WHAT IS DYSLEXIA?

Dyslexia is a difference in the brain area that deals with language, dyslexic people process information differently. It affects the underlying skills that are needed for learning to read, write and spell. Around 4% of the population is severely dyslexic. A further 6% have mild to moderate problems. Dyslexic people hear and see normally but have difficulty remembering what they hear and see. Brain scan experiments have shown that dyslexic people use different areas of the brain to process information. Some people learn best through listening, some by seeing and others by doing or by a combination of them. Understanding how individuals absorb and process information is essential to get the best from them, whether: • Auditory - using sounds and words. • Visual - using images, creating pictures in their mind. • Kinaesthetic - active learning, doing, touching, practising things.

INTRODUCTION

Further Information
ULO or SO2 Accred 22 Training Group

Guidance on Dyslexia for Line Managers in the Workplace

One in ten people have some form of Specific Learning Difficulty. Dyslexia is the one most commonly encountered and comes from the Greek meaning “difficulty with words”. Dyslexia is a puzzling mix of both difficulties and strengths. Dyslexic people often have distinctive talents as well as typical clusters of difficulties. Dyslexia occurs in people from all backgrounds and of all levels of ability. Dyslexic people, of all ages, can learn effectively but often need a different approach, which can vary from person to person. Not every individual will benefit from the same learning strategies and each should be given the opportunity to develop those which best suit their needs. Significantly for the RAF, dyslexic people often show strength in practical and technical fields.

Designed by Design Studio, Media Services, RAF Innsworth. 07/3232JL

Offer Time Management skills. Intuitive and Perceptive. especially any hand-written documents. Holistic outlook on tasks . Offer praise and be patient. Lateral thinkers. Follow the thread of discussions. File. Innovative.WORKPLACE DIFFICULTIES Famous Dyslexics Richard Branson Thomas Edison Albert Einstein Steven Redgrave Jackie Stewart Gen George Patton Tom Cruise Duncan Goodhew Woophi Goldberg Cher Danny Glover Eddie Izzard Alexander Graham Bell Henry Ford Agatha Christie Quentin Tarantino Walt Disney Leonardo Da Vinci George Washington Nelson Rockefeller Hans Christian Anderson HOW EMPLOYERS CAN HELP Give advance notice of tasks where ever possible. Pastel backgrounds such as cream may help. If possible give both audible and written instructions and keep them short and precise. Use visual images where possible (ie: flowcharts and mind maps). Colour code files and documents. keep notes. Offer help and support with new or difficult tasks. Allow them access to IT. Produce letters or reports.An ability to think in pictures not words. Recall telephone numbers and appointments. Arial. Strong practical aptitude . GUIDANCE FOR SUPPORTING SPLDS IN THE RAF A dyslexic person may find it difficult to: Read technical manuals or complex texts. Ability to visualise systems and visions . Help from PLA MODERATE Remedial training required. TP ULO at No 22 (Trg) Gp requires a copy of the DAST profile with a request for a full assessment funding .An ability to think and perceive the many dimensions of a problem.An ability to learn quickly in practical environments. To meet deadlines and difficulty in prioritising tasks. ask questions if they do not understand and use a digital clock. Many dyslexics appear to be under-confident and have a low self-esteem but the majority of dyslexics will have found many different types of coping strategies for overcoming the problems caused by dyslexia. Effectively manage time. Where possible give information on different coloured backgrounds (black and white is very hard to read). SLC can be used. Use “dyslexia friendly” fonts eg Comic Sans. Have an understanding of dyslexia. Determination and persistence. POSITIVE ASPECTS OF DYSLEXIA Creative and Imaginative. Line Manager suspects there is a problem Instructor suspects there is a problem Trainee approches Instructor for advice Line Manager/Instructor interviews Trainee and gets their permissoion to provide information to Trg Off Individual approches Trg Off for advice Trg Off is informed NB: The Individuals agreement must be given before any test is administered and it must be made clear that they must inform their Line Manager Trg Off administers the Dyslexia Adult Screening Test Trg Off assesses the results of the test MILD No Dyslexia problem apparent Coping strategies needed. Provide guidance: encourage the employee to use a daily planner. RAC NGA 003 for those under formal training SEVERE Need for further assessment from Education Psychologist Send to Local FEC for basic skills.