Scottish Dyslexia Network

Surviving ADHD at Work and School

2010-10-29T15:56:00.000-07:00

Accommodations range from desks designed for standing, to talking calculators and office location

School means seven classes with seven different teachers. Work means all day, five days a week, in a pressure-filled, deadline-oriented office. In either setting, there are assignments to juggle, time to manage, and priorities to organize. For someone with attention deficit hyperactivity disorder, success in school or the workplace is a moving and elusive target.
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"People with ADHD can't make it out the door on time. They have trouble finishing projects, problems with paperwork, and usually, a disaster of an office," says psychotherapist Terry Matlen, author of Survival Tips for Women with ADHD. "When you take the symptoms of ADHD and put them into a work or school setting, there's more than likely going to be a struggle."

About 4 percent of adults and children are believed to have ADHD. They are forgetful and hyperactive, have trouble staying focused and paying attention, and understand or follow instructions with difficulty—all symptoms that can wreak havoc on educational and professional success. Up to a third of students with ADHD drop out of high school, and they're also less likely to attend and graduate from college.

It's no better in the workplace: Adults with ADHD lose an average of three weeks a year of productivity, according to the World Health Organization. They earn less than their coworkers, take more sick days, have more on-the-job accidents, and are more likely to be fired. They also don't get the support that students do. To succeed, they must take the lead by developing coping strategies themselves.

At School
Spurred by greater awareness of the condition and a growing number of diagnoses, schools are catering to ADHD students with innovative approaches to learning, such as under-the-desk pedaling devices that simulate bicycle riding. Desks that are designed for standing or have built-in treadmills are also popular. Movement and standing enhance focus and attention, says Katherine Schantz, head of the Lab School, which serves students in kindergarten through twelfth grade in Baltimore and Washington, D.C., who have ADHD and learning disabilities. Even squeezing rubber balls or doodling in class can promote concentration, says Schantz. In fact, past research suggests doodling boosts both concentration and recall by preventing daydreaming and helping to maintain a level of mental arousal, allowing the brain to absorb information.

Hands-on instruction using multiple senses is far more effective than the traditional classroom setting, says Schantz. Lab School students spend 40 minutes a day in academic clubs that recapture specific times and places in history. The Renaissance Club, for example, welcomes students to Florence, where they work as guild artists for a patron—their teacher—and learn about history, geography, and civics. In the Revolution Club, students dress up as historical characters to learn about the experiences and perspectives of early American life. The clubs appeal to all types of learners, including those who need to see or hear or touch to understand an idea, and liven up monotonous school days that set a student's mind to wander.

Most students with ADHD, of course, cannot attend expensive specialized schools. But mainstream curriculums are taking ADHD into account—for example, by considering where ADHD students sit. A desk near the front of the classroom minimizes distractions and allows teachers to reengage a student with eye contact or a tap on the desk. "But it must be tailored to the individual student," says Ruth Hughes, interim CEO of CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder), a nonprofit advocacy group. "Some do better in the front, but others need to be in the very back, where they can wiggle and stand up and sit down without distracting everybody."

To combat forgetfulness, the bane of many ADHD children, some school districts give students two copies of every textbook: one for home and one for school. Writing and listening at the same time can be tough for these children, so some systems provide a peer note taker.

ADHD-savvy teachers also assign homework orally and hand out written instructions, increasing the likelihood that one or the other will register. Some allow students with ADHD to run occasional errands, like delivering files to the school office, to burn off fidgety energy. Alternating between physical and mental activities helps, too, as does increasing the novelty of lessons by blending films, tapes, flash cards, and group work.

At Work
Students who spend years in nurturing classrooms eventually move on to jobs, with potentially unsympathetic bosses. Some experts warn that job applicants and employees should not disclose their condition. "You don't know what your boss or coworkers think or know about ADHD," says clinical psychologist Ari Tuckman of West Chester, Pa. "There's still a lot of misinformation out there. If they have some farfetched notion about what it means, it may not be conducive to a good working situation."

The first step in minimizing the ADHD factor at work is to make it TO work, says Matlen. "Getting up in the morning requires a tremendous effort," she says. "A lot of people with ADHD have trouble shutting down at night—their brains are so overactive they can't sleep." Multiple alarm clocks may help: one on the nightstand to wake up and another five feet away that can only be turned off by getting out of bed. A third in the bathroom might even be a good idea, Matlen says.

Since productivity often varies depending on the time of day, flex time is a viable alternative to a fixed schedule. Some employees may choose to delay their start time; others may arrive early, if that's when they're most focused, or decide to occasionally work from home.

Eliminating workplace distractions like chatty coworkers can boost concentration. If available, private offices or cubicles should be requested. When you approach your boss, describe a symptom instead of naming your condition, Tuckman says. For example: "I have a tendency to get distracted if I'm in a noisy environment. Is there a quiet spot where I could sit?" Otherwise, spend an hour working in an unused conference room, or close the curtains to minimize outside distractions. A noise-blocking headset or soft music can muffle—if not eliminate—office racket. Even adding a "do not disturb" sign or turning the desk to avoid facing the door can help those thrown off by interruptions. Meetings in particular can be nervewrackingly chaotic or deadly dull. If you tend to zone out or lose track, record them and review the sessions later, undisturbed.

Since people with ADHD are often visually oriented, files, schedules, and other documents should be color-coded. To combat time management problems, break projects into smaller tasks and create a schedule allocating a specific amount of time to each piece. Use a vibrating watch to (silently) stick to that schedule—and to remember phone calls and meeting times.

Moving around throughout the day can counter a tendency to fidget and chatter. Scheduled breaks are helpful, especially before and after long meetings. "Take the long way when you're walking around the office," says Tuckman. "Take the stairs instead of the elevator, and go for a walk or to the gym at lunch. Tell people that you do your best thinking when you're moving around—that it gets the juices flowing."

Source: U.S. News

DYSLEXIA AWARENESS WEEK - 1st - 7th November 2010

2010-10-18T03:08:00.000-07:00

Dyslexia Scotland are delighted to announce an exciting programme of events to celebrate Dyslexia Awareness Week, now in its 20th year.

The theme of this year's Awareness Week is 'Hidden Dyslexia'.

Dyslexia Scotland, in partnership with Edinburgh City Libraries and Bank of New York Mellon, is planning an exciting programme of events to take place from 1st-7th November in the capital.

Come along and join in - there's more to dyslexia than you think. CLICK HERE for the programme.

Source: Dyslexia Scotland

Entrepreneur to open school for dyslexic children

2010-10-14T02:41:00.000-07:00

THE first dedicated centre for youngsters in Wales with dyslexia will open next month.

The not for profit Tomorrow’s Generation Trust will initially provide specialist dyslexic teaching during the school holidays and during weekends.

The trust was set up by Swedish-born entrepreneur Anders Hedlund who, like his father and son, also has dyslexia.

The school is based at his home in Cardiff, in a 1,400 sq ft environmentally friendly building with solar panels and a rain harvesting system

Mr Hedlund, the founder of Christmas cracker-to-gift- wrap company International Greetings, said the strategy was to provide specialist teaching, based on dyslexia software such as Lexion, which is used with successful results in 80% of schools in Sweden.

“It has always been my dream to help dyslexic kids in Wales,” he said. “Our aim is to be the number one school for dyslexia in the world. It will take time, but the strategy is also to establish satellite schools in other cities in the UK and potentially overseas.”

Mr Hedlund said many youngsters with dyslexia were wrongly diagnosed with having behaviour problems, and as a result were unfairly labelled as “lazy and stupid”.

“It is therefore not surprising that youngsters with dyslexia suffer from low self-esteem,” he said.

“Our vision is to get the kids back into conventional schools as quickly as we can. And when they do, near the top of the class rather than the bottom.

“It is all about providing them with the right toolkit to be successful back in the mainstream.”

Initially the school accommodates up to eight pupils at anyone time – increasing to potentially 12 from next year. The plan is to have a mixture of children whose fees are paid for by parents – at around £350 a week – and, as it becomes established, taking pupil referrals from local education authorities.

As a charitable trust the school will also look at fundraising activities to subsidise places for children from disadvantaged backgrounds.

Each pupil will be provided with their own secured laptops so from home they can access the centre’s dyslexic learning software.

They will all be individually assessed before starting the school, which will allow for specific learning provision.

Trustee Sean Jenks said: “We want to work in partnership with local education authorities as well as looking to providing teaching during terms times from next year.”

The school is aimed at key stage two children aged from seven to 11. Mr Jenks said the strategy was also to work closely with the higher education sector – providing opportunities for postgraduate research into dyslexia, as well as a resource for trainee teachers.

Mr Hedlund said: “If we can accommodate 50 teachers a year they can then in turn teach 500 to 1,000 pupils a year.”

Trustees of the charity include former chairman of International Greetings and Welsh Water John Elfed Jones and the father of First Minister Carwyn Jones, Caron Jones.

Mr Hedlund said: “Lexion is used in around 80% of schools in Sweden. It has also been used in trials in Swedish prisons and has been incredibly successful with inmates who had not been able to read or write.”

The school, which will accommodate its first intake for next month’s half-term, will have a “hall of fame” showcasing people with dyslexia who have been highly successful, including entrepreneur Richard Branson.

by Sion Barry, Western Mail

Source: WalesOnline

ADHD brain chemistry clue found

2009-09-10T23:36:00.000-07:00

US researchers have pinned down new differences in the brain chemistry of people with attention deficit hyperactivity disorder (ADHD).

They found ADHD patients lack key proteins which allow them to experience a sense of reward and motivation.

The Brookhaven National Laboratory study appears in the Journal of the American Medical Association.

It is hoped it could help in the design of new ways to combat the condition.

Previous research looking at the brains of people with ADHD had uncovered differences in areas controlling attention and hyperactivity.

But this study suggests ADHD has a profound impact elsewhere in the brain too.

Researcher Dr Nora Volkow said: "These deficits in the brain's reward system may help explain clinical symptoms of ADHD, including inattention and reduced motivation, as well as the propensity for complications such as drug abuse and obesity among ADHD patients."

The researchers compared brain scans of 53 adult ADHD patients who had never received treatment with those from 44 people who did not have the condition.

All of the participants had been carefully screened to eliminate factors which could potentially skew the results.

Dopamine pathway

Using a sophisticated form of scan called positron emission tomography (PET), the researchers focused on how the participants' brains handled the chemical dopamine, a key regulator of mood.

In particular they measured levels of two proteins - dopamine receptors and transporters - without which dopamine cannot function effectively to influence mood.

ADHD patients had lower levels of both proteins in two areas of the brain known as the nucleus accumbens and midbrain.

Both form part of the limbic system, responsible for the emotions, and sensations such as motivation and reward.

Patients with more pronounced ADHD symptoms had the lowest levels of the proteins in these areas.

Dr Volkow said the findings supported the use of stimulant medications to treat ADHD by raising dopamine levels.

The findings also support the theory that people with ADHD may be more prone to drug abuse and obesity because they are unconsciously attempting to compensate for a deficient reward system.

Andrea Bilbow, of the ADHD charity ADDISS, said the study might help convince people who argue that ADHD is more to do with bad parenting than any concrete medical difference.

She said: "The findings of this new research will go a long way to helping us understand the presentation of symptoms but more importantly it may give teachers more of an idea of what interventions should be used in the classroom in order to accommodate children with ADHD.

"For far too long there has been an assumption that children with ADHD are deliberately wilful which has led to mismanagement and ultimately permanent exclusions from school."

Professor Katya Rubia, of London's Institute of Psychiatry, said: "This study widens our horizons. It shows that ADHD is not just about abnormalities in the attention systems of the brain, but also abnormalities in the motivation and emotion centres.

"It suggests that teachers need to make sure that school tasks are interesting and exciting, so that children with ADHD are motivated to remain interested."

Source: BBC

Dyslexic policeman 'victimised'

2009-09-01T01:09:00.001-07:00

Above Ch Insp Haynes

A senior police officer has told an employment tribunal that he was "victimised" because he is dyslexic.

Ch Insp Phillip Haynes, 42, of Gloucestershire Police, says he was passed over for promotion after he raised the condition with his bosses.

Mr Haynes claims a letter detailing extra time he needed to pass his superintendent exam prejudiced the promotion board against him.

The force told the hearing in Bristol that they had tried to help Mr Haynes.

Victoria von Wachter, representing Gloucestershire Police, said the force had done a lot to assist Mr Haynes during the selection process.

'Not fit'

Mr Haynes, of Newnham-on-Severn, said he first became aware that he might have been dyslexic when he was 12.

After twice failing the interview stage for promotion to inspector, he sought help from a dyslexia expert who wrote to Gloucestershire Police asking for special allowances to be put in place for Mr Haynes in his day-to-day duties and in future interview situations.

Mr Haynes said he thought this communication "caused the [promotion] board members to decide that I was not fit to be a senior police officer".

He said he felt "victimised" after his next promotion application was failed at the paper application stage.

He was also unhappy at subsequently being moved from being an acting superintendent back to being a chief inspector.

The former soldier, who joined the county's constabulary in 1989, said: "I have found my treatment to be extremely distressing."

The hearing continues.

Source: BBC

SNP accused of failing kids as dyslexia numbers double in schools

2009-08-20T22:11:00.000-07:00

THE number of Scots schoolchildren with dyslexia has almost doubled in two years.

Shocking new figures show 4169 youngsters with the learning disability in classrooms last year, compared with 2875 in 2007 and 2290 the previous year.

Charity Dyslexia Scotland say they fear there are many more who have not been identified and are missing out on vital support.

Dyslexia causes difficulty with reading, writing and memory. Celebrity sufferers include former Formula One champion Jackie Stewart and Scottish rugby hero Kenny Logan.

Cathy Magee, chief executive of Dyslexia Scotland, said: "We welcome the fact that people are becoming more knowledgeable about dyslexia and that, as a result, there is a greater willingness to talk about it.

"It is likely that this has led to the increased numbers being identified as dyslexic in schools.

"Although as one in 10 people in Scotland is thought to be dyslexic, there is a long way to go towards identifying and then helping all dyslexic learners appropriately."

Figures show three times as many boys as girls are dyslexic. There were 1098 girls with the learning disability in 2008 and 3071 boys.

The SNP promised £30million of additional support for children with dyslexia and autism in their election manifesto in 2007.

Labour education spokeswoman Rhona Brankin said: "Identifying children with dyslexia is one thing.

"Supporting them is another matter and one the SNP are failing.

"Tight council budgets has triggered a decline in the number of support staff who are there to ensure that children with dyslexia and other learning needs get extra help in the classroom."

A Scottish Government spokesman said: "Changes to the recording of additional support needs were fully introduced for the 2008 statistics, therefore previous years cannot be compared on a like-for-like basis."

Source: The Sunday Mail

Ed Balls: Helping children with special needs is a moral imperative

2009-08-05T23:16:00.000-07:00

We can remove the barriers that hold some pupils back

Being a parent of a child with special education needs or a disability can be hugely frustrating. Over the past two years I've met many headteachers and teachers who are passionate about making sure these children progress. But too often parents tell me they still have to fight the "system" to get the high-quality provision their kids need and deserve.

That's why, last year, I asked Brian Lamb to lead an independent inquiry into how we improve parental confidence in the assessment system for children with Special Educational Needs (SEN). His interim report today sets out two key recommendations which we will implement.

First, in response to concerns raised by all too many frustrated parents, we will strengthen their appeal rights if they are unhappy with their child's statement of SEN. Parents will now have a new right of appeal if their child's statement has been reviewed but not amended by the local authority. So if parents feel their children's needs have changed but have not been picked up, they will be able to demand that it is looked at again.

And second, following campaigning by John Bercow in his last months as a Conservative backbencher, we will now change the law so that all schools are inspected on how they support children with SEN and disabilities. Making the achievements of these children a top priority for Ofsted inspectors, alongside the extra funding and guidance we are giving to schools, will help to ensure that children with SEN and disabilities realise their full potential.

I am determined to move support for children with SEN to the centre of education policy. Getting pupils with SEN the help they need is a moral imperative: by working together we can remove the barriers which hold some children back and stop them succeeding. And when you consider that 70 per cent of young offenders and two-thirds of excluded children have a special educational need, this is vital to any vision of a fair and cohesive society. But as we will see when the primary school results are published tomorrow, making sure children with SEN get a better deal is not just an add-on: it's also core to the school standards agenda.

We should celebrate the fact that extra investment in schools, more teachers and teaching assistants has delivered real progress over the last 12 years. Over 100,000 more 11 year olds are reaching the expected level in English and in maths than in 1997, with standards now rigorously monitored by the new independent watchdog Ofqual. Children with SEN have made faster progress in recent years: from just one in three getting to the expected level in English six years ago to around 45 per cent today.

But while we are all impatient to go further and faster, as the number of children not getting to the expected level becomes smaller it becomes harder to make progress. Despite the big improvements in outcomes for children with SEN, it's a stark fact that of those 20 per cent of children not getting to the expected standard – level 4 – in English over two-thirds have a special educational need.

Of course, for some children with very severe learning disabilities, getting to level 4 by the age of 11 is too high a threshold for success. And not getting to this level does not mean, as some commentators will claim, that these children "cannot read or write". Most of them absolutely can – but not at the level we'd like them to reach by the end of primary school.

Raising standards and ensuring all children succeed means we must intervene early, not wait until it's too late. We need to identify children's additional needs early on and act quickly to give them extra support. That's why we are training 4,000 new specialist dyslexia teachers. And all children falling behind at primary school in any of the 3Rs will be able to get one-to-one and small group tuition.

We also need to ensure that how a school delivers for its most disadvantaged children is a crucial part of how a school's performance is judged. It's no good having great average results when some children are left behind and not given the support they need to fulfil their potential. So our new School Report Card will give parents a fuller picture than the traditional and rather narrow league tables printed in the newspapers.

National curriculum tests at 11 – whether in their current form or the new "stage not age" tests currently being piloted – are the only reliable and objective measure of how individual primary schools are performing and provide vital information to parents. But the Report Card is being introduced because we want schools to be recognised for more than just the overall test and exam results, the average result of the average child.

I know these tests are controversial with some headteachers. But I do hope this week that the debate will not simply be about the testing system itself. What really counts is that we act to make sure every child can succeed and ensure schools are accountable for the progress of every child.

Today's Lamb Inquiry report is an important step forward for thousands of parents and children. But we will need to go even further in the coming months if we are to really give every child with a special educational need or a disability the best start in life.

Ed Balls is the Secretary of State for Children, Schools and Families

Source: The Independent

37 common characteristics of Dyslexia:

2009-08-04T00:04:00.000-07:00

Most dyslexics will exhibit about 10 of the following traits and behaviours. These characteristics can vary from day-to-day or minute-to-minute. The most consistent thing about dyslexics is their inconsistency.

General

Appears bright, highly intelligent, and articulate but unable to read, write, or spell at grade level.
Labelled lazy, dumb, careless, immature, "not trying hard enough," or "behavior problem."
Isn't "behind enough" or "bad enough" to be helped in the school setting.
High in IQ, yet may not test well academically; tests well orally, but not written.
Feels dumb; has poor self-esteem; hides or covers up weaknesses with ingenious compensatory strategies; easily frustrated and emotional about school reading or testing.
Talented in art, drama, music, sports, mechanics, story-telling, sales, business, designing, building, or engineering.
Seems to "Zone out" or daydream often; gets lost easily or loses track of time.
Difficulty sustaining attention; seems "hyper" or "daydreamer."
Learns best through hands-on experience, demonstrations, experimentation, observation, and visual aids.

Vision, Reading, and Spelling

Reads and rereads with little comprehension.
Complains of dizziness, headaches or stomach aches while reading.
Confused by letters, numbers, words, sequences, or verbal explanations.Reading or writing shows repetitions, additions, transpositions, omissions, substitutions, and reversals in letters, numbers and/or words.
Complains of feeling or seeing non-existent movement while reading, writing, or copying.
Seems to have difficulty with vision, yet eye exams don't reveal a problem.
Extremely keen sighted and observant, or lacks depth perception and peripheral vision.
Spells phonetically and inconsistently.

