Dyslexia_1301

Dyslexia
Dyslexia can also cause difficulties with basic maths (especially the order of numbers and multiplication tables), general literacy skills, word interpretation and perception, organisational skills, short-term memory,[link widoczny dla zalogowanych], sequencing and processing information. Children with dyslexia,[link widoczny dla zalogowanych], however, are often very creative and able in certain areas of the curriculum, such as art, design, technology,[link widoczny dla zalogowanych], computing, drama and lateral thinking. Dyslexia is a complex neurological disorder and affects about ten per cent of the population, across all levels of intellectual ability. It tends to affect boys more than girls and often runs in families. It is believed to have a genetic cause. Key characteristicsA dyslexic child may: use bizarre spellings and have poor phonological awareness frequently lose their place when reading and see blurred or distorted word-shapes confuse some high frequency words eg. was/saw reverse letters and number digits beyond the age where this is normal write words with the correct letters in the wrong order write sequences of letters and numbers in reverse have difficulty remembering a word and substitute other words instead have great difficulty organising themselves and their belongings be unable to remember simple sequences such as days of the week experience problems following oral instructions have poor senses of time and direction make frequent errors when copying, especially from the board have some coordination difficulties have low levels of motivation and self-esteem. Support strategiesYou may need to: teach syllable count to help the child hear how many syllables are in a word teach how to blend syllables teach onset and rime to help the child to discriminate between words aurally teach phoneme discrimination to help the child identify phonemes in words teach phoneme-blending to help the child with reading and spelling use multisensory methods to support the child’s learning ensure repetition of learning, using word and language games for enjoyment make use of coloured overlays and line trackers where necessary create a positive reading environment with opportunities to listen to stories teach keyboard skills and encourage use of spell-checkers encourage alternative methods of recording eg. writing-frames, diagrams, labelled drawings, flow charts, comic strip stories allow the use of a scribe where appropriate, especially for copying anything important such as homework instructions make use of audio-visual aids keep oral instructions brief and clear revise and review previously taught skills at frequent intervals raise self-esteem and confidence with lots of praise and encouragement. Support agencies British Dyslexia Association British Dyslexics Dyslexia Action
The Court of Appeal pointed out that R and F's submission in the county court was of overt, conscious racism, and it was not prepared to find that there had been unconscious discrimination.The decisionThe Court of Appeal said that, unlike the ordinary civil claim where the judge decides, on the claimant's evidence only, whether the claimant has made out a case, in this case the judge had had the benefit of the whole of the evidence. Despite the school's failure to comply with the statutory requirements, the judge had been entitled to find on the basis of all the evidence that R and F had not proved racial discrimination.

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