In this webinar, we will give you keys to support your students suffering from DYS disorders: dyslexia, dyspraxia, dysphasia, dyscalculia or dysorthography.
There will be a first theoretical part, with the different signs of each disorder and the difficulties that a child may encounter during the educational activities proposed in class. Then there will be a practical part, with tips and ideas for adaptations to implement in the classroom. These adaptations will allow children with DYS disorders to learn at their own pace and share activities with their peers without being excluded.
Teacher training for DYS disorders
Often, DYS disorders can be identified together with each other, so a child can have several weaknesses at the same time. Dyslexia is often associated with dysorthographia, for example.
It is therefore important to know each disorder in order to understand the child’s difficulties and to be able to adapt the exercises or the school environment. These adaptations will allow the child to learn at his own pace and to share activities with other students without being excluded from the class.
Different types of dyslexia
Here we will walk you through the different types of dyslexia.
- Phonetic dyslexia, which is a difficulty at the phonetic level and therefore of the sound. The child has difficulty identifying letters, syllables, or words by sound.
- Surface dyslexia which is a visual difficulty. The child has difficulty recognizing words visually, or difficulty seeing the written words in his or her head. In fact, when we read, our brain can identify the word immediately, without having to read each letter. For dyslexic children this mechanism does not work
- Double deficit dyslexia which is characterized by phonetic and visual difficulties. People with double deficit dyslexia tend to have difficulties in two different areas of reading, such as rapid naming and phonological awareness.
Signs of dyscalculia
Dyscalculia is a disorder related to numbers in several aspects: difficulty in the concept of quantity, visual difficulties, difficulties in mathematical logic.
Here are the main signs of dyscalculia:
- difficulty recognizing quantities: the child must count each time how many objects are presented to him in the picture, a task that takes more time,
- mirror writing: the child cannot create a mental image of the numbers so he/she sometimes write them backwards.
- Difficulty memorizing multiplication tables or solving logical-mathematical problems: the child is unable to memorize information related to numbers and therefore is unable to manipulate them to solve problems.
Dysgraphic Dyspraxia
Dysgraphia is a disorder related to the graphic gesture where the child’s writing is almost illegible. This difficulty is related to dyspraxia since the child cannot coordinate the pen’s movements on the paper.
If the child has no reference points, he/she cannot follow an imaginary line, he/she will misspell letters and therefore try to make corrections (which will make the text even more difficult to read). In the writing you can see that there is not enough space between the letters or that they are poorly connected to each other.
Dysorthography, which is a difficulty in spelling words, should not be confused with dysgraphia, which is a difficulty in the graphic gesture.
Fragility related to dysorthographia
Dysorthography is related to the spelling of words. In general, a child learns to read before he learns to write, so if there is a reading problem, there is bound to be a spelling problem.
When we read a word, our brain always registers the order of letters and therefore it can memorize it. When there is a reading difficulty, the meaning of the word “bear” can be hard to get at first glance as you can also find “bare” and “beer” that are close in writing and pronunciation… So the brain can’t stabilize the order of the letters for this word. By not having a fixed order of letters, the writing of the words will be random. Dysorthographic children often have a phonetic writing style, based on sound rather than on grammar rules.
The adaptations to be put in place
There are several adaptations that can be put in place to support children with DYS disorders during school activities. An aid may not be helpful or needed for all children, so try to see if the adaptation makes it easier for the child or not. Every child is different so adaptations must be different.
For dyslexia it is important to make the text easier to read. For this you can use specific fonts, like the Open Dyslexic font. Another option is to choose color-coded text. You can color the lines in two different colors or have the words colored according to the syllables.
To make the text readable it is important to use a large font size. Finally it is important to justify the texts or align them on the left. This avoids having words cut off to go to line, the text is more airy and the child can more easily find his way in space.
Technology and DYS disorders
Children with DYS disorders may need compensatory tools. New technologies can therefore be very useful. Compensatory tools can help erase or reduce the child’s difficulties. Thanks to these tools, the child can access the activity without having to put all his effort in compensating for his difficulty. He can then focus on the task at hand.
For example, a computer or tablet can have a voice synthesizer to help dyslexic children or a spelling reviewer for dysorthographic children. In addition, all the elements of the screen can have contrast and brightness increased and adapted according to their specific needs.
The COCO THINKS and COCO MOVES app to help DYS children
In technologies there are also applications that can be used with children with DYS disorders. COCO THINKS and COCO MOVES is an app with over 30 educational games. Games can be used to improve cognitive functions such as attention, memory, logic or language. Some games can also be used as adapted exercises for children with DYS disorders. For example, you can find audio instructions, games with syllables or gap-filling texts.
Moreover, after 15 minutes of screen time, the application stops and offers the children a sports break. The games are more or less physical (there are also relaxation games). This break allows the children to clear their brains and rest so that they are more motivated to do the following activities. The sports break also allows children to learn to step away from the screen and make good use of it.
COCO THINKS and COCO MOVES more than 30 educational games and a sports break every 15 minutes of screen time
Accompanying DYS children: an article with examples and practical strategies
Understanding the Impact of DYS Disorders on Social Skills
Children with DYS disorders often face challenges not only in academic settings but also in social interactions. Understanding these impacts is crucial for educators and caregivers. Here are some common social difficulties faced by children with DYS disorders:
- Difficulty in Communication: Children may struggle to express themselves verbally or understand social cues, leading to misunderstandings.
- Challenges in Group Activities: Engaging in team sports or group projects can be daunting due to coordination or communication issues.
- Social Isolation: The inability to keep up with peers academically may lead to feelings of exclusion or loneliness.
- Low Self-Esteem: Continuous struggles can affect a child’s self-image, making them hesitant to engage socially.
Effective Teaching Strategies for DYS Disorders
Implementing specific teaching strategies can significantly enhance the learning experience for children with DYS disorders. Here are some effective methods:
- Multi-Sensory Instruction: Use visual, auditory, and kinesthetic learning methods to cater to different learning styles.
- Chunking Information: Break down information into smaller, manageable parts to avoid overwhelming the child.
- Use of Technology: Incorporate apps and tools designed to assist children with DYS disorders, such as speech-to-text software.
- Regular Feedback: Provide constructive feedback frequently to help children understand their progress and areas for improvement.
Parental Support and Involvement
Parental support plays a vital role in the development of children with DYS disorders. Here are ways parents can be involved:
- Open Communication: Maintain regular communication with teachers to stay informed about the child’s progress and challenges.
- Encouragement: Foster a positive environment at home that encourages learning and self-expression.
- Participate in Workshops: Attend workshops or seminars focused on DYS disorders to better understand how to support their child.
- Advocate for Resources: Be proactive in seeking out resources and support services available for children with DYS disorders.
Resources and Support Networks for DYS Disorders
Accessing resources can greatly aid children with DYS disorders and their families. Here are some valuable resources:
- Support Groups: Joining local or online support groups can provide emotional support and practical advice from other parents.
- Educational Resources: Websites and organizations dedicated to DYS disorders offer a wealth of information, including strategies and tools for educators and parents.
- Professional Help: Consulting with specialists such as psychologists or educational therapists can provide tailored support for the child.
- Government Programs: Investigate local government programs that provide assistance and funding for children with learning disabilities.