Hearing and Speech

Has extended hearing; hears things not said or apparent to others; easily distracted by sounds.
Difficulty putting thoughts into words; speaks in halting phrases; leaves sentences incomplete; stutters under stress; mispronounces long words, or transposes phrases, words, and syllables when speaking.

Writing and Motor Skills

Trouble with writing or copying; pencil grip is unusual; handwriting varies or is illegible.
Clumsy, uncoordinated, poor at ball or team sports; difficulties with fine and/or gross motor skills and tasks; prone to motion-sickness.
Can be ambidextrous, and often confuses left/right, over/under.

Math and Time Management

Has difficulty telling time or managing time or being on time.
learning sequenced information or tasks.
Computing math shows dependence on finger counting and other tricks; knows answers, but can't do it on paper.
Can count, but has difficulty counting objects and dealing with money.
Can do arithmetic, but fails word problems; cannot grasp algebra or higher math.

Memory and Cognition

Excellent long-term memory for experiences, locations, and faces.
Poor memory for sequences, facts and information that has not been experienced.
Thinks primarily with images and feeling, not sounds or words.

Behaviour, Health, Development and Personality

Extremely disorderly or compulsively orderly.
Can be class clown, trouble-maker, or too quiet.
Had unusually early or late developmental stages (talking, crawling, walking, tying shoes)
Prone to ear infections; sensitive to foods, additives, and chemical products.
Unusually high or low tolerance for pain.
Strong sense of justice; emotionally sensitive; strives for perfection.
Mistakes and symptoms increase dramatically with confusion, time pressure, emotional stress, or poor health

New test spots dyslexia early

2009-07-31T00:16:00.000-07:00

One in five students have dyslexia -- a disability that makes learning, and especially reading, difficult. Most cases aren't diagnosed until 3rd grade or later. By then, their chances of catching up in reading are just 1 in 7. But some educators are tackling the problem before a child even knows how to open a book.

Kennedy Woodward is 6 years old and she devours books.

"Now I can read all the words, but sometimes I need some help because it's a long word," said Kennedy.

"She would start writing some of her letters and her numbers backwards," said Sandy Woodward, Kennedy's mom.

In preschool, Kennedy showed early signs of dyslexia.

"We want to identify children early because this is basically a treatable condition. We want to catch them really before they have a chance to fail," said Laura Bailet, Ph.D., neurocognitive specialist.

Having a parent with dyslexia boosts a child's chances of having it by 30 to 40 percent. Other red flags are: trouble recognizing their names in print, struggling with letter names, sounds and rhyming.

A new test looks for dyslexia in kids as young as 3 years old. If they fail a series of rhyming and letter questions, they're enrolled in a nine week alphabet-intensive program.

"The children who were all below average when they started our educational intervention, almost 70 percent of them, moved to the normal range," said Bailet.

After getting help, Kennedy raised her test score from 40 to 95 percent.

"My belief is if you can be successful in reading you can be successful in anything in life," said Sandy.

Kennedy's taking on childhood one page at a time.

It's a common myth more boys are dyslexic than girls, but one study shows boys are more likely to get noticed because they tend to act out when frustrated. Famous women who overcame dyslexia -- Whoopi Goldberg and crime novelist Agatha Christie.

WEB EXTRA INFORMATION: CONNECTING SOUNDS AND WORDS

THE MOST COMMON LEARNING DISABILITY:

Dyslexia is the most common learning disability in children and can continue to persist throughout one's life. It does not affect general intelligence, but can cause difficulty with reading, writing, spelling and sometimes speech. Neuroscientists have discovered areas of the brain develop and function differently in people with dyslexia. Specifically, the brain's ability to interpret images from the eyes or ears into understandable language is impaired.

TYPES OF DYSLEXIA:

There are several different types of dyslexia, including trauma dyslexia, which occurs as a result of brain trauma or injury in the part of the brain responsible for reading and writing. This type of dyslexia is not common in school-age children. Primary dyslexia is caused by a dysfunction of the left side of the brain -- a dysfunction that lasts as a person ages. This type of dyslexia is hereditary and is found more often in boys than girls. Those with primary dyslexia are often not able to read above a fourth-grade level. The third type of dyslexia -- secondary or developmental dyslexia -- is believed to be caused by hormonal development as the fetus is growing. This type of dyslexia lessens as the child ages and is also more common in boys.

Most people believe dyslexia causes people to reverse letter and numbers and see words backwards, but experts say reversals happen even in normal development. The main problem for dyslexics is their ability to recognize phonemes, or basic speech sounds, such as the "b" sound in "bat." This makes it difficult to connect the sound with the letter symbol for that sound and to formulate those sounds into words.

DIAGNOSIS:

Dyslexia is difficult to diagnose, which is why most children with the condition are not identified until third grade or later. There is no single test for dyslexia. Rather, several tests may be administered. For example, a physical exam may be performed to rule out hearing or visual problems. A school psychologist or learning specialist will then assess the child's language, reading, spelling and writing abilities through several standardized tests. Sometimes an IQ test is given. Experts agree that the sooner dyslexia is diagnosed and treated, the better the outcome for the child.

Source: ABC7

Dyslexic pupils missing out on vital help

2009-07-20T01:39:00.000-07:00

Hundreds of dyslexic children will be forced to wait for up to a year for crucial support in class due to a lack of school resources, the Belfast Telegraph can reveal today.

Over 260 children have been told they must now go on a waiting list for extra classroom support — such as much-needed specialist teaching to prevent dyslexic children falling behind — even though many had been given a commitment they would get support next term.

The crisis, which has been felt hardest in the South Eastern and the North Eastern Library Board areas, emerged after more than 300 new pupils were identified as requiring similar support for the same learning difficulty during the current academic year. The figures have angered parents who are concerned that their children are losing out on support when they need it most.

The South Eastern Education and Library Board has admitted that 184 children must now wait a full year — until September 2010 — for the help.

A SEELB spokesman said: “The board has appointed two additional teachers to address the demand for additional support for pupils with dyslexia. Consequently, some 330 pupils will receive support in September 2009. A further bid for additional resources to address the waiting list was submitted to the Department of Education. The board awaits a response. The board regrets that pupils have to wait for a specialist teacher.”

Meanwhile, the North Eastern Education and Library Board has confirmed that an estimated 74 children will be on its waiting list for dyslexia support from September 2009. Among those waiting for support are Jake McCready (8) and Ashleigh McBurney (9) — both pupils at Dundonald Primary School. Their families are angry and worried about the delay.

Jake’s mum Diane said: “Jake was diagnosed with dyslexia in April and all I want is for him to get the help that his school is telling me he needs.”

Ashleigh’s mum Nicola said: “I cannot believe the amount of children who are in the same situation as Jake and Ashleigh.”

A Department of Education spokesman said the majority of schools had staff awareness training in developing a dyslexia-friendly learning environment.

Scource: Belfast Telegraph

Charity’s plea for dyslexics

2009-07-17T01:08:00.000-07:00

A Scottish charity has called for teachers to receive more specialist training about dyslexia, after education secretary Ed Balls announced a £10m programme south of the border.

The Government is to train 4000 specialist teachers in England to provide every local group of schools with access to one, while there will be two other levels of support. The moves are a response to Sir Jim Rose's review of provision for dyslexic learners.

Dyslexia Scotland (DS) said there had been significant improvements north of the border too, but said specialist teachers were few and far between.

Cathy Magee, the charity's chief executive, said: "There are still far too many children who are not identified as early as they could be and therefore who do not receive the support they need when they need it.

"Though there are no statistics available in Scotland on how many specialist teachers there are, we know that there are presently insufficient to be making any real impact. DS would like to see a specialist teacher available to every school and favours the three levels of expertise proposed south of the border. This could make a real difference to outcomes for the children and young people concerned."

At present, hundreds of families turn to DS in desperation because schools do not appreciate the difficulties their youngsters face, she said. The charity provides a list of specialist tutors.

The Scottish charity is watching developments in England closely and working with its counterpart, the British Dyslexia Association. "We welcome the recommendations made by the Sir Jim Rose review and the subsequent announcements in England," said Dr Margaret Crombie, education adviser for DS. "We also welcome the significant developments in Scotland - including the HMIe review in Scotland, the agreement on a working definition of dyslexia; the commitment to a Framework for Inclusion; and the development of DS's dyslexia assessment resource. There is nonetheless a long way to go towards identifying and then helping all dyslexic learners appropriately."

Ongoing advice, information and support for parents, children and young people are also vital.

Dyslexia Scotland's Assessment Working Group is developing a web-based resource for teachers for the assessment of literacy difficulties which is upported by the Scottish Government and due to be launched in January.

Dyslexia Scotland's Helpline - 0844 800 8484 - is open Monday to Friday 10am - 4pm for confidential advice. Visit www.dyslexiascotland.org.uk

Source: The Herald

The Reading Writing Connection in Jackson helps people with dyslexia

2009-07-11T00:35:00.000-07:00

Above Joe Plummer, 13, uses his finger as he spells out a
letter combination in the air with instructor Lyn Sawicki
at The Reading Writing Connection.
The tutoring sessions are helping Joe overcome his dyslexia.

Most students sail through learning the alphabet. For some, though, there are stumbling blocks, like distinguishing a "d" from a "b."

"I always got them mixed up," said Joe Plummer, 13, who just finished seventh grade at Columbia Middle School.

Frustrated that his previous school didn't seem to offer the right help, Joe's mother pulled him out last year and transferred him to Columbia schools. That move and enrolling Joe in The Reading Writing Connection, 202 N. West Ave., in the spring have made a significant difference, said his mother, Chris Plummer of Clark Lake.

"I'm not getting the letters confused anymore, and it's way easier at school. All the stuff I tried to learn I couldn't understand. Now I'm finally out of it," Joe said.

Joe is among roughly 15 percent of the U.S. population who are dyslexic, a neurological condition that is often hereditary and interferes with processing language.

Teaching children and adults how to cope with this issue has been Nancy Naylor's passion for 25 years.

"I was a maverick back then when I went into the (Jackson Public) schools and talked about dyslexia. It was new and different," said Naylor, a partner with Bette Watkins in The Reading Writing Connection.

The two opened the nonprofit a year ago. They seek funding from several sources, the major ones being the Hurst and Weatherwax foundations. The cost is $41 an hour for instruction.

The Reading Writing Connection has 11 part-time tutors helping about 40 students. During the school year, tutors generally go to the child's school. In summer, students come to the center.

"It's not an overnight fix," Naylor said. "But within six to eight weeks you will see the first signs. Kids will start reading street signs for the first time and gradually they won't want to put down their book. There is no better job. You are talking about a kid's future."

Chris Plummer said the change in her son has been dramatic.

"In four months, Joe has increased two grade levels in reading. This is an unbelievable program, a different way of teaching, but a way their brain absorbs it. It makes sense to him," Plummer said.

Sara Benedetto of Jackson is equally gratified about the strides her daughter Tori, 8, has made after being tutored at The Reading Writing Connection.

"I don't know where we'd be without this support," Benedetto said. "We have three other children — none are dyslexic — and we have helped them read by sounding out words. With Tori we couldn't do that. They have tools they have given her, and they teach us as well."

Benedetto said parents wondering if their child needs extra help should first talk to their child's teacher.

"If the school can't help, keep pressing. You have to advocate for your child," she said.

About the condition

How to identify dyslexia: Poor spelling and unexpected difficulty learning to recognize written words are notable signs.
Common indicators: Many with the condition have average to above intelligence; a delay in speaking; problems with reading, spelling and/or comprehension; problems storing information; problems with organizing, sequencing and retrieving information.
Other warning signs: Left-handedness or ambidexterity, family history of dyslexia, allergies and attention deficit disorder.

Source: Michigan Live LLC

Education Ills: Don't Rule Out Dyslexia

2009-07-09T22:24:00.000-07:00

Above Dyslexic Girl Trying Hard

"Could it be dyslexia?" I asked my son's kindergarten teacher. "No, it's not dyslexia. Don't worry, he just needs to work harder" she reassured me. My bright boy, who had anxiously waited for the day he could go to school to learn to read, had begun to tell me that reading was stupid and school was stupid.

"Could it be dyslexia?" I asked my son's first-grade teacher. "No, it's not dyslexia. He just needs to work harder" was again the response that I received. This was after he had become so frustrated one evening and cried "Reading is stupid! It makes my brain hurt," and "I am stupid!"

I sought help for my son and was told that vision therapy was what he needed. More than $6,000 and one year later, he was even further behind. "Could it be dyslexia?" I asked his vision therapist. "No, it's not dyslexia. He could do better, he just chooses not to," she told me.

In second grade, Casey attended his first public school. His teacher told me that he was reading on a kindergarten level. I was shocked. "Could it be dyslexia?" I asked the teacher and reading specialist. "No" was their reply. Meanwhile, my bright boy was struggling, his self-esteem suffering and he had behavior problems at school. Casey was heartbroken to see the Us on his progress reports.

"Do you test for dyslexia?" I asked a psychologist. "Yes," he told me. While waiting for the results, I feverishly searched for information regarding dyslexia. I found a knowledgeable woman, Susan Barton.

She told me what areas of weakness (indicators of dyslexia) I should look for in the testing the psychologist conducted.

When the psychologist reported the results, the weaknesses, the indicators were there. I then asked if my son did have dyslexia and was told: "Dyslexia cannot be tested. Dyslexia is an all-inclusive term for learning disabilities."

I stopped asking "Could it be dyslexia?" I knew the answer. With God as my guide, I learned to tutor my son using an Orton-Gillingham based system, the Barton Reading and Spelling System. His grades quickly improved from Us to As and Bs. Casey's DIBELS scores improved from high risk to above average. After just four months of tutoring, he was reading at a third grade level. Reading finally made sense. On the Florida FCAT Reading assessment, a score of 5 is the highest that a child can earn. Casey scored a 4 in third grade, a 4 in fourth grade and a 5 this year in fifth grade.

Dyslexia is not determined by how great of a parent you are, how much education you have or how much money you have. This is an important truth to grasp. Dyslexia does not discriminate. You must listen to your gut instinct and listen to your child. Professionals can be wrong. They may have a big heart and a higher education, but they can still be wrong.

For professionals reading this (teachers, doctors, principals, reading specialists, etc.) my hope is that you will take the time to learn more about dyslexia so you too can spot the warning signs. It is not my intention to discredit any of my son's teachers, private schools or public schools. My intention is to increase awareness.

My son has been blessed with many wonderful teachers who have done an awesome job educating him. They simply did not comprehend the fundamentals of dyslexia. I have worked within the Polk County schools for several years and to the many educators out there, I extend my appreciation for all that they do. We need to do more to recognize and understand dyslexia.

If you have ever found yourself asking "Could it be dyslexia?" the answer is "Yes, It could be dyslexia." Please, don't wait another moment to seek help. It is their life, their future, their self-esteem. Dyslexia can be diagnosed and dyslexia can be overcome. "Seek and ye shall find" (Matthew 7:7).

By Debbie Copple

To learn more about dyslexia and where to seek help, visit www.kangadyslexia.com [the author's Web site] and www.brightsolutions.us.

[ Debbie Copple, M.S. CCC/SLP, of Lake Wales is a certified dyslexia tutor and dyslexia testing specialist. ]

Source: The Ledger .Com

Celebrities with special needs: Daniel Radcilffe, Dyspraxia

2009-07-09T01:14:00.000-07:00

On July 15th thousands of Harry Potter fans will rush to local theaters to watch the latest installment of JK Rowling’s popular novels on the big screen. The Half Blood Prince has Daniel Radcliffe once again playing the bespectacled wizard Harry Potter in what is sure to be an amazing performance. Radcliffe has really come to his own as an actor not only in the Harry Potter series but also in other films such as December Boys and on stage in Equus. It is hard to believe that Radcliffe would have any problems when you see him running around and dueling evil wizards in his movies, but last year this talented young man told the world that he has Dyspraxia.

Dyspraxia is a motor learning disability It can cover a wide range of problems from speech to walking. There is no known cause, but it is thought to have something to do with neuron development. Children with Dyspraxia are often considered to be clumsy or uncoordinated and have trouble following directions. When the child is a baby he may be delayed in sitting up, walking, and talking. In the preschool years he may have trouble with potty training, learning how to dress himself, focusing on a task, or completing puzzles. As an older child, he may have trouble with organization, school work (especially math and writing), and remembering instructions.

It is important that you talk to your doctor if you have concerns that your child may have Dyspraxia. With intervention, people with Dyspraixia may improve on some of their symptoms. Young children with this disorder typically have speech, physical, and occupational therapies to help them with their delays. Therapy is not a cure all, but it can help. Radcliffe once joked in an interview that sometimes he has difficulties tying his shoes. While he may have trouble with those pesky shoelaces, he has stunned the world with his performances. Daniel Radcliffe is yet another great example of how a disability does not define you, it’s just a small part of who you are.

Source: Examiner.Com

Federal Ban Sought On Student Restraint

2009-07-08T01:25:00.000-07:00

Educators' use of restraint holds and other methods to subdue students they deem disruptive has been blamed for injury or death of many students in recent years. Now groups are pushing for a federal ban on certain tactics.

Properly done, restraint involves using precise holds, often with the hands or arms, to subdue and calm someone. Students in such circumstances -- many of which have learning disabilities such as autism and attention deficit hyperactivity disorder -- also are sometimes put in so-called seclusion rooms.

Although there are no nationwide data on the use of such measures, they have attracted greater attention in recent years as more students with behavioral disabilities are being educated in mainstream schools where there is greater public scrutiny and many educators have little related training. Although some situations have been the result of threatening behavior by such students in classrooms or hallways, researchers say many incidents don't appear to have involved children who were aggressive.

In a report last month, the Government Accountability Office said it found hundreds of allegations of school-related "death and abuse" since 1990, the vast majority involving children with disabilities. The cases included a Florida teacher's aide who gagged and duct-taped children as young as 6 for misbehaving and a 14-year-old in Texas who refused to stay seated in class and died after a 230-pound teacher tried to restrain him by lying on top of him on the floor. In Texas alone, the GAO said more than 4,200 students were restrained nearly 19,000 times during the 2007-08 school year.

In January, a report by the National Disability Rights Network, a system of federally mandated legal-advocacy organizations, detailed dozens of similar cases. Such groups have been in the forefront of the debate because children with disabilities are so often involved.

Some want a federal ban on tactics such as restraints of prone students that can imperil breathing. "We think they have to be tightly controlled at the federal level," said Barbara Trader, executive director of Tash, an advocacy group for people with disabilities.

But Bruce Hunter, associate executive director of the American Association of School Administrators, said it is sometimes an educator's duty to try to restrain a student. "You can't sit and call the cops and watch," he said.

The federal government already regulates the use of restraint and seclusion in hospitals and other facilities that it helps to fund. In psychiatric hospitals, for instance, only licensed medical personnel can order that a patient be restrained or put into a locked room.

But there are no related federal laws covering schools, and state regulations -- where they exist -- vary widely. According to the GAO, seven states restrict the use of restraints but not seclusion; 19 states have no restraint or seclusion laws. "The one place where our kids spend the most time is the place where they have the least protection," says Rocky Nichols, executive director of the Disability Rights Center of Kansas, a legal-advocacy group.

In Washington, the effort to limit the use of such techniques is being championed by Rep. George Miller, chairman of the House Committee on Education and Labor. In January, the California Democrat called for the GAO review, and last month his committee held hearings. What was discovered, he said in an interview, is a system "in which children are unnecessarily dying and being harmed."

In testimony before Congress in May, Education Secretary Arne Duncan called such findings "disturbing" and said he is instructing chief school officers in all 50 states to detail their plans for keeping students safe. Several dozen advocacy groups subsequently discussed the issue in a meeting with White House staff.

Phyllis Musumeci, founder of a group called Florida Families Against Restraint and Seclusion, said federal oversight is critical. "These are children, not apples and oranges," said Ms. Musumeci, who says her son was restrained 89 times during a 14-month period in middle school. "We need to all be working off the same law."

