexia

97% of teachers say they need nad would benefit from training on dyslexia

Source: http://www.dyslexia.ie/events-news/news-items/

The change you would like to see (challenge)

My vision is to create a MOOC for teachers (and SNAs, school leaders, admissions teams, exams office staff and other interested parties), from primary school to university, so that they would understand how to recognise a dyslexic learner, the challenges they face to learn and to show what they know. On successful completion of this MOOC, participants will also understand the benefits that dyslexic learners bring to the classroom and they will have a toolkit of strategies to support dyslexic student's learning.

The goal of this MOOC is to have readily accessible training for any teacher who wants it. This in turn, should create a better learning environment for all students and help dyslexic learners reach their full potential.

How you might go about bringing that change (solution)

Constructivist, with a strong emphasis on collaboration. Each lesson would be based on a flipped classroom model (preparatory study first, followed by active participation in tasks, live events or forums). We may use problem based learning and/or experiential learning. We would include reflective practice and embedded formative feedback. 

Measures of success (evaluation)

An obvious indicator of success is that participants would achieve the learning outcomes. However, while the MOOC is ongoing, we would use the tasks and especially, reflective practice and formative feedback, to look for and build upon signs of awareness, understanding, and development of an evidence-based approach to teaching, learning and assessment. We would especially like to see the creation of a set of ideas that could be put into practice in each participant's own professional context.

Author(s): Yishay Mor, Sinead
Published at: 05 May 2016 00:03 GMT
Original link (login required): https://ilde.upf.edu/moocs/pg/lds/view/4422/