transition matrix Dyslexia in Education

 

Three months after the course, your student is telling a friend about how their life has changed as a result of taking it:

“Before the course I was unsure of what to do with dyslexic learners, now I am much more confident. I udnerstand the challenges they can face and I have practical ideas about how to support them. It was hard, because I didn't know where to start and I was nervous about taking an online course. Luckily I had family, colleagues, classmates and great tutors to help me through.”

1. Before I was..

3. Assets

What are the resources that the learner can draw on in her journey? 

Hoefully, she can count on the support of family and friends. It would be ideal if she has some colleagues with whom to discuss the MOOC and think about how she could adapt what she is learning so that it is relevant to her context.

Course design of the MOOC, will also play a big role in her experience of it, especially in terms of clear instrucitons and expectations, scaffolding, group work, and interaction with tutors and peers.

She can also draw on her years of professional experience and the fact that she likely has dyslexic students at the moment. She may benefit from discussing some of the MOOC content with them, or trying out some ideas and reflecting on it.

 

2. Now I am..

Describe the current state of the learner, in her voice.

Before, I dreaded a student telling me they had dyslexia because I didn't know how to help them. I sometimes felt frustrated when they asked for more time to take notes or asked me to repeat things. I couldn't understand why they might want extra time for assignments or tests when they were clearly very bright. They made lots of great verbal contributions in class but often had trouble with recall or getting work finished in class or at home. I was also confused by how one dyslexic learner seemed to have different needs from another.

I began to question myself as a teacher. Should I know what to do based on my experience? Or are parents just too soft now, finding a label for their child every time they find something difficult?

 

 

Describe the target state of the learner, in her voice.

Now, I feel so confident, I am even spotting potential dyslexics before they are diagnosed.

I understand how the condition can affect learners and I know that there are a few things I can do that are free and take no extra time at all.

Most of all, because I have some ideas about how to support dyslexic learners, I am better able to discuss the kind of supports they might find useful and I am open to trying new approaches, including on a whole-class basis.

Above all, thanks to the group work in the MOOC, I now have a small group of new friends whom I can call or email to bounce ideas with. 

I also feel that I might take another online course sometime, or look into using technology a bit more in class.

 

 

 

4. Barriers

What are the issues that stand between your learner and her success?

Her attitude towards her professional skills, towards dyslexic students and towards technology.

Even if she is open to online learning, lack of digital literacy may hold her back.

Course design could also be a barrier if it does not allow for meaningful interaction between peers and with faculty. If she feels that it is just her and her computer, learning in a vacuum, she may not complete the course. However, if the content is relevant, and if she feels part of a supportive community, she may be more inclined to keep participating.

 

Provide measurable indicators.

  • Avoid the issue of dyslexia as much as possible, ignore Ed Psych reports, in extreme cases, deny the existence of dyslexia at all.
  • Can list or implement few, if any, strategies to help dyslexic learners.

Provide measurable indicators.

  • changes to practice (seating arrangements, colours used, time allowed for tasks, etc)
  • understand what dyslexia is and the challenges and benefits it can have for learners

 

Author(s): Yishay Mor, Sinead
Published at: 05 May 2016 00:41 GMT
Original link (login required): https://ilde.upf.edu/moocs/pg/lds/view/4433/