The scope of any possible federal law is still uncertain. Mr. Miller and others involved in the discussions say they would like it to be crafted so that states are primarily responsible for developing and enforcing policies. One possible model is a bill Mr. Miller sponsored last year that was focused on preventing child abuse at residential treatment facilities. It would require states to develop such policies involving those settings and establish a federal system for evaluating reports of abuse. The House has passed the bill but it has yet to be taken up in the Senate.

By Robert Tomsho

Write to Robert Tomsho at rob.tomsho@wsj.com

Scource: The Wall Street Journal

Scots F1 legend Sir Jackie Stewart visits old school to receive freedom of West Dumbartonshire

2009-07-06T03:10:00.000-07:00

Racing legend Sir Jackie Stewart received a special 70th birthday present yesterday - the freedom of his childhood home.

And when he visitied his former schools in Dumbarton, he opened his heart on his battle with dyslexia.

At Dumbarton Academy, he told fellow dyslexia sufferer and Formula One fan Harry Watters, 14, he could "be the next Lewis Hamilton".

And the three-times world champion was thrilled to find out about Dumbarton Academy Seniors Against Harassment, an anti-bullying group set up by 17-yearold pupil Katrina Sheerin.

Sir Jackie said: "I wish you guys had been around when I was at school.

"It's fantastic kids with problems can contact their peers anonymously for advice if they don't want to approach a teacher. Back in my day, you never went to a teacher for an issue like harassment.

"If you were like young Harry here, you were told you were dumb and thick - simple as that.

"It was quite painful visiting my old primary, Knoxland Primary, earlier because my schooldays were the unhappiest of my life.

"They were humiliating and left me with an inferiority complex.

"I was ostracised by the clever children because I wasn't able to read and felt like a dummy. If you didn't pass your 11-plus test, you were identified as stupid.

"And that attitude spilled out of the classroom into the playground.

"Children considered stupid didn't have as many friends because the clever ones didn't want to be seen speaking to you.

"Sport saved my life.

"I was a Scottish then British clay pigeon shooting champion, which gave me confidence.

"But some dyslexics turn to drink and drugs to escape, which can lead to unemployment and crime.

"It's no coincidence a large percentage of our prison population can't read or write.

"I wasn't diagnosed with dyslexia until I was 42 - the same time my sons Paul and Mark found out they had it.

"The support given these days to children like Harry here is a million times better but we still have some way to go."

Briony Waddell, 14, who also has dyslexia, told Sir Jackie she was being helped by a specialist learning support teacher.

Sir Jackie assured her she would find ways to cope.

The granddad-of-nine said: "I still can't say the alphabet or the Lord's prayer and when I received my knighthood, I had to hum the national anthem next to the Queen because I didn't know the words.

"But you develop ways round things and the key is to find something you're good at and stick at it.

"Einstein was dyslexic and if I hadn't won three world championships, I would be the world's best window cleaner - seriously.

"My son Mark is a talented film director who had three BBC shows on the same night last weekend and Paul successfully runs racing teams.

"But I would also say to the majority of people who are not dyslexic - don't ignore or ridicule those who are, because they can think outside the box and you might end up working for them one day.

"When you are dyslexic, you have to put more effort into things than anyone else."

Sir Jackie said it was a "huge compliment" to be made a freeman of West Dunbartonshire.

He added: "I'm delighted West Dunbartonshire is proud of my achievements and is granting me this honour."'Don't ignore or m ridicule dyslexics - they can think outside the box'

Source: Daily Record

Court ruling should encourage government to adequately fund special needs schooling

2009-07-04T00:00:00.000-07:00

News of last week’s Supreme Court ruling in favor of an Oregon special needs student whose parents sought reimbursement for the cost of private schooling was quickly knocked off the front page by higher profile end-of-term decisions. But school districts here and throughout the nation will be studying this 6-3 ruling for months to come, trying to determine just how far they’re going to have to stretch already tight budgets.

The federal Individuals with Disabilities Education Act (IDEA) has always mandated that school districts reimburse the cost of private schooling when public schools do not provide the needed programs. But a 1997 amendment to the law limited reimbursement to students “who previously received special education” in public schools that offered special education. Last week’s decision removed that limitation. It said a school district may have to pay for the private schooling of special needs students who had never made use of programs offered by the district.

The decision could prove costly for many public school districts, no question. Indeed, this concern was expressed by the dissenting justices. Justice David Souter, who was joined in the dissent by Justices Antonin Scalia and Clarence Thomas, wrote: “Special education can be immensely expensive, amounting to tens of billions of dollars annually and as much as 20 percent of public schools’ general operating budgets. Given the burden of private school placement, it makes good sense to require parents to try to devise a satisfactory alternative within the public schools.”

Souter’s point is well-taken. However, in this case, the Forest Grove School District appears to have failed the family with regard to offering a satisfactory alternative. It evaluated the teen for learning disabilities and determined that he didn’t qualify as a special needs student. He was diagnosed as having special needs only after his parents had put him in a private school at the cost of $5,200 per month. The school district refused to reimburse the family for the private schooling, arguing that they first needed to back up and try the district’s special needs program.

It was a difficult case, but we think the court got it right. As Justice John Paul Stevens wrote in the majority opinion, “It would be strange for the act to provide a remedy, as all agree it does, where a school district offers a child inadequate special education services, but to leave parents without relief in the more egregious situation in which the school district unreasonably denies a child access to such services altogether.”

Still, the additional burden this opinion could place on taxpayers is worrisome. But it doesn’t have to be that way — not if the federal government would begin to live up to its pledge to more adequately fund the IDEA’s mandate. Congress committed more than a decade ago to covering at least 40 percent of the additional costs of teaching children with special needs. Currently, the federal government funds just 18.6 percent of what teaching children with special needs costs local school districts.

Congress needs to step up, and soon. The court’s more liberal interpretation of the special education mandate should serve as a wake-up call.

Source: The Daily News

Changing How Students Learn

2009-06-29T10:35:00.000-07:00

Dr. Don Deshler of the Center for Research on Learning discusses how to make classroom instruction accessible for all students.

Source: LD online

Teacher training to spot dyslexia

2009-06-29T05:28:00.000-07:00

More teachers will be trained to identify and support children in England with dyslexia, as a report says greater expertise is needed in schools.

Government adviser Sir Jim Rose, who recently reviewed the English primary school curriculum, said parents also needed guidance on the help available.

Children's Secretary Ed Balls has announced £10m for extra help, including training for 4,000 teachers.

Charity Dyslexia Action called it a "landmark report".

"I have met many parents who have struggled to get the right support for their children," said Mr Balls, launching the report on Monday with Sir Jim at Lyndhurst School in Southwark, south London.

"Sir Jim's recommendations mean that every child's reading needs will be monitored, those who need extra help will receive one to one support, and children with severe literacy difficulties will have the help of a specialist dyslexia teacher.

"We are going to say loud and clear today, through Jim Rose's report, that dyslexia exists, it is a condition where there should be help for every child in every school.

"We are going to make sure that every teacher gets some basic training to recognise the issues."

Training for 4,000 teachers means that there will be at least one specialist teacher for each local group of schools, he said.

Defining dyslexia

The report also says the government should commission online training courses for teachers to help them find the right techniques for teaching literacy.

And it says there should be clearer guidance for parents about what help is available for dyslexia.

In his report, Sir Jim defines dyslexia as a "learning difficulty which primarily affects skills involved in accurate and fluent word-reading and spelling".

The charity Dyslexia Action said it was a "great step forward" to have a definition of dyslexia which those affected could recognise and accept.

Sir Jim says dyslexia should not be treated as a distinct category of people, but as a continuum, much like other disorders.

He adds that children with dyslexia need to be taught in a highly-structured way, with a strong emphasis on the phonic structure of language.

Those with dyslexia can experience mild or more severe difficulties, according to dyslexia organisations.

However, some educational experts question how helpful it is to define dyslexia in such broad terms.

Professor Julian Elliott, head of education at Durham University, questioned how dyslexia differed from children who simply found reading difficult.

He said: "Most definitions - including I suspect the one in this report - simply describe children who have difficulty learning to read and write.

"We've known for generations there are plenty of such kids in society.

"They do need special help - but what they don't need is some pseudo-medical label. It's just really woolly thinking."

'Clarity'

Dyslexia Action's chief executive, Shirley Cramer, said reading difficulties were a classic symptom of dyslexia, but that other difficulties were often also involved, and some could occur together.

She described dyslexia as a "basket of issues" and said many people with dyslexia can experience difficulties with:

phonological awareness (the connection between sounds and the letters that produce them)
verbal memory
attention
organisation
sequencing

Dr John Rack, a member of Jim Rose's expert advisory group, said:

"This report represents a landmark for dyslexia in the UK.

"Finally, we have agreement on the definition of dyslexia, based on careful consideration of the research literature.

"That definition has been accepted by the UK's national dyslexia organisations and should therefore provide the clarity which has been lacking in the past."

The National Union of Teachers welcomed the report, but warned that training for 4,000 teachers might not be enough.

"While this is a good start, it is likely that we will require more teachers trained in the future to address the needs of children and young people coping with dyslexia," said its general secretary, Christine Blower.

Source: BBC

Dyslexia linked to muscle control

2009-06-29T05:18:00.000-07:00

Dyslexia could be caused by defects in the part of the brain that controls muscle co-ordination, Edinburgh scientists have discovered.

Edinburgh University scientists have found the cerebellum, at the base of the brain, may influence how a person learns to interpret written language.

They hope the findings will improve understanding and diagnosis of the condition.

It affects between 5-10% of the population.

The team of researchers also includes scientists from Glasgow University and from institutions in France.

The scientists compared brain scans of people with dyslexia with those of people without the condition.

Dyslexic patients fell into two main categories, those with an enlarged area in the cerebellum and those with a smaller area than normal.

While both groups had lower levels of language skills than normal, those with a smaller area in the cerebellum had greater difficulties with language than those with enlarged regions.

The study suggests that there are a number of distinct types of the condition.

The team believes this difference in the cerebellum may affect the brain's ability to learn rules about language - for example, learning how to recognise when two words sound different even though they look the same when written down.

The cerebellum is known to set rules for movement and coordination within the body and scientists believe it may also perform this function for language.

Dr Cyril Pernet, a Edinburgh University clinical neuroscientist, said: "We do not yet fully understand what role the cerebellum may play in dyslexia, but our results suggest it is an important area of further study.

"This research may help us to identify the different needs of dyslexia patients and to develop tailored treatment programmes for them."

The results of the study have been published in the Biomed Central Neuroscience journal.

The work was funded by the Scottish Imaging Network: A Platform for Scientific Excellence (SINAPSE) and by INSERM.

Source: BBC

Are our schools failing dyslexics?

2008-11-13T07:00:00.000-08:00

It was more than a century ago that dyslexia was first identified as a distinct learning difficulty. The term was coined in 1887 by a German ophthalmologist to describe the case of an otherwise normal boy who had a severe impairment in reading and writing.

In the intervening years, the understanding and treatment of the condition has grown rapidly but, as a new report out today shows, schools across Scotland are still failing some dyslexic pupils.

In a wide-ranging review, HM Inspectorate of Education (HMIE) found dyslexia is now widely recognised and there are many examples of excellent practice in schools, from effective early intervention and use of technology, to high-quality support and teacher training.

However, despite this, the report confirms what parents have long argued - that there is a "mixed picture" of support across Scotland, with teachers having varying levels of skills. As a result, the report concludes, "not all young people have their learning needs addressed adequately".

As expected, HMIE skirts nimbly around current controversies over the existence of dyslexia as a condition in its own right, which were typified by the comments of Professor Julian Elliot of Durham University last year.

Although some estimates suggest as many as 10% of any school class could be suffering from a dyslexia-type condition, Professor Elliot claimed it was used by middle-class parents who feared their children would be classed as low achievers.

However, other evidence is compelling. A recent study by Hull University of 1300 children said dyslexia was a major cause of failure, with over half of those who failed to achieve expected levels in basic tests displaying the signs of being dyslexic.

In the opening pages of the HMIE report, Graham Donaldson, senior chief inspector of HMIE, said it was not the organisation's purpose to settle "a long-running and global debate", but rather to take a pragmatic look at the services provided by education authorities and schools for "learners with literacy and language-skills difficulties".

There were some worrying findings. Around half of Scotland's 32 local authorities offered no specialist facilities for children with dyslexia, only eight had specialist teachers or education officers whose main focus was on the condition, and most reported that specialist teachers, while effective, were limited in number.

At secondary level, pupils expressed concern about inconsistency in the use of strategies to deal with dyslexia and, as a result, pupils' learning experiences varied significantly.

In most schools, the report found, teachers had "limited expertise" in dealing with dyslexia and were not aware of associated difficulties such as problems with co-ordination.

In addition, a third of local authorities were unable to provide any information about how many teachers had gained specialist qualifications, while only a small number held specific information about the number of children with dyslexia for whom they currently provided support.

The report found "very few parents or pupils" were sufficiently informed about the policy of the education authority or school relating to dyslexia. Parents were also critical of long delays in accessing specialist support for their children.

The report also found that all of Scotland's further education colleges, which were generally praised for their work on dyslexia, reported concern at the number of learners who had not been assessed prior to going to college.

As a result, the report concluded: "A mixed picture has emerged in which, sometimes due to the stance being taken and the varied level of skills in schools and authorities, not all young people were having their learning needs addressed sufficiently rigorously and some authorities were not able to take an evidence-based and well-informed strategic overview."

HMIE went on to recommend a number of key areas for improvement, including better guidance on dyslexia and how to identify it, greater consistency of support within and across local authorities, greater awareness and expertise in the pre-school sector to pick up problems more quickly, and better professional development for teachers in primary and secondary schools, including the use of resources such as ICT.

Interestingly, although the report studiously avoids becoming involved in the debate over whether dyslexia exists, it highlights a mix of views as to what dyslexia actually is, stating: "Schools, colleges and universities held a range of perspectives. Such a mix of views can cause confusion for... teachers."

Furthermore, the report highlights the fact that some authorities question the need for collecting specific information about dyslexia because of a desire not to categorise children. However, "where such information was collated, it assisted authorities to plan more effectively to meet learners' needs".

Common acceptance of an agreed definition of dyslexia is one of the key demands of Dyslexia Scotland, a national charity that represents the interests of dyslexic people.

Cathy Magee, chief executive, who welcomed the HMIE report, said there were still pupils with dyslexia in Scottish classrooms whose teachers thought they were "lazy or stupid".

She said: "While that is a minority of cases, it is still crippling to the confidence and self-esteem of those involved. The impact cannot be underestimated in terms of whether those pupils will reach their full potential.

"It would be much easier for schools, teachers, and parents to have a definition of dyslexia that is understood and which would allow assessment to be made in a very tangible way.

"In order for there to be coherent strategies across local authorities it is important that councils identify children as having dyslexia, because otherwise it is easier for people to slip through the net."

Fiona Hyslop, the Education Secretary, welcomed the report and said measures had already been taken to address some of the points identified.

The Scottish Government has already met with the deans of the seven universities involved in initial teacher education and agreed a two-year action plan to make training more inclusive, the minister said.

Source: The Herald

Dyslexia 'cure' centres shut down

2008-06-03T05:54:00.001-07:00

Thirteen UK centres offering controversial treatment for people with dyslexia have been shut down due to financial difficulties.

The Dore programme claimed exercises such as tying knots and balancing on "wobble boards" stimulated parts of the brain and improved reading and writing.

Some 30,000 children and adults have enrolled on the programme since 2000.

The company website said administrators were in talks with possible buyers who would continue treating customers.

The centres were created by millionaire businessman Wynford Dore, whose daughter Susie suffered from such acute dyslexia that she attempted suicide three times.

He has previously said the problem has been very misunderstood and the science has never been there to provide an understanding of the root causes and hence provide a solution.

Some have hailed the £1,500 12-month programmes as a "miracle cure" while others claim it is nothing more than a money-making exercise.

The treatment aims to stimulate a part of the brain called the cerebellum through regular exercises.

The cerebellum is a tangerine-sized part of the brain which co-ordinates movement and balance.

The programme had been endorsed by rugby player and Strictly Come Dancing contestant Kenny Logan and former Wales rugby captain Scott Quinnell.

Alternative therapy warning

On Thursday, a recorded message on the company's telephone line said: "We have temporarily suspended operations. Please be assured we are working on a resolution."

Its website said administrators took over the company on Wednesday and were in talks with possible buyers.

It said this was with the aim of securing a sale which provides "continuity of treatment for customers".

Judi Stewart, chief executive of the British Dyslexia Association, urged caution over such alternative therapies, saying there was no cure for dyslexia.

"The BDA recommends specialist teaching, which is multi-sensory stimulated, as these address all of the effects of dyslexia in learning."

The charity advised any customers with concerns to call its helpline.

Dore centres are located in Bromley, Wembley, Bedford, Belfast, Cardiff and Edinburgh, with the head office in Kenilworth.

Further centres are in London, Manchester, Sheffield, Somerset and Southampton.

Overseas, there are centres in the US and Australia.

Source: BBC

Dyslexic focus in school review

2008-05-11T07:40:00.000-07:00

An inquiry into what is taught in England's primary schools is to be widened to look at how children with dyslexia should be supported.

The government has charged Sir Jim Rose with reviewing the primary curriculum and he is expected to report next year.

He is now being asked to recommend the best way to identify and teach dyslexic children in school.

Dyslexia charities say they want every school to have one teacher trained to identity and support dyslexic pupils.

Announcing the wider remit, Schools Secretary Ed Balls said Sir Jim would recommend how to establish a pilot scheme in which children with dyslexia are given one-to-one tuition from specialist dyslexia teachers or follow what is known as a reading recovery programme.

Mr Balls said: "Jim will consult with dyslexia organisations and his recommendations should provide firm evidence as to the way forward, convince the sceptics dyslexia exists and tell us how best to get these children the help they deserve.

"Children only get one chance at education and if a child falls behind their life chances can be blighted.

"What I'm announcing today will help us put the needs of dyslexic children first and ensure every child has the best start in life."

Failure

The chief executive of the British Dyslexia Association, Judi Stewart, said the organisation welcomed the review - but action was needed now.

"We welcome the review. Jim Rose is very respected. But we firmly believe that the best way forward is to have a specially trained teacher in every school. We should not wait for the pilot to happen."

She added that it would not be good for a child with dyslexia to "fail twice" by being put through a reading recovery programme which was unsuccessful because what they really needed was help specific to their dyslexia.

The government has been providing funding of £1m over three years to a project called "No to Failure" run by several dyslexia charities, led by Xtraordinary People.

The project involves research aimed at showing the value of screening for dyslexia.

It looks at how dyslexia, if ignored, can lead to educational failure and evaluates the impact of specialist teaching on the literacy skills and educational development of pupils found to be at risk of dyslexia.

Tim Loughton, Shadow Minister for Children, said: "Yet another review announced eleven years too late.

"Every child who sits their GCSEs this summer has had their whole education under Labour. The one in ten who suffer from dyslexia will want to know why the government have allowed them to become the lost generation."

Remit

The parameters of the independent Rose Review of the primary curriculum were set out by Ed Balls in January.

He has been asked to review the existing subjects and programmes of study covered in England's primary schools.

This will include recommendations on how to:

introduce languages as a compulsory subject in key stage 2 as recommended by Lord Dearing's review

give pupils a broad range of subjects without crowding the curriculum

"introduce greater flexibility" to help schools narrow the attainment gap between disadvantaged pupils and their peers

improve chances of summer-born children, possibly allowing them to start school later

develop a framework for giving pupils "personal development skills".

Source: BBC

DYSLEXIC MAKES GOOD 'bAd' MOVIE

2008-05-11T06:57:00.000-07:00

Above Vincenzo Giammanco is a former Chartwell School student who has produced the award-winning film "bAd," which will be screened this weekend in Monterey. Giammanco wrote and directed the movie, and financed the project with a $25,000 loan. (VERN FISHER/The Herald)

Was he stupid, or was he just lazy? That seemed to be the riddle teachers kept trying to solve about Vincenzo Giammanco, using every weapon in their arsenal: They scolded him, they challenged him, they ridiculed and humiliated him. They drew "frownie faces" on his schoolwork to take home to his parents, Vince and Annie Giammanco of Salinas.

