Sunderland_K_s267966_ETL414_Assignment 1

Kate Sunderland
S267966
ETL414 Assignment 1

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Contents

Dyslexia and Educational exclusion.........................3
Pedagogy of value.....3
Current strategies to include dyslexia students in
education..3-4
Inclusion policies.4
References..4

Teacher training to include dyslexic students in education.5
References..5

Ipad use for students with dyslexia..6
Ipad capabilities..6
Apps and their application.6
References..7























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Education is a fundamental human right and essential for the exercise of all other human rights. It
promotes individual freedom and empowerment and yields important development benefits.
(UNESCO, 2014)
Many human rights are lost as individuals are subject to social and educational exclusion. One
issue that can lead to educational exclusion is intellectual disabilities, in particular Dyslexia.
Dyslexia is the persistent difficulty with reading and spelling. It affects 10% of the Australian
population (ADA, 2014).
Currently there is no funding available for students who suffer from dyslexic although Australian
schools ensure every dyslexic student is able to fulfill their educational potential regardless of their
situation (ADA, 2014). As mentioned by the Melbourne Declaration Australian governments will
ensure to provide all students with access to high-quality schooling that is free from discrimination
based on disability (Education Ministers, 2008). Dyslexia Action Australia provides supports for
Australian families through their learning fund. The Australian dyslexia association offers
acknowledgment for the schools that have accredited teacher training for dyslexia. Classroom
teachers are trained in practices that will not only help the student with dyslexia learn but will benefit
all students by using direct, systematic multisensory instruction to convey information (ADA, 2014).

Pedagogy of value
Good teaching takes into account different levels of learner proficiency (Alberto & Troutman 2003;
Algozzine, Ysseldyke & Elliott 1997) therefore each classroom much employ a pedagogy that
ensures all students have the opportunity to reach their potential. To ensure a student with dyslexia
has the same opportunities pedagogies such as smart boards and computers should be an addition
to the teachers repertoires (Lyons, G., et al.. 2011). This allows the child to have not only a teacher
to guide learning but a tool to help solve the learning process.
The class must implement a range of teacher strategies to assist individuals learning.
Advance organizers These will help assist students verbally and written about the content
being presented. Steps to ensure students understand instructions could be presented on the
smart board along with a voice over to ensure students understand each step to the task
undergone.
Visual displays visual displays help to enhance content for students with dyslexia as they
represent different divides of information. They can summarize lessons to ensure each concept
is grasped.
School bonding- this time allows for students to get to know their teacher and their school
allowing for them to feel confident in their environment. (Algozzine, B.A., & Ysseldyke, J.E.,
2004)

Strategies for inclusion
Many policies are in place to maximize student potential and growth in education and learning. They
are developed to ensure students with intellectual disabilities such as dyslexia are valued in all
classroom environments and are able to participate in all aspects of school life.

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The program for Students with disabilities quotes three goals for students with disabilities:
1. Student learning All Students should have the opportunity for potential academic growth and
development.
2. Student engagement and wellbeing Students should be consistently motivated and have the
ability to participate fully in their education wider school life, consistent with optimal and relevant
goals and aspirations.
3. Student pathways and transitions- Students successfully transition to, throughout and from
school, and the pathways selected maximize their potential for growth and development while they
attend school and after they leave school. (Sinclair, R., 2010)
Three polices which are in place to protect those with intellectual disabilities from educational
exclusion include the following:
The Equal Opportunity Act 2010 (Vic) stands to prohibit discrimination of the basis of disability.
The Charter of Human Rights and Responsibilities Act 2006 (Vic) requires governments schools
and their employees to ensure human rights are considered when making decisions amongst
classrooms and schools especially in relation to educational exclusion (Department of
Education., 2013).
The Disability Standards for Education 2005, ensure that schools operation in obligation with the
disability Discrimination Act 1991 (Cth). The standards ensure participation and student support
for all students enrolled (Department of Education., 2013). .

Schools should endeavor to include all disabilities students. The following recommendations can
improve this inclusion:
Ensure teachers recognize dyslexia as a disability
Provide high quality literacy instruction
Provide programs amongst the school for students with dyslexia
Improve teachers knowledge, skills and understanding of how dyslexic children learn and more
importantly read
In school training sessions for all teachers to up skill them in their teaching knowledge for
students with disabilities
(Hardy, J. et al., 2010).
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Words: 745
References:
ADA. (2014). Dyslexia in Australia. Solutions for those that Learn Differently
Education Ministers, (2008). National Declaration on the Educational Goals for Young Australians.
Alberto, P.a., & Troutman, A.C. (2003). Applied behavior analysis for teachers (6
th
edn). Englewood
Cliffs: Merrill/ Prentice Hall.

Algozzine, B.A., & Ysseldyke, J.E. (2004). Tips for beginning teachers. Longmont CO: Sopris West.

Department of Education, (2013). Program for Students with Disabilities Guidelines.

Hardy, J. et al. (2010). Helping people with dyslexia: A National Action Agenda. Melbourne.

Lyons, G., et al.. (2011). Classroom Management (3 ed.). Melbourne: Cengage Learning Australia.

Sinclair, R. (2010). Program for Students with Disabilities Newsletter. Department of Education.
UNESCO. (2014). The Right to Education.


