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  • KennyAISHE Dyslexia Presentation

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    Krish Malhotra
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    The document discusses dyslexia and how it manifests as specific learning difficulties related to reading, spelling, and writing. It notes that dyslexia is due to inefficient information processing and difficulties with phonological processing, working memory, rapid naming, and automaticity of basic skills. The document contrasts verbal and non-verbal thinking, noting that dyslexics tend to think more in pictures than words. It suggests higher education could better support people with dyslexia by exploring creative arts groups that provide a space for dyslexic adults to learn in a style that suits them within an inspiring environment.

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    Dyslexia Presentation

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    The document discusses dyslexia and how it manifests as specific learning difficulties related to reading, spelling, and writing. It notes that dyslexia is due to inefficient information processing and difficulties with phonological processing, working memory, rapid naming, and automaticity of basic skills. The document contrasts verbal and non-verbal thinking, noting that dyslexics tend to think more in pictures than words. It suggests higher education could better support people with dyslexia by exploring creative arts groups that provide a space for dyslexic adults to learn in a style that suits them within an inspiring environment.

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    3 views9 pages

    KennyAISHE Dyslexia Presentation

    Uploaded by

    Krish Malhotra
    The document discusses dyslexia and how it manifests as specific learning difficulties related to reading, spelling, and writing. It notes that dyslexia is due to inefficient information processing and difficulties with phonological processing, working memory, rapid naming, and automaticity of basic skills. The document contrasts verbal and non-verbal thinking, noting that dyslexics tend to think more in pictures than words. It suggests higher education could better support people with dyslexia by exploring creative arts groups that provide a space for dyslexic adults to learn in a style that suits them within an inspiring environment.

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    of 9

    UNLEASH THE POWER WITHIN

    The Report of the Task Force on Dyslexia (2001) manifested in a continuum of specific learning difficulties related to the acquisition of basic skills in reading, spelling and/or writing. difficulties in phonological processing, working memory, rapid naming and automaticity of basic skills as evidence of inefficient information processing

    DO EDUCATERS IN HIGHER EDUCATION HAVE AN UNDERSTANDING OF DYSLEXIA?

    The Task Force noted that dyslexia May be alleviated by appropriate intervention However it stresses ones needs to approach dyslexia with an understanding of modes of thinking.

    http://www.youtube.com/watch?v=gwZLFT W4OGY

    Two Kinds of Thinking: Verbal & Non Verbal Reading a sentence using non-verbal conceptualisation will produce dyslexic symptoms. Dyslexics form mental pictures of concepts and ideas (picture making) with little or no internal monologue. In other words they do not hear what they are reading unless they are reading aloud.

    The Gift of Dyslexia Common characteristics: Can utilise their brains ability to alter perceptions. Are highly aware of their environment Are more curious than the average person Think mainly in pictures instead of words Are highly intuitive and insightful Think and perceive using all their senses. Experience thought as reality Have vivid imaginations.

    THREE THINGS THAT COULD BE DONE WITHIN HIGHER EDUCATION TO SUPPORT PEOPLE WITH DYSLEXIA

    Case Study: Creative Arts Group explore the potential of a community of practice, rather than correction, for dyslexic adults. provide a space where likeminded individuals can come and learn in a style that suits them within an environment that inspires creativity. unexplored potential of a project of this type as there is no support groups looking at the unique talents of dyslexic adults. important to understand how dyslexic individuals learn academically and develop emotionally through a creative and multisensory approach.

    Two Further Videos


    http://www.youtube.com/watch?v=l_qGJ 9svUbM http://www.youtube.com/watch?v=HDUf VCo6ito

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