It wasn't long, he says, before he was exiled to the portable classrooms — away from all the "normal" kids — to take special-education classes alongside children with special needs, some of whom were profoundly mentally retarded.

Giammanco was there because he was struggling with dyslexia, a disorder that afflicts one out of every seven people, many of whom — there are more than 30 million in the United States — don't even know they have the problem.

"It's a learning disability, and it's a hidden disability. You're not going to look at me and say, 'Oh, that guy's dyslexic,'" he says. "But it affects reading, it affects writing, it affects spelling. Sometimes it took me two hours to do the same simple homework assignment that another kid could do in 15 minutes. I had to sound out every letter. I had to decipher every word."

A teacher at Monterey High declared that Giammanco would "never amount to anything," but he was wrong. At just 23, he already appears to have a glowing future as a filmmaker, a career that has been galvanized by a 30-minute short feature, "bAd," which dramatizes the trials and emotions of a dyslexic child. Giammanco wrote and directed the movie, and financed the project with a $25,000 loan.

The Southern California premiere of "bAd" packed a 500-seat theater in Ventura, which stunned Giammanco, who wondered in advance if anybody would show up.

Then the movie won Best Short Film and Best Actor (18-year-old Remy Thorne), and was nominated for Best Picture at the Young Artist Awards, where it competed against productions from Warner Bros., Columbia, Searchlight and other Hollywood giants. It was featured at the L.A. Shorts Festival. And Giammanco has already signed with a film distributor, Starlight Entertainment.

Local premiere

The local premiere — free to the public — is scheduled at 7 p.m. Saturday in the Steinbeck Forum of the Monterey Conference Center. A panel of dyslexia experts will discuss the topic afterward.

The lead character in "bAd," played by Thorne who looks 12, is confused and overwhelmed by his struggle with dyslexia. He feels very much alone with his problems — hardly unusual for a dyslexic, Giammanco says — which casts a profound depression over his life. Many of the protagonist's difficulties are based on Giammanco's childhood.

"I was an extremely creative child, but when school came along I just started falling behind," he says. "My self-esteem began to suffer and I began to hate going there. I'd fake being sick or make any other excuse to get to stay home."

Among his worst days were those when a teacher would make the students read aloud. Giammanco remembers counting the number of students in his row, then counting down to the paragraph he would be asked to read. With tension mounting, he would silently rehearse to avoid embarrassing himself.

Tension mounts

"I'd break out in a sweat, becoming more and more nervous as they moved down my aisle," he says. "I'd look for any excuse to get out of the room. I had to go to the bathroom, I felt sick, whatever."

A scene in "bAd" dramatizes the pressure Thorne's character feels during a read-aloud session, then shows him surreptitiously heating a thermometer with hot tap water in the nurse's office so he would be sent home with a fever. That came straight from Giammanco's childhood, he says.

In Giammanco's case, a two and a half year stint — from second to fourth grade — at Seaside's Chartwell School, which specializes in dyslexia, helped him understand and deal with his disability. He returned to public school in Monterey as a fifth-grader much better equipped, but that was merely the beginning of his journey toward feeling normal.

For one thing, he says, he was concerned that classmates might be laughing at him for mixing special-ed classes with his regular classes, a schedule he continued through high school.

"I never, ever told anybody I was dyslexic, and I didn't want anybody to find out," he says. "I had to go to the (portable classrooms) every day during fourth period at Monterey High, but I'd always wait till the bell had rung and everybody else had gone to class before I walked over there. I didn't want anybody to see me."

Compounding the frustration through most of his schooling was that too many teachers, mainstream and special-ed alike, didn't understand dyslexia and were ill-equipped to help him. Many reacted by belittling him, calling him a slacker, flunking him.

Class at Monterey High

For Giammanco, a turning point came when he enrolled in a filmmaking class during his junior year at Monterey High and discovered he had a talent that could evolve into an exciting career.

"Sometime during my junior year I began to think that maybe dyslexia wasn't the disadvantage I thought it was — maybe it was a gift," he says. "A dyslexic person is forced all his life to think outside the box to (find) ways to do some of the things a normal person does easily. I feel like that often creates a level of creativity, as well as a work ethic, that other people don't have, and those things help when you get out of school and into the real world."

Giammanco produces country music videos, and he expects to expand to feature films soon. He is writing two screenplays.

"If you had told me when I was in the seventh grade that I was going to be a writer someday, I would have said you were crazy," he says. "Thank God for spell check, because I still can't spell."

Hoping to educate

Meanwhile, he is hoping "bAd" proves enlightening to people who know little about dyslexia, including those who might be afflicted without knowing it. He feels thankful that his own parents took the initiative to help him discover and work through his problems, but worries about children who might not be as fortunate.

"I saw a teacher down in Ventura, about 60 years old, who was asked how many dyslexic students she had encountered during her career. She said she'd never met one," Giammanco says. "Well, if one in seven people are dyslexic, she probably encountered quite a few. And she probably saw those students as kids who weren't working hard enough, or kids who just didn't get it. I can't help but wonder where some of those kids are today."

Dyslexia facts

12 to 15 percent of the U.S. population is dyslexic

Approximately 30 million dyslexics are undiagnosed

Dyslexia is the most common cause of reading, writing and spelling difficulties. Forty percent of dyslexics read below the fourth-grade level ·
Famous dyslexics include actor Tom Cruise, musician John Lennon, photographer Ansel Adams, artist Leonardo da Vinci, boxer Muhammad Ali, billionaire adventurer Richard Branson, filmmaker Walt Disney and inventor Thomas Edison

Source: Monterey Herald

Dyslexia Action Plan for Teachers

2008-02-02T03:10:00.000-08:00

Holyrood - 2008-01-29

Dyslexia should not be allowed to limit any child's success First Minister Alex Salmond said today, as the Deans of Scottish Universities involved in Initial Teacher Education agreed a joint action plan to make education more inclusive.

The action plan, agreed at a Dyslexia Summit hosted by the First Minister and Sir Jackie Stewart in the Scottish Parliament, will see:

Development of A Framework for Inclusion, setting out the skills, abilities and values required for student teachers and teachers to support pupils with additional support needs
Development of guidance relating to specific issues such as dyslexia
Development of teaching materials to support teacher training
A review of post-graduate opportunities available to reflect the ideas agreed in the Framework for Inclusion
Improved collaboration between universities

Welcoming the universities' commitment First Minister Alex Salmond said:

"Structured and supportive learning is vital to achieving our individual and national ambitions. This government is determined to deliver an education system that gives young people the confidence to grow their ambitions and the skills to achieve them.

"National and international assessments tell us that our schools are largely performing well. However, we know that there are situations where the system does not serve individual pupils well, and we have a duty to work together to do better.

"With more than 20,000 trainee teachers due to pass through Scottish universities in the next five years, we have a golden opportunity to make sure that they have the knowledge and the confidence to support dyslexic pupils and those with other additional support needs.

"I am delighted that today's Dyslexia Summit has helped generate a roadmap to inclusion that will help to ensure that teachers in Scotland are given the tools and the training they need to meet the needs of their pupils.

"You only need to look to inspirational Scots such as Sir Jackie Stewart to see that dyslexia is no barrier to success. Today's action plan will help make sure of it."

Sir Jackie Stewart said:

"As a dyslexic who was not diagnosed at any time through my period of education, I feel very strongly that we have to significantly change the way that young people in particular, with learning difficulties, are given help and assistance.

"Today's action plan is extremely significant. It is a major step towards ensuring that dyslexics enjoy the support they need to get the best out of their education, and that institutions work together to give teachers the skills and resources they need."

Professor Ian Smith, Dean of Education at the University of the West of Scotland, representing Scotland's Teacher Education Universities said:

"Our action plan will provide an important new national framework within which universities can strengthen our commitment to inclusive education, including dyslexia."

Sir Jackie Stewart OBE, the former world champion racing driver, was diagnosed with dyslexia at the age of 36. He was involved in cars from an early age, and left school by his own admission "with great relief" aged 16 to work in his father's garage.

Other famous people who had dyslexia are Winston Churchill, Albert Einstein and Leonardo da Vinci.

It is estimated that 10 per cent of Scotland's population are dyslexic to some degree.

Dyslexia is often a 'hidden disability' and affects how people process information.

It is associated with difficulties in reading, writing and spelling and is accompanied by poor working memory, sequencing and organisational difficulties.

Source: SNP Website

Davis Dyslexia Video Gallery

2008-01-28T16:24:00.000-08:00

In the Beginning

Ron Davis - Unlocking the Power of Dyslexia

Koosh Balls in the Classroom

Davis Dyslexia Testimonial - Phil

Davis Dyslexia Testimonial - Marsha

Davis Dyslexia Testimonial - Monica

The Davis Dyslexia Correction Program

Source: Davis Dyslexia Association International

Entrepreneurs more likely to be dyslexic

2007-11-25T05:09:00.000-08:00

Many successful entrepreneurs have a touch of the 'awkward squad' about them: a non-conformist outlook, a talent for innovation, a willingness to challenge the status quo. But one academic thinks that many UK schoolchildren with this kind of potential are not getting the recognition and support they need.

Julie Logan, the professor of entrepreneurship at London’s Cass Business School, has compiled some new research on dyslexia among entrepreneurs. According to her study, a remarkable one in three US entrepreneurs suffer from dyslexia – so they’re three times more likely to suffer from the condition than the average condition.

Is this just a coincidence, a statistical anomaly? Logan clearly doesn’t think so. Her research found that dyslexics are more likely to excel in oral communications and problem-solving, they’re more likely to be influenced by a mentor, and they’re better at managing staff (having developed strong delegation skills as a coping strategy). All skills that are found in many successful entrepreneurs.

However, she reckons the UK isn’t dealing with this issue quite as well. Here 20% of entrepreneurs are dyslexic, compared to 10% of the population as a whole – so the difference is less pronounced (although still significant). The problem, she thinks, is that we’re not as good at identifying dyslexia in our children, and then adapting teaching styles to suit them. So instead of being supported and encouraged, and allowed to develop their strengths, these kids become alienated instead.

There’s also a lot more scepticism about the condition in the UK. People are rarely short of a joke about dyslexia – even though it’s clearly no laughing matter for schoolkids though. Ask the professor’s namesake Kenny Logan, the former Scotland rugby union winger, who apparently recently confessed to the Daily Record: ‘At school I was told I was thick and stupid, I spent 90 per cent of my school days crying on the way home.’ (Not exactly the kind of behaviour you’d expect from a 15-stone international rugby player, but maybe he’s getting in touch with his feminine side now he’s on Strictly Come Dancing).

Of course, the counter-argument would be that this kind of challenging upbringing is exactly what makes some entrepreneurs the way they are, because it gives them a point to prove. Perhaps if they were more effectively cosseted from an early age they’d lose this drive and independence? Still, Sir Richard Branson and Bill Gates are just two dyslexics who’ve famously gone on to great entrepreneurial heights. Could we be finding more success stories like this if we start taking dyslexia a little more seriously?

Source: Media Management Today

Meet the brightest sparks in Scotland

2007-11-25T04:54:00.000-08:00

No kidding: Samuel Shekleton wants to bungee jump off the world's tallest skyscraper - after he's built it. With his four siblings, he rarely has his nose out of a book, despite being dyslexic. Photographs: Phil Wilkinson

ONE was humming the Winnie the Pooh theme tune aged just 18 months and the other could correctly identify dinosaurs at the age of three.

Now, 10-year-old Samuel Shekleton and Sarah Thomson, aged 12, have been revealed as the youngest-ever Scottish members of the high-IQ society Mensa.

The parents of both children insist they have avoided hothousing their offspring and instead allowed them to develop at their own pace.

Both youngsters go to state schools and are from ordinary backgrounds. One suffers from a learning difficulty while the other is growing up in a single-parent home.

Samuel, Mensa's youngest Scottish member, has an IQ of 143, which at his age puts him in the top 0.2% of the population. Yesterday, his mother revealed that he achieved the remarkably high score despite suffering from dyslexia.

Although he has problems writing words, his verbal skills are well above those of other children his age and his particular talent lies in debating, strategy games, lateral thinking and reading.

He says that when he grows up he wants to be a businessman so he can "build the world's biggest skyscraper and bungee jump off it".

Samuel, a P5 pupil at Nether Currie Primary School, Edinburgh, is the only Mensa member in his family. His 43-year-old mother Lorraine is a midwife and his father Nigel, 48, is an ambulance driver. The couple have four other children.

His mother said: "Samuel was always a bright child but he is an absolute handful. You could have had a good conversation with him at the age of 18 months. He was always trying to figure out how things worked. He knew all the names of the different dinosaurs by the age of three. But we didn't realise just how clever he was."

However, Samuel's parents are now uncertain about his future education.

"The difficulty is in making the right decision about secondary school and we don't really know the best way forward," his mother added.

"You can easily lose arguments with Samuel because he has such an advanced sense of reasoning and rationale.

"If he wants to stay up late to watch TV he will argue that he wants to see if the programme will end the way he thinks it is going to end. He has problems as well because he has dyslexia so he's not good at writing things down."

She added: "But he's always reading. He takes books into the car with him. He loves playing chess and on computer games he just goes right through all the levels. When we take him to the museum he quickly runs round the exhibits but can tell you exactly what they are about."

Sarah Thomson, who lives in Armadale, West Lothian, had also shown promise from a very early age.

She was able to hum a tune at the age of 18 months, and by the time she got to Primary One she was passing tests aimed at children two years older.

She is now a pupil at West Calder High School, where she regularly scores top marks across all her subjects. And although she has a subscription to National Geographic, her 49-year-old mother Pat says she is just as likely to be found reading teenage magazines.

Sarah's IQ of 157 puts her in the top 1% of the population.

Yesterday, her mother, who is divorced and works part-time as a quality assurance officer, said: "She is a good all-rounder but she is also very level-headed.

"As far as I am concerned, I could have pushed her in any direction I wanted, but I don't believe in pushing children. What's the point in having a 13-year-old child with a Higher in English? It's not going to do her any favours and it's going to ostracise her from her peers.

"She has been called a swot at school, but she's a very level-headed girl."

There are around 24,000 Mensa members in Britain, including 9,000 children, and celebrities such as Sir Clive Sinclair and TV presenter Carol Vorderman.

People are accepted into the society via a supervised IQ test. Scoring is based on age, and those who score within the top 2% of the general population are invited to join.

Mensa's youngest UK member is three-year-old Georgia Brown from Aldershot, who has an IQ of 152, can count, knows her colours and speaks French.

The IQ test is a measure of mental agility

with an average score of 100. However, there is scepticism about the value of the test in measuring intelligence. Critics say it fails to measure creativity and practical knowledge.

A spokeswoman for Mensa described common traits in highly intelligent children. She said: "They generally ask questions all the time and do tend to be interested in speaking, reading or writing at a very early age. They can become very engrossed in a subject."

Source: Scotland on Sunday

37 Common Characteristics of Dyslexia

2007-08-16T00:11:00.000-07:00

Most dyslexics will exhibit about 10 of the following traits and behaviors. These characteristics can vary from day-to-day or minute-to-minute. The most consistent thing about dyslexics is their inconsistency.

General

Appears bright, highly intelligent, and articulate but unable to read, write, or spell at grade level.
Labelled lazy, dumb, careless, immature, "not trying hard enough," or "behavior problem."
Isn't "behind enough" or "bad enough" to be helped in the school setting.
High in IQ, yet may not test well academically; tests well orally, but not written.
Feels dumb; has poor self-esteem; hides or covers up weaknesses with ingenious compensatory strategies; easily frustrated and emotional about school reading or testing.
Talented in art, drama, music, sports, mechanics, story-telling, sales, business, designing, building, or engineering.
Seems to "Zone out" or daydream often; gets lost easily or loses track of time.
Difficulty sustaining attention; seems "hyper" or "daydreamer."
Learns best through hands-on experience, demonstrations, experimentation, observation, and visual aids.

Vision, Reading, and Spelling

Complains of dizziness, headaches or stomach aches while reading.
Confused by letters, numbers, words, sequences, or verbal explanations.
Reading or writing shows repetitions, additions, transpositions, omissions, substitutions, and reversals in letters, numbers and/or words.
Complains of feeling or seeing non-existent movement while reading, writing, or copying.
Seems to have difficulty with vision, yet eye exams don't reveal a problem.
Extremely keen sighted and observant, or lacks depth perception and peripheral vision.
Reads and rereads with little comprehension.
Spells phonetically and inconsistently.

Hearing and Speech

Has extended hearing; hears things not said or apparent to others; easily distracted by sounds.
Difficulty putting thoughts into words; speaks in halting phrases; leaves sentences incomplete; stutters under stress; mispronounces long words, or transposes phrases, words, and syllables when speaking.

Writing and Motor Skills

Trouble with writing or copying; pencil grip is unusual; handwriting varies or is illegible.
Clumsy, uncoordinated, poor at ball or team sports; difficulties with fine and/or gross motor skills and tasks; prone to motion-sickness.
Can be ambidextrous, and often confuses left/right, over/under.

Math and Time Management

Has difficulty telling time, managing time, learning sequenced information or tasks, or being on time.
Computing math shows dependence on finger counting and other tricks; knows answers, but can't do it on paper.
Can count, but has difficulty counting objects and dealing with money.
Can do arithmetic, but fails word problems; cannot grasp algebra or higher math.

Memory and Cognition

Excellent long-term memory for experiences, locations, and faces.
Poor memory for sequences, facts and information that has not been experienced.
Thinks primarily with images and feeling, not sounds or words (little internal dialogue).

Behavior, Health, Development and Personality

Extremely disorderly or compulsively orderly.
Can be class clown, trouble-maker, or too quiet.
Had unusually early or late developmental stages (talking, crawling, walking, tying shoes).
Prone to ear infections; sensitive to foods, additives, and chemical products.
Can be an extra deep or light sleeper; bedwetting beyond appropriate age.
Unusually high or low tolerance for pain.
Strong sense of justice; emotionally sensitive; strives for perfection.
Mistakes and symptoms increase dramatically with confusion, time pressure, emotional stress, or poor health.

Source: Dyslexia.com

Sir Jackie hopes DVD will raise dyslexia awareness

2007-05-31T09:34:00.000-07:00

Racing legend Sir Jackie Stewart said yesterday he hoped new teaching would help increase awareness of dyslexia and prevent sufferers "being left in the dustbin of life".

The three-time Formula One world champion was speaking at the launch in Edinburgh of a Scottish Executive-funded DVD, which is being sent to every school in Scotland.

The DVD features Sir Jackie, who was not diagnosed as having the condition until the age of 41, speaking about how he struggled while at school.

The former Formula One champion, who is president of the support group Dyslexia Scotland, said that when he was at school he was told he was "stupid, dumb and thick".

He said he believed the DVD, created by Edinburgh University with the help of Dyslexia Scotland, would give youngsters with the condition more hope that they could go on to lead a successful life.

He added that it should also improve awareness of the learning difficulty among teachers and education authorities, leading to earlier diagnosis of the condition.

Sir Jackie said: "There are so many people being left in the dustbin of life through poor education and the education authorities have to make sure all of our teachers are fully versed on early recognition of dyslexia so they can help all those people out there."

He criticised Professor Julian Elliot, of Durham University, who earlier this week raised doubts about whether dyslexia existed as a medical condition, instead claiming it was used by middle class parents who feared their children would be classed as low achievers.

But Sir Jackie said: "It's a well-proven fact that there is something called dyslexia. The poor man has either been ill-informed or he hasn't done his homework and he's not listening to the rest of the world."

Scource: The Herlad

Dyslexia defended as 'very real'

2007-05-29T23:57:00.000-07:00

Dyslexia charities have rejected claims that the condition is a label used by middle-class parents who do not want their children seen as low achievers.

The British Dyslexia Association and Dyslexia Action said people with dyslexia had a "very real" problem.

They were responding to claims from Professor Joe Elliott, an educational psychologist at Durham University's School of Education.

Professor Elliott said the term dyslexia was becoming meaningless.

But the British Dyslexia Association and Dyslexia Action said that, to the six million people in the UK living with dyslexia, it was very real.

Myth?