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If children cant learn the way we teach, then we have to teach the way they learn Robert
Buck (PGCE., 2011)

Educational exclusion can come from internal and external sources of segregation. The curriculum
and schooling system must adjust and cater for individuals not just meet standards or norms as all
classrooms have so much differentiation between students (Baker, B.,2002). Research has found
that dyslexia affects around 10% of the population, meaning there will be at least one dyslexic child
in every classroom (Peer, 1966). However, many teachers lack understanding of dyslexia and are
often unable to identify it (Dyslexia Action, 2012). Humphry (2013) feels that teachers have a lack of
knowledge of their students learning styles leading to exclusion of students who do not feel
understood.
One strategy for dyslexia in schools is to have staff trained to manage the learning difficulties the
child might encounter. The role and impact of the students environment and learning area can
considerably help or hinder a student with dyslexia (Riddick, B.,2001) . Dyslexic students need
different learning layouts, predictability and routine with learning, structure to promote independent
learning, visually appealing learning areas and a stress free classroom space (Riddick, B.,2001).
Education for teachers ensures that teachers develop a classroom and school community where
every student feels she or he belongs (Humphry., 2013). Without this teachers will be blind sited
about the appropriateness of the classroom environment, learning lessons and ways of teaching
that will effectively support their students (PGCE., 2011).
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Word count: 248
References:
Baker, B. (2002). Evaluation, Standards, Normalization: Historico-philosophical Formations and the
Conditions of Possibility for Checklist Thought. Philosophy of Music Education Review, 1(10).

Dyslexia Action (2012) Dyslexia still matters. Dyslexia in our school today: progress, challenges and
solutions [pdf]. Available at:
http://dyslexiaaction.org.uk/files/dyslexiaaction/dyslexia_still_matters.pdf

Humphry, N. (2013), Reconciling Educationally Displaced Young People and Education. Retrieved
from: http://ro.uow.edu.au/

Peer, L. (1996) Winning with Dyslexia. Reading: British Dyslexia Association.

PGCE. (2011). Dyslexia: The hidden SEN. The inclusiive learning environment: Contemporary
Issues in Teaching and Learning Retrieved 30th August, 2014, from
http://hab2013.wordpress.com/dyslexia-the-hidden-sen/


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Riddick, B. (2001) Dyslexia and inclusion: time for a social model of disability perspective?
International Studies in Sociology of Education, 11(3), pp. 223 236.


Ipads capabilities for dyslexic students
Using ipads for literacy instruction opens up many learning opportunities for students with dyslexia.
Ipads are portable, easy to use, and there are countless educational ipad applications, or apps,
available for students (Cheesman, E., 2013). Studies suggest that these personal devices can
increase motivation, organizational skills, independent and active learning, and self-directed
learning. (Fadel & Lemke, 2009) The ipad being less expensive than a laptop allows all
demographics to purchace or rent one for their education.The ipad has the following capabilities:

Voice recognition software
Many dyslexics have difficulty with writing and spelling. Speech Recognition software provides
people with dyslexia and other disabilities the freedom to write and control their computer with their
voice. Speech recognition software is basically the opposite of text to speech software. Instead of
typing and hearing the computer read your words, sentences, papers back to you, you dictate to the
computer and the software writes everything you speak (SpeechRecognitionSolutions., 2013).

The ipad can produce scores for the readability of word documents
The ipad has a capability to read documents that you are giving students. The higher the score the
easier it is to understand the document. The score provides teachers with a reading age in terms of
school years. If the score tells you that the reading ability is too high for your targeted group it allows
you to simplify the vocabulary or use shorter sentences to ensure students understand what they
are reading (Apple., 2014)

Apps that support dyslexia

Read 2 go-
Read2Go is the most accessible e-book reader app for readers with print disabilities. The app
allows users to change the font sixe, colour and has a text to speech device (Read2go., 2013). This
app allows children with dyslexia to make the font size bigger and highlight words as they are
reading to help with word processing. The app also has a text to speech device that will assist
children with dyslexia to read things that may be at a higher level than what they are at allowing
students to have access to all information (Hatton, D., 2012).
Read2go app will overcome students with dyslexia being excluded from literacy lessons. Students
have the opportunity to read books using the text to speech function of the app if they stumble
across words or passages they are unable to read. The app will allow for students to be completely
inclusive in all lessons know matter what their ability.

Reading eggs
This has learning games for reading. The games support different levels of readers to participate in
a challenge to get as many eggs as possible. The program allows for students with dyslexia to
progress their reading at their own rate in class. It allows the student to feel comfortable at their

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reading level whilst extending them to the next level. The interactive songs and crazy creature that
hatch from the eggs encourage students to be excited about their reading (ABC., 2014).

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Words: 494
References:

ABC. (2014). Learn to read with ABC Reading eggs. ABC Reading Eggs Retrieved 30th August,
2014, from http://readingeggs.com/about/

Apple. (2014). Ipad, 2014, from https://www.apple.com/au/ipad/

Cheesman, E. (2013). Ipad Apps for Literacy Instruction. The International Dyslexia Association
Retrieved 1st September, 2014, from http://www.interdys.org/index.htm

Fadel, C., & Lemke, C. (2009). Technology in schools: what the research says. Retrieved from
http://www.metiri.com/PDFs/ 2009_technology__in_schools_what_research__sa ys.pdf

Hatton, D. (2012). Apps to Help Students With Dyslexia and Reading Difficulties. Assistive
Technology Retrieved 30th August, 2014

Read2go. (2013). Retrieved 30 August 2014, from http://read2go.org/

Speech Recognition Solutions. (2013). Speech Recognition and the iPad. from
http://www.speechrecsolutions.com/ipad_speechrecognition.html