"Dyslexia is a complex condition which affects each person differently and it is irrespective of intelligence, race or social background," the organisations said in a joint statement.

"The severity and different difficulties any one dyslexic person may present can vary. It is for this reason that definitions of dyslexia are not always consistent.

"Once again dyslexia seems to be making the headlines for all the wrong reasons. It is frustrating that the focus should be on whether dyslexia exists or not and claims that it does not is very upsetting to the one in 10 people that it effects."

"The question should be what can be done to help people with dyslexia and those with literacy difficulties?"

The charities said the effects of dyslexia could be minimised by targeted literacy intervention and technological support.

They said the education system should look to identify and support all children at risk of reading failure.
There have been previous claims that dyslexia was being too widely applied or was not an authentic learning problem.

A television programme carrying such claims prompted Schools Minister Lord Adonis to defend the condition to the House of Lords.

He told peers that dyslexia was a "complex neurological condition" and that people with it needed proper support.

Dyslexia is defined by BBC health expert Dr Rob Hicks as "a congenital and developmental condition that causes neurological anomalies in the brain.

"It includes a range of types of learning difficulties where a person of normal intelligence has persistent and significant problems with reading, writing, spelling and sometimes mathematics and musical notation."

Also See: No evidence dyslexia exists, says specialist Video Report

Source: BBC

Why Dealing with dyslexia can be a postcode lottery

2007-01-29T03:39:00.000-08:00

DISCOVERY: Rory Andrew, 15, right, with his brother Fraser, 16. Fraser was diagnosed only after Rory was found to have the condition. Picture: TONY MARSH

AFTER a lifetime of struggling to read, Alasdair Andrew was not as concerned as other fathers might be when his young sons first showed signs of having similar trouble.

Used to being dismissed as stupid, he had learned to adapt and almost accepted as normal the increasingly obvious reality that Fraser and Rory found school difficult.

That all changed the day a concerned teacher contacted Alasdair and his wife Carol to inform them that their youngest Rory had dyslexia - it prompted the realisation that Alasdair too was not daft but dyslexic.

"When the teacher explained it to me I said I was the same, and that's how I was finally diagnosed as well," Alasdair, now 53, recalls from his Bathgate home.

He is speaking about his experience as controversy grows over the revelation this week that former education minister Ruth Kelly has decided to move her son to a private school because she believes he will receive better support there for his learning difficulties - reportedly dyslexia.

Critics are lambasting Ms Kelly for taking an option which others cannot afford to escape from the poor legacy they feel she left behind of inadequate state provision for pupils with special needs.

For Alasdair, the state system in Lothian has been a huge source of help and support for his whole family - from Rory's diagnosis at Carmondean Primary School in Livingston to the diagnosis of older son Fraser later at the town's Deans Community High School where both boys, now 15 and 16, are now given ongoing support.

But he cautions that many other parents are far less fortunate, fuelling the debate about the standard of education for children with learning difficulties.

Council environmental warden Alasdair, who now mans a helpline in Lothian for Dyslexia Scotland and has also joined the school board at Deans, says: "My boys have had very good provision. But I'm probably the exception to the rule.

"It's a postcode lottery. I know of other parents who have not had such good experiences. It depends on the school, the learning support and also the parents' attitude. I grew up in Zimbabwe where I got used to being told I was stupid and learned to overcome what I now know is dyslexia by getting other people to do the things I could not do.

"When we moved here about ten years ago I struggled to read the street names and when my children struggled too, I thought that we were just all having the same problems in a new place. When the teacher said Rory had severe dyslexia and I realised I had it too it was a relief really, to know that I wasn't stupid at all.

"We could not believe the help Rory got, including being taken to a literacy support unit.

"Since Fraser was diagnosed too at Deans with mild dyslexia both of them have had so much support, including the offer of laptops [to make writing and reading easier], one-to-one help and extra time to complete exams.

"They are both doing well, and Fraser has even taught himself how to build computers."

Returning to the varying standard of support within the state sector, however, Alasdair adds: "Generally, I think provision in Edinburgh is strong but within that there are some schools that don't provide so much support, and I think that comes down to resources."

One city mother who echoes those concerns and feels that her son was let down by the state system is Elspeth Nurse.

Recalling the treatment her son Philip, got in his final year at Sciennes Primary School she says: "He himself had expressed his frustration to me about not being able to understand the blackboard, but when I raised my concerns with the school and asked if he could have an assessment I was told that there were not the resources to assess him and that the school didn't think it was anything like dyslexia.

"They didn't tell me that they thought he was disruptive. I only found that out later by chance.

"Philip then got a bursary to go to George Heriot's where I had sent my older two children using some money I had been left.

"It was no great surprise but very distressing that quite soon Heriot's raised concerns and offered to do an assessment on Philip which they expected to show that he had dyslexia. It did.

"Heriot's put in lots of support for him including one-to-one outwith the class."

Philip, now 21, is now studying sciences at Edinburgh University. But he remembers well the poor treatment he received at first - which he says was not uncommon, though he is wary of blaming the state system.

He says: "They thought I was a troublemaker at Sciennes. I only received learning support to get me out of the classroom.

"I can't say if it was necessarily because it was a state school but there was a definite lack of knowledge there and I know a lot of people who left Sciennes to go on to private schools and were later found to have dyslexia."
Meanwhile, Elspeth, speaking as both a mother and a social worker, is clear that the state sector is just not good enough.

She says: "Although in my more recent experience through my work, I think issues are being followed through better [in state schools], I don't think the state system has been putting the resources in place.

"I have continuing concerns about the vast difference between what I see provided in private schools and what is provided in state schools."

As parents continue to differ in their views, the schools today put on a united front, maintaining that they are all doing a pretty good job.

John Hamilton, headteacher at Boroughmuir High where staff have helped draw up the city council's policy on additional learning support for difficulties like dyslexia, says: "Every high school in the city has a person who is responsible for additional support for learning and youngsters who are tested and identified as having dyslexia are given support.

"We could always do with more [resources] but I think we provide excellent provision within the state sector and I'm confident that youngsters with additional support needs like dyslexia are well catered for."

Leith Academy also says the 34 pupils with dyslexia or related difficulties at the 960-strong school are well supported, including the introduction of cards for pupils to show to teachers to help them explain their difficulties.

On the other side of the fence at Heriot's, headteacher Alastair Hector is equally upbeat.

Interestingly, he does not think that parents are choosing his fee-paying school because they feel it offers a better education to children with learning difficulties.

"I'm not aware that parents looking for provision for their children's additional learning support needs are coming to us because they are disillusioned with the state system," he says.

That could simply be a sign that, as Ms Kelly's critics say, many parents cannot afford to go private.

Or it could back the state schools' claims that they are doing a good job.

At Edinburgh City Council, a spokeswoman said no-one was available to give any details on what extra provision is currently made for pupils with dyslexia in the Capital - which does not bode well for parents trying to find out how their children will be supported at such a crucial time.

However, the view of education union leaders may offer some reassurance.

Colin Mackay, Edinburgh secretary of the Educational Institute Scotland, says: "There always has been and always will be the argument that there's never quite enough money to go around to meet all the needs. That is just an ongoing situation.

"Edinburgh psychologists have much more work than they can cope with and from time to time league tables come out which for a while showed that Edinburgh was not doing well, but I think they are better now."

He added: "I think in many respects Edinburgh is alert to the problems of dyslexia and making the provisions which they can, and when they can't provide a service themselves they will fund the money to send a child to a special school."

As the debate over Ms Kelly's decision rages on, people with dyslexia and their parents must be hoping that services will improve so that one day no-one will be branded stupid because of their condition.

The facts

One in ten people in Scotland is thought to be dyslexic, with up to one in four suffering from a severe form of the condition.

Literally meaning "difficulty with words", from the Greek words "dys", meaning difficulty, and "lexis", meaning word, dyslexia is defined as "a difficulty in processing language-based information".

The condition can affect short-term memory and concentration and is sometimes linked to other learning difficulties, including dyspraxia, where people have difficulty in performing deliberate actions.

Although sufferers are often branded as stupid, dyslexia is not linked to intelligence - the condition can affect anyone.

If detected early enough, extra support - such as one-to-one work, and aids such as laptops - can help give pupils with dyslexia a good education. For information on dyslexia, call Alasdair Andrew at Dyslexia Scotland South East on 01506 631854, send an e-mail to info@dsse.org.uk or visit the website at www.dsse.org.uk.

Alternatively, Dyslexia Scotland - whose president is racing legend Sir Jackie Stewart - runs a national helpline from Monday to Friday between 10am and 4pm. Call 0844 800 84 84.

Source: The Scotsman

10-minute test helps tell if your child is dyslexic

2007-01-26T03:32:00.000-08:00

Syntax samples: children will be asked to read sentences, including "Which dog did the cat push" and " The cat is washing herself"

Cartoon pictures of a grey mongrel cat washing herself and a small blue alien are at the heart of a new test to help parents to establish whether their children have dyslexia.

The ten-minute test, developed by speech therapists and psychologists, screens young children for language disorders from the age of 3. By testing simple grammatical and pre-reading skills, parents, teachers or assistants can check whether a child is “school-ready” or may need more help.

The test comes after Ruth Kelly, the former Education Secretary, sent her nine-year-old son, who is believed to have dyslexia, to a private boarding school which specialises in teaching children with the condition.

The grammar and phonology screening test (Gaps) has been developed over 16 years by Professor Heather van der Lely, the director of the Centre for Developmental Language Disorders and Cognitive Neuroscience at University College London. “What motivated me was seeing first-hand how failing to diagnose these problems was blighting young lives. In most cases, once diagnosed, these language disorders can be helped or overcome with the right treatments and professional help.”

Professor van der Lely, who is dyslexic, added: “My team and I used existing knowledge of specific language impairment to devise a test for 3½ to 6½-year-olds which would evaluate their basic grammatical ability — something that is crucial if they are to understand teachers’ instructions and learn to write sentences.”

Designed to be easy to use and accurate for parents and professionals, Ms van der Lely employs Bik, a small blue alien, to examine whether children can create sentences and add sounds to make words.

For £50, parents receive an illustrated booklet and five tests, from which they read sentences out to their child. In the first part of the test, the child repeats back the sentence to Bik, the alien cut-out who, they are told, only understands children. In the second part, parents say specially made-up words to their children and ask them to say them back.

Sentences such as “the cat is washing herself” are designed to test the syntax — or rules of a sentence — as well as the morphology of words — how words are made bigger. A child with language difficulties will not be able to repeat the entire sentence and might say, “The cat is washing her”.

The made-up words test the phonology or sound system of a sentence. If a children score less than 10-15 per cent, Professor van der Lely recommends that parents seek professional help. If scores are borderline, she suggests that children are retested later on.

The test has been welcomed by the British Dyslexia Association, which receives numerous calls from parents who cannot persuade schools to test their children for dyslexia.

Although the special educational needs code of practice states that every school and authority has a duty to “identify, assess and make provision for children with special educational needs”, Jennifer Owen Adams, the association’s director of education, said that not all are proactive. Parents could now test their child and use the results not as a stick to chastise schools but to begin a constructive dialogue, she said.

“What’s good about this test, is that it gives parents the power to test their child — but not to use it as a stick with which to beat schools, just one to use in constructive dialogue,” she said.

The test packs, which were tried on 668 children, are available at www.dldcn.com

Problems with words

More than half a million children suffer from a language problem and about ten per cent of the population is believed to have dsylexia. About 375,000 children in Britain are severely dyslexic
Dyslexia makes learning to read, write, spell and do mathematics difficult. An inability to concentrate and a lack of short-term memory are also symptoms
Famous dyslexics include Albert Einstein, Winston Churchill, Tom Cruise, Jamie Oliver and Felicity Kendal

Source: Times archive

Kelly embroiled in private school row

2007-01-08T03:33:00.000-08:00

Ruth Kelly, the former education secretary, was today embroiled in a row over a decision to move her child out of the state system to attend a £15,000-a-year private school.

The move was described as a "slap in the face" by one senior Labour backbencher, although David Cameron, the Conservative leader, refused to criticise Miss Kelly, saying it was a "personal matter".

It was revealed yesterday that the child of a senior Cabinet minister had been transferred from a state primary school to a £15,000-a-year preparatory school for children with learning difficulties. It was claimed the state school involved did not adequately cater for the child’s special needs.

The switch is the latest in a series of "defections" by the children of Labour MPs from state to private schools.

Miss Kelly, the Communities and Local Government Secretary, refused to comment this morning, although Downing Street was expected to make an official statement later.

Margaret Hodge, the Trade and Industry minister, admitted yesterday that there was a public interest in whether Labour MPs sent their children to private schools.

Mr Cameron said he did not think the minister’s decision was hypocritical but added that he intended to send his children to state school.

He said that the minister was "a parent first, but we’re all parents first rather than politicians" and "must do the right thing" for children.

"Some people are going to say it’s hypocrisy," he said. "Well, if they were going to abolish private education then it would be hypocrisy but they’re not. People should recognise that politicians like everyone else are parents first and will act in the best interests of their children."

Mr Cameron, whose son Ivan suffers from cerebral palsy, said: "I’d like my children to go to a state school, that’s my intention, but you must always do the right thing as a parent."

Under Miss Kelly, the Department for Education and Skills repeatedly said that the needs of children with learning difficulties were best served by mainstream state schools.

Alan Johnson, the current Education Secretary, said today: "I’m not going to talk about personal issues involving a colleague and her child without any indication of what the facts are."

Present education policy encourages the schooling of children with learning difficulties within the mainstream state system where possible.

The private school in question grooms children with a particular, relatively common condition for entry into elite public schools such as Harrow and Winchester.

According to reports, it is based in a country house in the Home Counties and offers its 60 pupils, who are aged seven to 13, intensive one-on-one tuition and the use of facilities such as a swimming pool, tennis courts and music rooms.

Downing Street said that the move was necessary because there was insufficient state provision to educate the child locally.

However, the local council involved denied the claims and said: "Our schools are well-resourced and provide high-quality education for all."

It is the latest is a series of embarrassing school selection rows involving the children of high-profile Labour MPs.

Diane Abbott, the left-wing MP, spurned poorly performing comprehensives near her home in Hackney, north-east London, to send her son to the £10,000-a-year City of London School.

Lord Falconer, the Lord Chancellor, sent his daughter and two eldest sons to fee-charging schools in north London and Keith Bradley, the former deputy chief whip, pulled his son out of a comprehensive school in Manchester to enrol him in Manchester Grammar School.

Tony Blair himself was condemned by left-wingers within his party for overlooking state schools near his north London home to send his children to the Oratory School, a Roman Catholic secondary, which has been criticised in the past for interviewing prospective pupils.

Ian Gibson, the Norwich North MP, yesterday labelled the latest move "wrong" and said the minister involved should "set an example" by supporting state education.

"I deprecate anybody, any minister who chooses to do this," he said. "It’s a slap in the face for the teachers and the pupils in the school that the child has been taken out of."

Ms Hodge said: "There is a public interest in this story. I think, given our commitment to state education, it is an issue of public interest. However, I think the paramount importance is maintaining privacy for children."

Source: The Telegraph

The education year in Scotland

2007-01-04T01:40:00.000-08:00

Since it is the season of glad tidings and good cheer, let us start with one of the year's highlights - the bold claim that one part of Scotland has virtually wiped out illiteracy.

Five years ago 28% of youngsters starting secondary education in the disadvantaged area of West Dunbartonshire were functionally illiterate.

Two years later only 8% fell into this category. And further instruction in secondary school resulted in all but one per cent - those with severe dyslexia or learning difficulties - being functionally literate by the age of 16.

That means they go out into the world with a reading age of at least nine and a half, able to perform tasks like filling in forms and reading popular newspapers.

Their chances of jobs, college places and a stable lifestyle are greatly enhanced.

The council says success came from teaching reading and writing in a simpler, more structured way.

Phonics, the sounds that letters make, play an earlier and more important role than they do in many other reading schemes.

The children sound out letters to identify unknown words and quickly become independent readers.

Lack of basic skills

The national picture is, despite improvements, less rosy. One in five adults report problems with the three Rs.
HM Inspectorate of Education said in a report: "It's clearly unacceptable that any youngster is going through at least 11 years of education and coming out at the end without an adequate level of literacy and numeracy.
"We need to address that with greater vigour."

The inspectors link poor basic skills to the high numbers of Scots "not in education employment or training", the so-called Neet group.

No other country in the developed world has a higher proportion walking into a void when they exit the school gate for the last time.

One in eight has no job or place in a training scheme, college or university. And the true figure is likely to be higher still as there is no record of what happens to many.

The figures make unpalatable reading for a country which has for centuries enjoyed a reputation around the world for educational excellence.

On this theme, the CBI north of the border said businesses were having to set up what are effectively remedial classes for new recruits.

It claimed: "Schools are failing to engage meaningfully with too many young people, leaving them far short of being work-ready, often with few qualifications at all or little to show for the years spent in the classroom."

In response to these criticisms, many voices in education say too much is expected of schools, that it is what happens at home that stops youngsters succeeding and that schools could do a better job if only central and local government would stop saddling them with more and more new schemes.

Leadership issues

The picture is brighter at the other end of the spectrum. Inspectors praised the quality of state nurseries and indicated private and voluntary ones should attempt to keep pace by appointing better bosses.

But they also said state schools still had major problems with the calibre of their leadership. One in six head teachers was judged either unsatisfactory or fair.

The first ever report summarising the performance of our education authorities said there were serious problems with the leadership in over a quarter of them.

And the same proportion was unsatisfactory or only fair at managing money and other resources.

In the course of the year the Scottish Secondary Teachers Association and the Headteachers Association of Scotland made separate calls for the 32 education authorities to be replaced by a far smaller number of area boards.

They claimed more could be spent in schools if less were needed to pay for the salaries and accommodation of council education officers.

Councils reacted angrily, pointing to the mergers of council departments such as education and social services, which have resulted in savings and a more joined up service for youngsters.

The year's exam results made disappointing reading for ministers. It is expected that the final figures released in the new year will reveal a drop of one per cent in the proportion passing three Highers, the minimum needed to win a place at university.

Disappointment too in that the much-praised drive to make school meals healthier has resulted in fewer takers.

To stop the "chippie" van being too convenient an alternative, policy makers are exploring the idea of removing permission for primary pupils to graze in the streets at lunchtime.

Teachers

An OECD study brought confirmation that pay and conditions here are among the best in the world.

Secondary staff are the sixth highest paid, ahead of the United States, England and Sweden.

Most teachers are, within a few years of graduation, at the top of the scale: £31,000.

As the year closed ministers ordered a review of the Chartered Teacher qualification which allows staff to be on a salary of up to £38,000 without going for a promoted post which takes them away from the classroom.

There have been few takers for this scheme which union leaders lobbied for as an alternative to the introduction of performance related pay.

Early reports suggest teachers find it academic and are not convinced it will make them better teachers. There is also resistance to the idea of paying fees to take this professional qualification.

College funding

The landmark McCrone agreement on pay and conditions made the headlines after the watchdog Audit Scotland indicated the £2bn deal was negotiated in such a way it is impossible to tell whether it has improved children's education or been cost-effective to the public purse.

Further education colleges have quietly and successfully lobbied for substantial extra funds.

In return the Scottish Executive's Labour and Lib Dem coalition has been lobbying colleges to merge and also to modernise their buildings and what they teach.

One concern is that in 2007 the substantial funds colleges receive from Europe will diminish, as impoverished new partner states stake their claim.

Sam Galbraith, a former education minister, raised hackles when he claimed it was unsustainable for taxpayers to match what English universities are now receiving in higher tuition fees.

He said graduates here should, in the course of their careers, pay more than the one-off £2,000 endowment charge they pay at present.

Without change our universities were likely to fall behind their international counterparts, he said.

The E word

In the meantime institutions seem to be generating a little revenue by increasing the number of overseas students by almost 50% in the last five years.

There is no cap on what can be charged to those from outside the EU. And the added bonus is that the visitors also bring to campuses welcome cultural richness.

In the closing months Hugh Henry, a former member of Militant, now more in the centre ground, became Education Minister.

He could have a busy time in the run-up to the elections in the spring to the Scottish parliament.

First Minister Jack McConnell has already signalled that education in all its forms is likely to be centre stage.

Yes, from here on in, it will be the E word: education, education, education.

Source: BBC

Microsoft broadsides African laptop

2007-01-03T04:31:00.000-08:00

Microsoft has challenged an altruistic scheme to get pared-down computers into the laps of African school children by preparing its own software for sale on the machine.

One Laptop Per Child, intended to help bridge the digital divide between rich and poor parts of the world, is soon to release a trial version of a computer developed in collaboration with the Massachusetts Institute of Technology (MIT).

It is expected to go into production in the first quarter of the new year and sold for a little over $100 a piece. It is to be shipped with a tailored version of Red Hat Linux, a free open source system.

Microsoft did not confirm reports that it was paring its operating system for sale on OLPC machines, but said: "We continue to speak with Mr Negroponte (OLPC chairman) about ways that Microsoft can help in the future.

"At Microsoft we have many different solutions designed to meet the needs of people in developing nations, such as programs like Partners in Learning, the Local Language Program, and products like Windows XP Starter Edition, and Microsoft FlexGo. We believe we need many different solutions as an industry to lessen the digital divide for the 90 per cent of the world who don't currently benefit from access to technology," Microsoft said.

One Laptop Per Child president and co-founder of the MIT media lab Walter Pender, confirmed he had talked to Microsoft about its plans to port to OLPC machines.

"They said, 'we want to get windows on your machine, will you send us one'. We said, 'sure'," he said.

"We are working with Red Hat to develop an environment and at the same time Microsoft is working on a port for themselves for the laptop," he said.

"That's not what we're doing. What we are doing is a Linux distribution - open source. What Microsoft are doing is a port of Windows. We'll work with anyone who wants to port their software to our machine," he added.

The significance of Microsoft's plans was noted by the UK's Green Party this week when Siân Berry, its principal speaker, said in a statement that it was an act of "unacceptable bribery".

"Open Source tools are a way to let the Global South develop their own knowledge economies. Microsoft want to restrict the greatest profits in the knowledge economy to already established software corporations like them. By installing their programs on these laptops they hope to create market domination and vendor lock in," she said.

Not everyone sees it that way, as Microsoft chairman Bill Gates noted in March when he criticised OLPC for offering a second-rate machine.

Nevertheless, Argentina, Brazil, Libya, Nigeria and Thailand have all expressed an interest in the OLPC machine and none, said Pender, had said no because they wanted beefy machines with Microsoft software.

If Microsoft didn't get its software onto OLPC machines the result might be the opposite of Berry's warning - that is, it could be locked out of prosperous new markets. But this is not a commercial battle, it's a philosophical one.

OLPC is happy to have Microsoft or any other profit-making firm sell software for its machines. What is more important to it, however, is that it provides a means for less developed countries to avoid getting locked into technology that, it is argued, might restrict their creative and commercial freedoms.

"Having a machine as closed as the ones Microsoft has been advocating forever would be antithetical to a lot of the goals of OLPC - which are openness and freedom for users," said Benjamin Mako Hill, an MIT propellerhead who worked on the OLPC software.

An open source system, the theory goes, would empower those communities that used it by removing the need to be tied into a commercial software sales model. Hence, it would shift the power to those places by giving them the means to create, modify, and repair their own software, encouraging the development of local expertise.

Clearly, not everyone who uses an open source computer is interested in learning how to fiddle with the software code that makes it operate. But Hill envisages a network of local experts, perhaps independently certified, who could provide the technical means to settle the open source computers into a society.

The alternative could constrict the development of local skill, commerce and intellectual property, the open sourcers argue.

It is a question of whether the development of IT in African markets will be branded Microsoft or will progress independently, according to its own nature. ®

Source: The Register
Also See: $100 laptop project launches 2007
Also see: One Laptop Per Child + Video Prototype

$100 laptop project launches 2007

2007-01-03T03:29:00.000-08:00

The first batch of computers built for the One Laptop Per Child project could reach users by July this year.

The scheme is hoping to put low-cost computers into the hands of people in developing countries.

Ultimately the project's backers hope the machines could sell for as little as $100 (£55).

The first countries to sign up to buying the machine include Brazil, Argentina, Uruguay, Nigeria, Libya, Pakistan and Thailand.

The so-called XO machine is being pioneered by Nicholas Negroponte, who launched the project at the Massachusetts Institute of Technology's Media Lab in 2004.

Test machines are expected to reach children in February as the project builds towards a more formal launch.

Wireless networking

Mr Negroponte told the Associated Press news agency that three more African countries might sign on in the next two weeks.

The laptop is powered by a 366-megahertz processor from Advanced Micro Devices and has built-in wireless networking.

It has no hard disk drive and instead uses 512 MB of flash memory, and has two USB ports to which more storage could be attached.

"I have to laugh when people refer to XO as a weak or crippled machine and how kids should get a "real' one"," Mr Negroponte told AP.

"Trust me, I will give up my real one very soon and use only XO. It will be far better, in many new and important ways."

The computer runs on a cut-down version of the open source Linux operating system and has been designed to work differently to a Microsoft Windows or Apple machine from a usability perspective.

Instead of information being stored along the organising principle of folders and a desktop, users of the XO machine are encouraged to work on an electronic journal, a log of everything the user has done on the laptop.

The machine comes with a web browser, word processor and RSS reader, for accessing the web feeds that so many sites now offer.

"In fact, one of the saddest but most common conditions in elementary school computer labs (when they exist in the developing world), is the children are being trained to use Word, Excel and PowerPoint," Mr Negroponte said.

"I consider that criminal, because children should be making things, communicating, exploring, sharing, not running office automation tools."

The new user interface, known as Sugar, has been praised by some of the observers of the One Laptop Per Child project.

It doesn't feel like Linux. It doesn't feel like Windows. It doesn't feel like Apple," said Wayan Vota, who launched the OLPCNews.com blog and is also director of Geekcorps, an organisation that facilitates technology volunteers in developing countries.

"I'm just impressed they built a new (user interface) that is different and hopefully better than anything we have today," he said.

But he added: "Granted, I'm not a child. I don't know if it's going to be intuitive to children."

Trial versions of the operating system in development can be downloaded to be tested out by technically-minded computer users around the world.

Source: BBC

Also see: One Laptop Per Child + Video Prototype

ADD: Does It Really Exist?

2007-01-02T13:03:00.000-08:00

Above New City School students "learning to living".

Several years ago I worked for an organization that assisted teachers in using the arts in their classrooms. We were located in a large warehouse in Cambridge, Massachusetts, and several children from the surrounding lower-working-class neighborhood volunteered to help with routine jobs. I recall one child, Eddie, a 9-year-old African American youngster possessed of great vitality and energy, who was particularly valuable in helping out with many tasks. These jobs included going around the city with an adult supervisor, finding recycled materials that could be used by teachers in developing arts programs, and then organizing them and even field-testing them back at the headquarters. In the context of this arts organization, Eddie was a definite asset.

A few months after this experience, I became involved in a special program through Lesley College in Cambridge, where I was getting my master's degree in special education. This project involved studying special education programs designed to help students who were having problems learning or behaving in regular classrooms in several Boston-area school districts. During one visit to a Cambridge resource room, I unexpectedly ran into Eddie. Eddie was a real problem in this classroom. He couldn't stay in his seat, wandered around the room, talked out of turn, and basically made the teacher's life miserable. Eddie seemed like a fish out of water. In the context of this school's special education program, Eddie was anything but an asset. In retrospect, he appeared to fit the definition of a child with attention deficit disorder (ADD).

Over the past 15 years, ADD has grown from a malady known only to a few cognitive researchers and special educators into a national phenomenon. Books on the subject have flooded the marketplace, as have special assessments, learning programs, residential schools, parent advocacy groups, clinical services, and medications to treat the "disorder." (The production of Ritalin or methylphenidate hydrochloride -- the most common medication used to treat ADD -- has increased 450% in the past four years, according to the Drug Enforcement Agency.) The disorder has solid support as a discrete medical problem from the Department of Education, the American Psychiatric Association, and many other agencies.

I'm troubled by the speed with which both the public and the professional community have embraced ADD. Thinking back to my experience with Eddie and the disparity that existed between Eddie in the arts organization and Eddie in the special education classroom, I wonder whether this "disorder" really exists in the child at all, or whether, more properly, it exists in the relationships that are present between the child and his or her environment. Unlike other medical disorders, such as diabetes or pneumonia, this is a disorder that pops up in one setting only to disappear in another. A physician mother of a child labeled ADD wrote to me not long ago about her frustration with this protean diagnosis: "I began pointing out to people that my child is capable of long periods of concentration when he is watching his favorite sci-fi video or examining the inner workings of a pin-tumbler lock. I notice that the next year's definition states that some kids with ADD are capable of normal attention in certain specific circumstances. Poof. A few thousand more kids instantly fall into the definition."

There is in fact substantial evidence to suggest that children labeled ADD do not show symptoms of this disorder in several different real-life contexts. First, up to 80% of them don't appear to be ADD when in the physician's office. They also seem to behave normally in other unfamiliar settings where there is a one-to-one interaction with an adult (and this is especially true when the adult happens to be their father). Second, they appear to be indistinguishable from so-called normals when they are in classrooms or other learning environments where children can choose their own learning activities and pace themselves through those experiences. Third, they seem to perform quite normally when they are paid to do specific activities designed to assess attention. Fourth, and perhaps most significant, children labeled ADD behave and attend quite normally when they are involved in activities that interest them, that are novel in some way, or that involve high levels of stimulation. Finally, as many as 70% of these children reach adulthood only to discover that the ADD has apparently just gone away.

It's understandable, then, that prevalence figures for ADD vary widely -- far more widely than the 3% to 5% figure that popular books and articles use as a standard. As Russell Barkley points out in his classic work on attention deficits, Attention Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment, the 3% to 5% figure "hinges on how one chooses to define ADHD, the population studied, the geographic locale of the survey, and even the degree of agreement required among parents, teachers and professionals.... Estimates vary between 10% and 20%." In fact, estimates fluctuate even more than Barkley suggests. In one epidemiological survey conducted in England, only two children out of 2,199 were diagnosed as hyperactive (.09%)." Conversely, in Israel, 28% of children were rated by teachers as hyperactive." And in an earlier study conducted in the U.S., teachers rated 49.7% of boys as restless, 43.5% of boys as having a "short attention span," and 43.5 % of boys as "inattentive to what others say."

The Rating Game

These wildly divergent statistics call into question the assessments used to decide who is diagnosed as having ADD and who is not. Among the most frequently used tools for this purpose are behavior rating scales. These are typically checklists consisting of items that relate to the child's attention and behavior at home or at school. In one widely used assessment, teachers are asked to rate the child on a scale from I (almost never) to 5 (almost always) with regard to behavioral statements such as: "Fidgety (hands always busy)," "Restless (squirms in seat)," and "Follows a sequence of instructions." The problem with these scales is that they depend on subjective judgments by teachers and parents who may have a deep, and often subconscious, emotional investment in the outcome. After all, a diagnosis of ADD may lead to medication to keep a child compliant at home or may result in special education placement in the school to relieve a regular classroom teacher of having to teach a troublesome child.

Moreover, since these behavior rating scales depend on opinion rather than fact, there are no objective criteria through which to decide how much a child is demonstrating symptoms of ADD. What is the difference in terms of hard data, for example, between a child who scores a 5 on being fidgety and a child who scores a 4? Do the scores mean that the first child is one point more fidgety than the second? Of course not. The idea of assigning a number to a behavior trait raises the additional problem, addressed above, of context. The child may be a 5 on "fidgetiness" in some contexts (during worksheet time, for example) and a 1 at other times (during recess, during motivating activities, and at other highly stimulating times of the day). Who is to decide what the final number should be based on? If a teacher places more importance on workbook learning than on hands-on activities, such as building with blocks, the rating may be biased toward academic tasks, yet such an assessment would hardly paint an accurate picture of the child's total experience in school, let alone in life.

It's not surprising, then, to discover that there is often disagreement among parents, teachers, and professionals using these behavior rating scales as to who exactly is hyperactive or ADD. In one study, parent, teacher, and physician groups were asked to identify hyperactive children in a sample of 5,000 elementary school children. Approximately 5% were considered hyperactive by at least one of the groups, while only 1% were considered hyperactive by all three groups." In another study using a well-known behavior rating scale, mothers and fathers agreed that their children were hyperactive only about 32% of the time, and the correspondence between parent and teacher ratings was even worse: they agreed only about 13% of the time."

These behavior rating scales implicitly ask parents and teachers to compare a potential ADD child's attention and behavior to those of a "normal" child. But this raises the question, What is normal behavior? Do normal children fidget? Of course they do. Do normal children have trouble paying attention? Yes, under certain circumstances. Then exactly when does normal fidgeting turn into ADD fidgeting, and when does normal difficulty paying attention become ADD difficulty?

These questions have not been adequately addressed by professionals in the field, yet they remain pressing issues that seriously undermine the legitimacy of these behavior rating scales. Curiously, with all the focus being placed on children who score at the high end of the hyperactivity and distractibility continuum, virtually no one in the field talks about children who must statistically exist at the opposite end of the spectrum: children who are too focused, too compliant, too still, or too hypoactive. Why don't we have special classes, medications, and treatments for these children as well?

A Brave New World of Soulless Tests

Another ADD diagnostic tool is a test that assigns children special "continuous performance tasks" (CPTs). These tasks usually involve repetitious actions that require the examinee to remain alert and attentive throughout the test. The earliest versions of these tasks were developed to select candidates for radar operations during World War II. Their use with children in today's world is highly questionable. One of the most popular of the current CPT instruments is the Gordon Diagnostic System (GDS). This Orwellian device consists of a plastic box with a large button on the front and an electronic display above it that flashes a series of random digits. The child is told to press the button every time a "1" is followed by a "9." The box then records the number of "hits" and "misses" made by the child. More complex versions involving multiple digits are used with older children and adults.

Quite apart from the fact that this task bears no resemblance to anything else that children will ever do in their lives, the GDS creates an "objective" score that is taken as an important measure of a child's ability to attend. In reality, it tells us only how a child will perform when attending to a repetitive series of meaningless numbers on a soulless task. Yet ADD expert Russell Barkley writes, "[the GDS] is the only CPT that has enough available evidence ... to be adopted for clinical practice." As a result, the GDS is used not only to diagnose ADD but also to determine and adjust medication doses in children with the label.

There is a broader difficulty with the use of any standardized assessment to identify children as having ADD. Most of the tests used (including behavior rating scales and continuous performance tasks) have attempted to be validated as indicators of ADD through a process that involves testing groups of children who have previously been labeled ADD and comparing their test results with those of groups of children who have been judged to be "normal." If the assessment shows that it can discriminate between these two groups to a significant degree, it is then touted as a valid indicator of ADD. However, one must ask how the initial group of ADD children originally came to be identified as ADD. The answer would have to be through an earlier test. And how do we know that the earlier test was a valid indicator of ADD? Because it was validated using two groups: ADD and normal. How do we know that this group of ADD children was in fact ADD? Through an even earlier test ... and so on, ad infinitum. There is no Prime Mover in this chain of tests; no First Test for ADD that has been declared self-referential and infallible. Consequently, the validity of these tests must always remain in doubt.

In Search of a Deficit

Even if we admit that such tests could tell the difference between children labeled ADD and "normal" children, recent evidence suggests that there really aren't any significant differences between these two groups.

Researchers at the Hospital for Sick Children in Toronto, for example, discovered that the performance of children who had been labeled ADD did not deteriorate over time on a continuous performance task any more than did that of a group of so-called normal children. They concluded that these "ADD children" did not appear to have a unique sustained attention deficit.

In another study, conducted at the University of Groningen in the Netherlands, children were presented with irrelevant information on a task to see if they would become distracted from their central focus, which involved identifying groups of dots (focusing on groups of four dots and ignoring groups of three or five dots) on a piece of paper. So-called hyperactive children did not become distracted any more than so-called normal children, leading the researchers to conclude that there did not seem to be a focused attention deficit in these children." Other studies have suggested that "ADD children" don't appear to have problems with short-term memory or with other factors that are important in paying attention." Where, then, is the attention deficit?

A Model of Machines and Disease

The ADD myth is essentially a paradigm or world view that has certain assumptions about human beings at its core. Unfortunately, the beliefs about human capacity addressed in the ADD paradigm are not terribly positive ones. It appears as if the ADD myth tacitly endorses the view that human beings function very much like machines. From this perspective, ADD represents something very much like a mechanical breakdown. This underlying belief shows up most clearly in the kinds of explanations that parents, teachers, and professionals give to children labeled ADD about their problems. In one book for children titled Otto Learns About His Medicine, a red car named Otto goes to a mechanic after experiencing difficulties in car school. The mechanic says to Otto, "Your motor does go too fast," and he recommends a special car medicine .

While attending a national conference on ADD, I heard experts share similar ways of explaining ADD to children, including comparisons to planes ("Your mind is like a big jet plane ... you're having trouble in the cockpit), a car radio ("You have trouble filtering out noise"), and television ("You're experiencing difficulty with the channel selector"). These simplistic metaphors seem to imply that human beings really aren't very complex organisms and that one simply needs to find the right wrench, use the proper gas, or tinker with the appropriate circuit box -- and all will be well. They are also just a short hop away from more insulting mechanical metaphors ("Your elevator doesn't go all the way to the top floor").

The other feature that strikes me as being at the heart of the ADD myth is the focus on disease and disability. I was particularly struck by this mindset while attending a workshop with a leading authority on ADD who started out his lecture by saying that he would treat ADD as a medical disorder with its own etiology (causes), pathogenesis (development), clinical features (symptoms), and epidemiology (prevalence). Proponents of this view talk about the fact that there is "no cure" for ADD and that parents need to go through a "grieving process" once they receive a "diagnosis". ADD guru Russell Barkley commented in a recent address: "Although these children do not look physically disabled, they are neurologically handicapped nonetheless.... Remember, this is a disabled child." Absent from this perspective is any mention of a child's potential or other manifestations of health -- traits that are crucial in helping a child achieve success in life. In fact, the literature on the strengths, talents, and abilities of children labeled ADD is almost nonexistent.

In Search of the ADD Brain

Naturally, in order to make the claim that ADD is a disease, there must be a medical or biological cause for it. Yet, as with everything else about ADD, no one is exactly sure what causes it. Possible biological causes that have been proposed include genetic factors, biochemical abnormalities (imbalances of such brain chemicals as serotonin, dopamine, and norepinephrine), neurological damage, lead poisoning, thyroid problems, prenatal exposure to various chemical agents, and delayed myelinization of the "nerve pathways in the brain."
In its search for a physical cause, the ADD movement reached a milestone with the 1990 publication in the New England Journal of Medicine of a study by Alan Zametkin and his colleagues at the National Institute of Mental Health. This study appeared to link hyperactivity in adults with reduced metabolism of glucose (a prime energy source) in the premotor cortex and the superior prefrontal cortex -- areas of the brain that are involved in the control of attention, planning, and motor activity. In other words, these areas of the brain were not working as hard as they should have been, according to Zametkin.

The media picked up on Zarmetkin's research and reported it nationally. ADD proponents latched on to this study as "proof" of the medical basis for ADD. Pictures depicting the spread of glucose through a "normal" brain compared to a "hyperactive" brain began showing up in CH.A.D.D. (Children and Adults with Attention Deficit Disorder) literature and at the organization's conventions and meetings. One ADD advocate seemed to speak for many in the ADD movement when she wrote: "In November 1990, parents of children with ADD heaved a collective sigh of relief when Dr. Alan Zametkin released a report that hyperactivity (which is closely linked to ADD) results from an insufficient rate of glucose metabolism in the brain. Finally, commented a supporter, we have an answer to skeptics who pass this off as bratty behavior caused by poor parenting."

What was not reported by the media or cheered by the ADD community was the study by Zametkin and others that came out three years later in the Archives of General Psychiatry. In an attempt to repeat the 1990 study with adolescents, the researchers found no significant differences between the brains of so-called hyperactive subjects and those of so-called normal subjects. And in retrospect, the results of the first study didn't look so good either. When the original 1990 study was controlled for sex (there were more men in the hyperactive group than in the control group), there was no significant difference between groups.

A recent critique of Zametkin's research by faculty members at the University of Nebraska also pointed out that the study did not make clear whether the lower glucose rates found in "hyperactive brains" were a cause or a result of attention problems. The critics pointed out that, if subjects were startled and then had their levels of adrenalin monitored, adrenalin levels would probably be quite high. We would not say, however, that these individuals had an adrenalin disorder. Rather, we'd look at the underlying conditions that led to abnormal adrenalin levels. Similarly, even if biochemical differences did exist in the so-called hyperactive brain, we ought to be looking at the nonbiological factors that could account for some of these differences, including stress, learning style, and temperament.

The Stigma of ADD

Unfortunately, there seems to be little desire in the professional community to engage in dialogue about the reality of attention deficit disorder; its presence on the American educational scene seems to be a fait accompli. This is regrettable, since ADD is a psychiatric disorder, and millions of children and adults run the risk of stigmatization from the application of this label.

In 1991, when such major educational organizations as the National Education Association (NEA), the National Association of School Psychologists (NASP), and the National Association for the Advancement of Colored People (NAACP) successfully opposed the authorization by Congress of ADD as a legally handicapping condition, NEA spokesperson Debra DeLee wrote, "Establishing a new category [ADD] based on behavioral characteristics alone, such as overactivity, impulsiveness, and inattentiveness, increases the likelihood of inappropriate labeling for racial, ethnic, and linguistic minority students." And Peg Dawson, former NASP president, pointed out,

"We don't think that a proliferation of labels is the best way to address the ADD issue. It's in the best interest of all children that we stop creating categories of exclusion and start responding to the needs of individual children."

ADD nevertheless continues to gain ground as the label du jour in American education. It's time to stop and take stock of this "disorder" and decide whether it really exists or is instead more a manifestation of society's need to have such a disorder.

By Thomas Armstrong, Ph.D.

Source: Natural Childhood Project

Also see: New City School

New City School

2007-01-02T11:51:00.000-08:00

Multiple Intelligences as a tool for teaching and learning

Since 1988, the theory of Multiple Intelligences, conceived
by Harvard University Professor Howard Gardner, has been
used as a tool for teaching and learning at New City School.

This unique academic learning approach capitalizes on
students’ strengths and creates a deep level of understanding
that allows children to use what they’ve learned in new and
different situations.

New City School teachers create opportunities for children
to learn and express what is learned through eight different
intelligences: linguistic, logical-mathematical, interpersonal,
intrapersonal, bodily-kinesthetic, musical, naturalist,
and spatial.

In combination with New City School’s strong commitment
to teaching students to read, write, and calculate at the highest
levels of proficiency, the Multiple Intelligences approach
to teaching and learning produces graduates who are well
prepared for their future academic endeavors.

In a study of the use of Multiple Intelligences to educate
children, it was found that schools using Multiple
Intelligences,

"commonly had a culture of hard work,
respect, and caring; a faculty that collaborated and
learned from each other; classrooms that engaged"

An Intentional focus on emotional intelligence

Interpersonal and Intrapersonal Skills

Emotional intelligence is learned and reinforced at New City
School through an emphasis on the “personal” intelligences.
The intrapersonal intelligence, the ability to know oneself, and
the interpersonal intelligence, the ability to work well with others,
are a constant focus – both in classroom learning and in assessment.

The first page of New City School’s progress report is focused on
the personal intelligences. Students are given feedback on specific
behaviors under the headings of: Confidence, Motivation, Problem
Solving, Responsibility, Effort and Work Habits, Appreciation
for Diversity, and Teamwork.

The personal intelligences page of the New City School progress
report has been adapted for use in evaluating second year law
students at Washington University, and for personnel evaluation
at a local Fortune 500 company.

New City School home page

New City School Viewbook (PDF)

The Red Balloon, directed by Albert Lamorisse

2006-12-23T16:28:00.000-08:00

The Red Balloon is my favorite film, I first saw it when I was 8. It's a beautiful film, I hope you enjoy it.

The Red Balloon Part 1
The Red Balloon Part 2

The Red Balloon Part 3

The Red Balloon Part 4

Source: bloodydoisneau

The Red Balloon is not Just a Child’s Film

The film The Red Balloon, directed by Albert Lamorisse, is, on the surface, a short, pointless movie about a young boy and a red balloon he finds. It is, on a higher level, a metaphor for friendship and a barometer for the viewer’s imagination, and inspires thought. It is a story about a boy who finds a red balloon caught on the top of a street pole. He really likes his balloon, and carries it on his way to school. However, balloons are not allowed on the bus, so the boy must either abandon it or miss the bus. He opts to miss the bus, because who would want to abandon a friend to get to school on time? This causes him to be late to school, and since he obviously cannot bring the balloon into school, he gives it to the janitor to keep until he is out. The janitor gives it back at the end of the day, and the boy walks back home, only to find that his mom does not want the balloon in the house, and throws it out the window. Most balloons would fly up and be lost forever, but this was the boy’s friend. It stays hovering outside his apartment window until morning. Those are the events of just one day, and this film spans several.

The acting in The Red Balloon is superb. The film does not have any dialogue, only sound effects, and an occasional unintelligible shout, so the actors’ abilities are really put to the test. For a young child actor such as the boy in this film, it would have to be a great challenge, and he was up to it. He portrays the perfect innocent little boy, making it seem like the genuine article. He emits an innocence and naiveté that are typical of a boy his age, and the adults in the film also seem genuine.

Sound is very important in a movie such as The Red Balloon, where there is no dialogue. Lamorisse does a fantastic job of choosing appropriate music and sound. For example, when the boy first climbs up the light pole to get the balloon, a playful little tune that seems a little mischievous plays in the background, and for sound effects, a good example is when the boy is running from a group of schoolboys trying to steal his balloon; in this particular scene the footsteps are loud and sound ominous as they close in on the poor little boy and his balloon.

The story is great, because it shows a little measure of ourselves in it. If you’re young or young at heart, you can instantly understand how the boy feels about his balloon and why he makes the choice to let the balloon use the umbrella on his way home from school, rather than keep himself dry. If you’re an adult or a realist, it makes you feel that maybe you should let a little more imagination into your life.

Cinematography is one of the most important features of a film, in my opinion. It is synonymous with the readability of an article or book, in that it dictates both the flow of the piece and the overall impression. The cinematography in The Red Balloon manages to emit suspense and a sense of urgency during the action scenes. One particularly good example is when the boy stops near a train yard to look at a train far below. He has the balloon with him, and he is by a metal fence with particularly sharp ornamental points on top. Just as the balloon nears the points, a wisp of fog or smoke from below obscures it so the viewer is left wondering what happened to the balloon -- whether it popped or not.

Another example to illustrate the great cinematography is a shot where the camera is aimed straight down a narrow alley. This shot occurred during a chase where some cruel schoolboys are chasing the boy with the red balloon. The boy with the balloon pauses for a while and hears footsteps, and since there is no way to see which direction they are coming from, the suspense is transferred from the boy to the audience. When they suddenly come into view, the viewer feels suspense just as the boy does.

Overall, I would recommend The Red Balloon for all ages, not just children or not just adults, because it is a two-for-one movie deal, philosophy and entertainment, combined in a fantastic package.

Source: LargeSock's Writing

Happy Holiday's Music Video by Natural Childhood

2006-12-21T20:04:00.000-08:00

Happy Holiday's Music Video by Natural Childhood

Music by Telepopmusik - Just Breathe. Images of children from around the world

Happy Holidays from Natural Childhood & Dyslexia Network

Documentary About Me - Created By Kyle Evan's

2006-12-18T13:02:00.000-08:00

Source: You Tube

School lessons to focus on play

2006-12-18T12:37:00.000-08:00

School children learning about spiders through play, Scotland

Children will spend more time being taught through play rather than formal classes when they start primary school under a shake-up of the curriculum.

An increasing number of children entering primary one from next August are to learn through techniques traditionally used in nursery school.

Schools will still use traditional methods when necessary to teach pupils to read, write and count.

But the Scottish Executive also wants teachers to use play-based techniques.

It means drama, music, art, sand and water will replace worksheets or teaching from the blackboard.

The changes have already been introduced in some schools, including primaries in East Renfrewshire and Shetland, but the executive wants to see all local authorities backing the approach.

The aim of the changes is to bring Scotland closer to the approach taken in Scandinavia, where children start school at the age of seven but still go on to achieve high academic standards.

Some experts feel the current system creates a gulf in a child's experience between nursery and primary as learning through play is immediately replaced by more formal techniques.

'Gradual transition'

Education Minister Hugh Henry said every local authority across Scotland must have reviewed, or be reviewing, their policies on P1 education by next summer.

He added: "One of the things I am particularly concerned about is the tendency in Scotland to start the formal education process at too young an age.

"I want to see more of a gradual transition from the nursery years into primary education.

"We need to move away from the concept of teaching where pupils are given worksheets and are instructed, to a process where children can develop on their own through purposeful play."

However, Judith Gillespie, policy development officer with the Scottish Parent Teacher Council, warned the executive to take a cautious approach.

Hard work

She said: "I think the difficulty with these kinds of ideas is that when they are introduced there is a tendency to go overboard in one direction.

"Whilst play is an important part of learning, youngsters have to do the hard work and at the end of the day there is a reward for hard work.

"Learning can't always be fun - there is hard work required and it is a mistake to think that the big incentive is to make everything fun."

SNP education spokeswoman Fiona Hyslop MSP said her party had been calling for the changes for some time.
She added: "However, the Lib-Lab government must ensure that there is more time for teachers to implement these proposals and work with children in structured play."

Source: BBC

make school make sense in Scotland

2006-12-18T12:33:00.000-08:00

The National Autistic Society
NAS Scotland launched its make school make sense education campaign on 31 October at the Scottish Parliament.

Send a make school make sense postcard to your MSP(s) asking him or her to raise the make school make sense campaign demands in Parliament and to write to the Education Minister - order yours today!

we've been filmed, photographed and interviewed for the National Autistic Society "make school make sense" campaign which is launched today in Holyrood (Scottish Parliament).www.nas.org.uk/nas/jsp/polopoly.jsp?d=1083&a=10644this is the current state of affairs in the UK and this is what we want to changeOver a third of children with autism have been bullied at schoolOver a third of families had to wait longer than a year before their child received any support at school1 in 110 children has autism but there is currently no requirement for teachers to undertake any training in autism and just one in three parents are satisfied with the level of understanding of autism at their child's schoolour tv appearance on the BBC reporting Scotland programme is available on this site for just 24 hours there is link to the video on the right hand side of this page. not the long version wwhich included Laurie talking - shame but we got it on

video news.bbc.co.uk/1/hi/scotland/6100622.stm

Autism is complex. Our demands are simple.

make school make sense

Significant failures in our education system are causing misery for many of the 46,064 people affected by autism in Scotland:

Over a third of children with autism have been bullied at school
Over a third of families had to wait longer than a year before their child received any support at school
1 in 110 children has autism but there is currently no requirement for teachers to undertake any training in autism and just one in three parents are satisfied with the level of understanding of autism at their child's school

Take action in Scotland -->
Take action here for the make school make sense campaign if you are resident in Scotland.

Our demands -->
The right school for every child. The right training for every teacher. The right approach in every school.

Campaign news in Scotland -->
Follow what's been happening in Scotland and find out about the activities at NAS Branch level

The evidence -->
Significant failures in our education system are causing misery for many of the 90,000 children with autism and their families in the UK. Read some of the statistics.

make school make sense heroes in Scotland -->
Do you know of someone who has made a positive difference to your experiences at school, or the experience of your child with autism? This is your opportunity to recognise them as a make school make sense hero!

Actress Dawn Steele says:

"The National Autistic Society Scotland's make school make sense campaign seeks to improve educational provision for children with autism. Let's help every child with autism in Scotland fulfil their potential. Let's make school make sense. Please join me and act now!"

Source: The National Autistic Society Scotland

One World - Maths Dyslexia

2006-12-16T17:36:00.000-08:00

Scource: You Tube

Maths Dyslexia - Video

2006-12-16T17:33:00.000-08:00

Scource: You Tube

dyslexia - Video

2006-12-16T17:26:00.000-08:00

Scource: You Tube

Dyslexia- The Struggle Through School

2006-12-16T17:22:00.000-08:00

Scource: Dlove

Scotland's speed king is still top of the tree

2006-12-08T01:52:00.000-08:00

DO you want the two-minute interview or the five-minute interview? It isn't like that with Sir Jackie Stewart. "Take your time, I've got all the time in the world," he told me.

But he measures it, to fractions of a second. I'm eyeing what's adorning his wrist. One of those chronometers to die for. Something that comes with the job.

Jackie was in town on Monday night. He'd flown up from his Bucks home for the day, expressly to switch on the lights on the St Columba's Hospice Tree of Remembrance in Charlotte Square Gardens. Together with Sir Tom Farmer.

My, but the man does put himself about. He's on the Scottish Enterprise Board (advisors to parliament, with direct access to Jack McConnell, but didn't have time to drop in on Jack in Bute House, just strides away from the gardens).

Of all the Scottish accents, Jackie's - soft, articulate, almost mesmeric - is the one you'd have represent us round the planet.

Go on, sir. Your native country. Tell us how you see it through the constant voyager's eyes.

"Our greatest export has always been people. Everywhere I go there's always a Scot at the top end of the company.

"New technologies that are coming on stream are giving Scots great opportunities. We've always been exceptionally creative and in this respect our universities are playing a major role.

"I'm talking to Aberdeen and Edinburgh universities about dyslexics and how they find other ways of doing business. Ten per cent of Scots are dyslexic and they don't find jobs easily.

"I'm dyslexic myself and it's because I've always done things differently from more of my fellow humans that I've survived, and survived pretty well.

"Most of the clever folk in my class at school haven't done particularly well - not because they've not been ambitious but they've not been obliged to think the same way as dyslexics.

"What I aware of - something that never escapes my mind - is that more than 50 per cent of the workforce in Scotland works for the government and clearly that's too much."

Too much for Jackie, this ambassadorial role that has him perpetually mobile? No way. He positively thrives on it. He surely has found a different way of coping.

"I'm deeply associated with the Royal Bank. I've been their global ambassador for three years through their ties with the Williams team in Formula One.

"Let me tell you, I've seen their new headquarters here. The most impressive headquarters I've seen anywhere in the world and that includes IBM, American Express and General Motors. Because of my connections in so many countries, I create new business opportunities for the bank."

He's telling me all this and somehow managing not to sound bombastic, big in the head. It must be the dyslexia that does it.

"I've been on the board at Moet & Chandon since '69. And I'm still with Rolex, since '68. You know what they say, everything in life is about timing."

Precisely. And it was time, in this ten-minute interview, to inquire about that eye-catching time machine on his left wrist. He fobbed me with "it's a gold GMT Master".

Christmas Day will find him at home in Buckinghamshire with Helen. They married in 1962. They fly to their other place in Switzerland on the 28th to bring in the new year with the family. "We have eight grandchildren. No great strain on Helen and me. You get to hand them back."

A watchnight service, perhaps, on Christmas Eve? "No. I'm Church of Scotland, from the day I was born 67 years ago in Milton, Dunbartonshire. While I'm not a great churchgoer, I deeply believe in God.

From time to time I'll go into a church, synagogue, mosque or whatever and pray."

Long may the three-times world champion driver keep travelling on a wing and a prayer. The watch, by the way, Hamilton & Inches were today able to confirm, retails at £11,670.

My advice to Sir Jackie Stewart, slip it off before you go into a football match or stroll Sauchiehall and Princes Streets.

Source: The Scotsman

Learning Difficulties Awareness- Video

2006-12-05T09:33:00.000-08:00

In A world without learning difficulties (Famous people with learning difficulties) Its amazing what you can achieve !

Dyslexic prisoners BBC Interview with Jackie Hewitt-Main - Video

2006-12-05T09:17:00.000-08:00

Jackie Hewitt-Main appeared on BBC Look East talking about Dyslexic prisoners.

My week: With Dyslexic Camila Batmanghelidjh

2006-12-05T06:50:00.000-08:00

Camila Batmanghelidjh and Children from
Kids Company

The founder of Kids Company is moved by the father of murder victim Tom ap Rhys Pryce, attends a party at Richard and Ruthie Rogers' house and intrigues the lingerie staff at John Lewis.

In the early hours of Monday I am woken by a call saying that one of our young Kids Company people has completely lost it. He has smashed up his flat and the police can't calm him down. This is a boy who was abused by his mother and later by a foster carer. These kids can't calm down when they have a nightmare or a flashback because they have no self-soothing repertoire. I spend an hour and a half trying to stabilise him, eventually go back to bed and wake up in the morning with fat bags under my eyes.

It only takes me a few minutes to get dressed. I love wearing yards of bright textiles. My latest thing is to make fingerless gloves out of tights. I went into John Lewis and bought a pair of tights and cut them up in front of the sales person. She couldn't believe it. I've dressed like this since I was a child. I'm a mixture: I'm wise but I completely undo myself with my childishness.

I start the week by giving a talk to the Howard League for Penal Reform. I explain how some inner-city children are exposed to the same level of trauma as a war veteran.

In the afternoon I go to the BBC where I'm making a radio series for the World Service on childhood. In the middle of all this - and this typifies my life - I'm making calls trying to get psychiatric intervention for a young girl who has been raped by her father. I must be the most frustrating person to work with in the BBC. I get home late. When it comes to relationships my vocation comes first. That's why I didn't have children. My heart is actually with these children. I don't regret it, I don't feel depleted, I'm just made that way. I'm just here to shift the ground a bit.

On Tuesday, at Kids Company, staff are really worried because we're going to get around 800 children at Christmas and we just don't know if we have the resources. December is a horrible month for our children because the media is full of portrayals of happy family Christmases. It's very important that we're open on Christmas Day. We try and give each child a personalised bag of presents and do lunch.

So we've all been panicking about money, but then wonderful things happen. For example, we got a letter saying that a man who was dying had asked his family not to send flowers to his funeral, but to give donations to Kids Company. The money has been arriving from his relatives... it makes me cry.

Libby Purves did the same thing when her son died. She's breathtaking - and currently mentoring one of our kids. Cherie Blair has been amazing, as has the Prince of Wales.

Later, the Today programme invite me on tomorrow's show. There's a new study by Glamorgan University, arguing that 'street culture' is a key motivating factor in muggings rather than money. I do get called a lot by the media because there aren't very many people who can stick up for these children in what I call 'a sound-bite moment'. You have to do it in a split second.
In the evening I go to the South London Press heroes awards. I'm one of the judges, alongside Doreen Lawrence. Every year I fight back the tears, it's so moving.

On the way to the Today studio on Wednesday morning, I hear the interview with the father of Tom aps Rhys Pryce. The man's dignity takes my breath away. To have lost your son and to be curious about why these children [Tom's killers, Donnel Carty and Delano Brown] ended up being different from his child, is emotional generosity beyond belief. So already I feel hopeful that this debate won't just be about 'monstrous children'.

When it comes to my interview, I try to convey the chemistry of terror that many kids are caught in. And then when they're strong enough to make a shift from a victim to a perpetrator, they feel high. And it is that craving for excitement that motivates a lot of street crime.
I'm struck by how much room John Humphrys gives me to explain. After all, he has a child himself. Yes, he challenges me when I say kids like Delano and Carty are 'thermostatically impaired'. He's right to wonder because it's not a label that's in current vocabulary, but it perfectly describes these kids.

On Thursday I visit my endocrinologist to give blood. I've always been big because I have an endocrine disorder, but I've always felt at ease with my body. At the surgery, everyone has a good laugh about my outfits. I tell them I met my niece and nephew at a very posh hotel recently and they cut the antique tassels off the bottom of the sofa because they thought I would like them to wear.

Later I go on to a cocktail party for Kids Company's 10th anniversary at Richard and Ruthie Rogers' house. There are bankers and philanthropists and well-known actors. I look round the room and marvel. When I first arrived in England as a refugee I knew nobody.

I've brought some of the children with me. One little boy who came to us last Christmas used to box everybody; now a year later I'm able to take him to a cocktail party. He's still a bit nervous; I watch him dangling pieces of ham. But he takes it all in his stride.

On Friday I'm still trying to get psychiatric intervention for the girl. In the evening I give a speech at a college. It's very important for young people to understand what's happening, because they are often victims of violence.

On Saturday I work from home, dictating letters - I'm dyslexic so I can't use a computer or anything. The kids programme the latest music into my mobile. There's a very rude song that makes me laugh. Humour is very important because we are dealing with such raw tragedies.
The most touching thing is the people who stop me in the street - cab drivers, bus drivers - to talk about the sheer number of people they know who've had rotten childhoods. I think they see me as someone who is putting secrets on the table.

The Batmanghelidjh CV

The life Aged 42, half Iranian and half Belgian. Born in Tehran into a wealthy family, she came to England aged 12. She gained a first class degree in fine and performing arts.

The work She trained as a psychotherapist and set up the childrens' charity Kids Company in London in 1996. Her book Shattered Lives: Children Living With Dignity and Courage, was published this year. She is widely credited with inspiring David Cameron's 'hug a hoodie' speech.

· If you text 'Kids' to 85222 a £3 donation is made to Kids Company www.kidsco.org.uk

Source: Guardian

Secrets of dyslexia unlocked

2006-11-27T09:14:00.000-08:00

A GENETIC breakthrough will allow dyslexia to be diagnosed in unborn babies, it was revealed yesterday.

Scientists from Edinburgh University have helped unravel the gene sequence that determines a person's ability to work with letters and numbers.

Their findings - the result of a 20-year study - mean those likely to suffer from extreme forms of dyslexia can be identified before they are born and given extra care to help deal with the condition.

Dr Timothy Bates, one of the co-authors of the study, said the research had unlocked the biological secrets of dyslexia.

"We believe this combination of 13 genes makes all the difference between someone who reads flawlessly and speedily and someone who stumbles on basic words," he said.

"We are confident these genes explain the bulk of the genetic effect. It tells us that reading ability boils down to the same common biological mechanism."

The geneticists examined 1,300 people aged 12 to 25. By studying their performance in reading, writing and spelling, they identified the genes influencing their performance. They discovered it was the same set of genes that was responsible for dyslexia and milder spelling and reading problems.

Vikki McNicol, of the British Dyslexia Association,

said: "This is fantastic news.

"The earlier dyslexic children are diagnosed and given help, the better their chances of living fulfilled lives."

Source: The Scotsman

Jackie calls for dyslexia training for teachers

2006-11-16T01:31:00.000-08:00

Sir Jackie Stewart said Aberdeen pilot project should be

rolled out across Scotland. Picture: Danny Lawson

MOTOR-RACING legend Sir Jackie Stewart will return to Scotland tomorrow to call for all future teachers in the country to be taught how to recognise dyslexia in young pupils.

Sir Jackie, who is head of Dyslexia Scotland and is himself dyslexic, said thousands of pupils are suffering humiliation because their learning disabilities are not recognised quickly enough by teachers.

His comments come ahead of a visit to Aberdeen University, which now offers a special programme designed to help student teachers spot dyslexia in young pupils.

Sir Jackie, who helped secure £1.4 million from the Executive for the Aberdeen pilot project, believes similar training schemes should be rolled out across Scotland.

He said teachers must be taught how to avoid situations similar to the one he experienced growing up in Dumbarton in the 1950s, when teachers mistook his dyslexia for low intelligence.

He said: "I want the future teachers to hear out of my mouth the frustrations I felt. School was the worst time in my life. It was painful and embarrassing and it left a huge hole in my self-esteem. I thought I was stupid until I was 41, when I was finally diagnosed. Being a dyslexic, it has become apparent that, no matter what you do to help people in the later years, it is the early years in which the most damage is created."

He said the example of Aberdeen University should encourage every teacher-training programme in Scotland to identify courses in early recognition. But he added: "The problem is there are 40,000 teachers out there and very few of them have had any experience recognising learning disability."

Sir Jackie said he managed to put his school years behind him by finding success in sports - first as an Olympic standard marksman with a shotgun and then as a Formula 1 champion.

He later became a successful businessman. But he said many pupils never recover from the embarrassment of dyslexia.

He described the type of humiliation he had suffered: "In every class a child is asked to stand up in front of class and read an excerpt from an essay.

"That young man, and it was once Jackie Stewart, stands up and looks down to find a page that would look like a jungle of words and he can't make heads or tails of it because it is beyond his ability. You don't know what to do and the teacher is on your back telling you to hurry up. You are embarrassed, blushing, everyone recognises you are having trouble.

"It's a very humiliating experience. That doesn't stay in the classroom, it goes out to the playground. You are segregated. The smart people and the successful pupils don't want to know you.

"You end up at the bottom end of society and that usually takes you into trouble.
"It is no coincidence that 70 per cent of our prison population cannot read. Many of them are dyslexic."

In Aberdeen, Sir Jackie will also speak to dyslexic students at Kaimhill Primary School, telling them that they have every chance of leading successful lives now their condition is understood.
Ronnie Smith, the general-secretary of the EIS teaching union, said the programme at Aberdeen will help future teachers tackle the growing spectrum of learning disorders they must be able to recognise.

But he added that teacher-training college is a hectic time for students and that further work is required. "There's a need for continuing professional development for teachers to acquire the necessary skills," he added.

A spokeswoman for the Executive said: "We recognise that teacher training is crucial to the future success of Scotland's education system and the £1.4 million we have invested in this pilot project indicates the importance we place on supporting children with difficulties.

"We will be closely monitoring the outcomes of this pilot project and a decision on further funding and the possible roll-out of the project will be made in due course."

Early signs in children
• Learning to talk later than children the same age
• Difficulty saying certain words, such as mawn-lower instead of lawn-mower, busgetti for spaghetti
• Adding new words to their vocabulary only very slowly
• Finding it hard to think of the right word when talking
• Difficulty working out which words rhyme
• Problems learning the alphabet, numbers, days of the week, colours, shapes, how to spell and write her or his name
• Difficulty in following multi-step routines or directions such as those in action songs, games or an activity such as getting dressed
• Motor skills (such as being able to hold and use a pencil properly) develop far more slowly than in other children of the same age

Source: The Scotsman

Special needs training to improve

2006-10-12T02:53:00.000-07:00

Training given to teachers of children with special educational needs (SEN) or disabilities will be improved, Alan Johnson, education secretary, has said.

The pledge follows criticism from the Commons education select committee earlier this year that the education of these pupils was "not fit for purpose".

Mr Johnson also said he would set up a dyslexia trust, to pay for specialist training for school staff.

But disability groups said he had not addressed high levels of exclusion.

The package includes:

a national programme of continuing professional development for teachers covering speech, language and communication needs including dyslexia and autism
a dyslexia trust, involving private sponsorship - local authorities can bid for funding to pay for specialist teacher training
strengthening the role and status of SEN co-ordinators, and developing nationally accredited training for new co-ordinators

Mr Johnson said: "Our policy is clear that every child with special educational needs must get a high quality education which meets their individual needs."

He added he did not believe it was the time to replace the current assessments and statements system, as the select committee had suggested.

He stressed that government policy remained that SEN children should go to mainstream schools, special schools or mainstream schools with provision for SEN children.

The Special Educational Consortium (SEC), an umbrella group for disability groups, said it welcomed the measures but the report fell short of addressing the high level of exclusion among SEN children.

David Willetts, shadow education secretary, said the report showed a "shocking lack of understanding of the heartache and pressures faced by parents with children with SEN".

He said the government needed to remove "the bias against special schools".

"It is no good paying lip service to the vital role that special schools play on the one hand, whilst closing them down against the wishes of parents on the other," he said.

In July, the cross-party education select committee called for stronger government guidelines for councils, to end a "postcode lottery" of provision.

The committee expressed concern that children with special educational needs were being "sidelined".

Scource: BBC

Special needs education condemned

2006-07-02T03:58:00.000-07:00

Above boy plays with clay

Parents and children let down by schooling, says damning Commons committee report

A damning report will raise serious questions this week over the way children with special needs are educated, highlighting 'significant cracks' in an underfunded system that leaves desperate parents without sufficient support.

While the government denies it has an 'inclusion policy' - increasing the number of children with special educational needs (SEN) taught in mainstream schools - that is the message it is sending to local authorities, the study by the Commons Education and Skills select committee will claim.

The policy is 'failing to cope with the rising number of children with autism and social, emotional or behavioural difficulties', the report will conclude: 'The government needs to rethink its approach to involving or - as is more often the case - not involving parents.'

Many campaigners argue that every child has a right to be included in mainstream school. Others, who often include parents of children with behavioural difficulties, say some cannot cope in a busy local school and would benefit from a place in a special school.

The report will say both options - and others in between, such as specialist units - must be open to all parents. That is not the reality at the moment, the committee has found.

The findings come a month after an Observer investigation revealed that thousands of parents were being let down by the system. Local education authorities were found to be deliberately delaying assessments so that children did not get the right educational support.

The report will also say that children are being needlessly excluded from school because of behaviour associated with learning difficulties, while teachers are not trained to cope. Families face a 'postcode lottery' where 'good practice is the exception rather than the rule'. SEN must be 'radically improved' or society will face heavy costs in terms of exclusions and youth crime, it will argue. At present 87 per cent of exclusions in primary schools involve children with SEN and 60 per cent at secondary.

But the report is too tame for one MP on the committee. Nadine Dorries, a Tory backbencher who has a daughter with special needs and is herself dyslexic, is expected to deliver a hard-hitting minority report, further attacking the policy of inclusion as damaging to children.

Dorries is expected to argue that the situation has worsened significantly since the introduction of legislation in 2001 which imposed a duty on schools to include such pupils in mainstream school unless it was either against their parents' wishes or incompatible with a proper education, which she maintains has been interpreted as a general policy to educate all children in mainstream schools. Dorries is said to believe that the main body of the report has not tackled the reasons why SEN has become so problematic. She refused to comment in advance of its publication.

Some parents also criticised the committee. Julie Maynard, whose son Joshua has multiple disabilities, including autism, said she was angry they did not take direct, verbal evidence from parents. But she welcomed the news that they would call for the government to clarify its confused position on inclusion.

She said many children thrived in a mainstream setting, but that had not been the case for her son. 'Sadly, I think the argument for inclusion of all children in mainstream has for too long been dominated by the physically disabled who were - in the past - wrongly placed in special schools.' But for many children with behavioural issues, it was a different debate, she added, where mainstream was right for some, but not all.

The committee will call for a statutory requirement for local authorities to provide a minimum level of support for children such as Joshua. SEN training should be a core and compulsory part of teacher training, it will say. It will also call for a fundamental review of the 'failing' system that gives children statements outlining their needs: 'If SEN was given sufficient priority, this would not be allowed to continue.'

Experts are likely to welcome the findings, but many will feel it has not gone far enough. Allan Willis, an educational psychologist who represents parents, argued it was wrong that many had to spend thousands of pounds just to get their child's basic needs satisfied.

Meanwhile, John Friel, one of the country's leading barristers handing SEN cases, said local authorities did not offer services unless they were fought for. 'Parents feel like they are knocking their heads against a brick wall,' he said.

Source: The Guardian

Famous people with dyslexia?

2006-06-27T03:19:00.000-07:00

"I have problems with words over six letters long. School days were the worst days of my life." Noel Gallagher

People with dyslexia often have rare talents. They can have great ideas and be able to solve problems in new ways by being very creative. This is called 'lateral thinking'.

Famous people who have said they have dyslexia include:

Robbie Williams
Scott from Five
Michael Barrymore
Noel Gallagher
Muhammad Ali
Tom Cruise
Anthea Turner
Guy Ritchie
Richard Branson
Steve Redgrave
Albert Einstein
Princess Beatrice

Jamie Oliver
Orlando Bloom
Keira Knightley

They are all famous people who have said they have dyslexia, or had a lot of difficulty with reading and writing at school.

Source: CBBC

Ancient Stigma Removed

2006-06-20T02:45:00.000-07:00

Cross-cultural comparisons can be valuable tests of the broad applicability of certain observations. Accordingly, some researchers had felt the need to identify examples of highly respected individuals from non-Western cultures who would fit the larger patterns of high ability with some form of dyslexia or other related learning problems. It is difficult enough to discuss things that are perceived a spossible defects in Western cultures--especially among men who learnearly the possible cost of showing any sign of a weakness that might be exploited by others. As difficult as these discussions are inWestern groups, they are often much more difficult in Asian and Middle Eastern groups. Foreign students who are tested for dyslexia and learning disabilities in American universities, for example, seem to have an unusually difficult time getting past their own personal denial. Apparently, they perceive a social stigma that seems to bemuch greater than that experienced by many Westerners.

Accordingly, it is some import that a series of newspaper articles in Hong Kong and Singapore had announced early in 1996, in no uncertain terms, that Lee Kuan Yew--perhaps the most respected senior statesman through out all of Asia-- had revealed that he had "mild dyslexia." According to an account in a Hong Kong newspaper, "Singapore's elder statesman Lee Kuan Yew, known as an intellectual heavyweight in world political circles, has revealed he suffers from mild dyslexia. . . .The 72-year-old former premier and Cambridge-educated lawyer said he was tested by a British expert . . . 10 years ago at the suggestion of his neurologist daughter Lee Wei Ling, who has the same problem. . . .' I am pretty proud of him, all considered, ' [Dr. Lee] said of her iron-willed father who, as premier for more than three decades, transformed Singapore from a British colonial port into an Asian economic power." The reason for the testing was, as the elder Lee explained, "I had complained that I could not read fast without missing important items." Lee's daughter had learned of her own dyslexia as part of her medical training in Boston and realized that her father seemed to have similar problems (Agence France Press, Yeo).

These revelations were made as part of an announcement that royaltiesfor a new CD-ROM of Lee Kuan Yew's life would be donated to theDyslexia Association of Singapore. The association chairman noted that "now that S[enior] M[inister] Lee has admitted to having dyslexia, the stigma is removed and parents will no longer think that it is something to be ashamed about." Lee's daughter serves as a consultant to the Singapore dyslexia organization (Hussin). Lee Kuan Yew's personal revelation may also make us wonder at possible connections between his dyslexia and his visionary and long-standing political leadership.

Source: LD Online

Misunderstood Video

2006-06-20T02:14:00.000-07:00

A documentary about dyslexia by Sonia, Sofia and Nadia

that was GHS Best Media Studies Production 2005

Source: Macguffin You Tube

Any questions? 'Satisfactory' reports

2006-06-20T01:56:00.000-07:00

John Clare comments on Ofsted reports, dyslexia and drawing classes

What exactly does Ofsted mean by "satisfactory": good enough or not good enough?

Bizarrely, it could be either - or even both. Take, for example, this Alice in Wonderland sentence from Ofsted's recent report on Toynbee School in Eastleigh, Hants: "There is too much satisfactory teaching, which has resulted in students making satisfactory progress overall." The curriculum, the report adds, is "satisfactory" as are achievement and standards and leadership and management; the school also offers "satisfactory" value for money. In which sense (if any), though, it is impossible to tell. Not even Ofsted can make words mean what it wants them to.

My nine-year-old grandson is bright and well-behaved but can't read and write properly. He struggles with all his subjects except art and design and is bottom of his class. His teacher has told his mother that she must accept this is how it will always be because there's a limit to how much help the school can give. What should we do?

I think your grandson has a specific learning difficulty - "specific" rather than general because he is intelligent, not learning disabled. My guess is that the difficulty is dyslexia and that it is probably quite severe. That the school has not identified it or taken steps to remedy it is a scandal - as is his teacher's fatalism. His mother's first task is to have him independently tested, either by the British Dyslexia Association (www.bdadyslexia.org.uk) or the Dyslexia Institute (www.dyslexia-inst.org.uk).

If his condition is severe, she should apply for an official statement of his special educational needs (see www.ipsea.org.uk) specifying which school specialising in dyslexia (see www.crested.org.uk) he should attend and what proportion of the cost should be borne by the local authority. If his condition is not severe, either the BDA or the Dyslexia Institute will advise on the best way to deal with it. If dyslexia is not the principal problem, your grandson needs to be seen by an independent educational psychologist. The British Psychological Society (www.bps.org.uk) keeps a register of them. Above all, he should not be left in limbo any longer.

Please would you tell your readers about the courses in drawing, painting and etching that we at the Prince's Drawing School will be running again this summer? It's an opportunity for GCSE and A-level art students to develop their skills and portfolio of work. All our tutors are distinguished artists.

The summer school, which emphasises a traditional approach to art teaching, has proved a big hit with readers. This year's courses include "Painting a clothed figure", "Drawing at London Zoo" and, for pupils aged 13 and upwards, "Thinking about art school?" They run from July 3 to Aug 18 in a converted warehouse in Shoreditch, east London. A one-week course costs £200; a small number of bursaries are available. See www.princesdrawingschool.org or phone 020 7613 8500.

Source: The Telegraph

Also see: Any questions? Dyslexia, student loans and grade predictions

Seeing What Others Don't See

2006-06-19T03:27:00.000-07:00

Pictured Above Jack Horner

An example of a highly talented and innovative dyslexic working in science instead of business is John R. (Jack) Horner. Well known to young enthusiasts of dinosaur films and to professional paleontologists, Jack Horner was written up in the "Scholarship" section of the Chronicle of Higher Education, the trade tabeloid newspaper for university professors. The article seems an odd, perhaps self-spoofing choice for the Chronicle, since Jack Horner is about as far from the traditional scholar as anyone can imagine. It is true that he has an honorary doctorate and now supervises 12 Ph.D.candidates. But Horner never completed an undergraduate degree nor, indeed, any graduate work--having flunked out of the University of Montana six times. Yet, in spite of this, as the Chronical article explains, after he had established himself, "his brilliant synthesis of evidence . . . forced paleontologists to revise their ideas about dinosaur behavior, physiology, andevolution" (McDonald).

Horner never earned an undergraduate degree because he failed "justabout all his science courses, and never [completed] his undergraduatework." Although he had great difficulty with his college work, it is clear that at a deeper level he was continuously absorbing the knowledge needed to revolutionize a field. As Horner tells the story, his difficult beginnings helped him to be a risk taker. " Back in the days when I was growing up, nobody knew what dyslexia was. . . . So everybody thought you were lazy or stupid or both. And I didn't think I was, but I wasn't sure. I had a lot of drive, and if somebody told me I was stupid, that usually helped--it really helped me take a lot more risks. For someone that everybody thinks is going to grow up to pump gas, you can take all the risks you want. Because if you fail, it doesn't matter.' "

But the risks paid off. According to the curator of the museum of vertebrate paleontology at the University of California at Berkeley: "A lot of people have tended to underestimate Jack because he hasn'tcome through the traditional academic route. But he is, without question, one of the two or three most important people in the world today studying dinosaurs. " Horner is able to see things differently and he observes things others do not see. For example, he believes that it is really of little interest to find the fossil bones of avery large adult dinosaur. What he is interested in finding are fossils of many dinosaurs of many sizes, in their environment, in order to understand the life of the animals and the way they interacted with other animals in that environment. Horner is known not only for his markedly different way of looking at things, but also his unusual ability to see, in the field, the tiny fossil bones of baby dinosaurs that other experts cannot find. According to another researcher: "He has a gift. . . . He can see things the rest of us don't see. "Horner is especially worth noting because, in spite of his persistent academic failures, he came eventually to be acknowledged as one who has transformed some of the fundamental thinking in his field. History forces us to reconsider in a deep fashion what is really important in one's work and what is not. Horner proved to have extraordinary difficulties with things that are largely peripheral to his discipline--reading, composition, test taking. However, he also proved to be unusually gifted in those things that lie at the heart of his discipline--being unusually observant while searching for fossil bones in the field, being able to interpret the surprising patterns that emerge from the evidence, thinking his way beyond and around his associates, developing innovative and persuasive arguments based onlooking at the raw data in a very different way.

Source: LD Online

The MIT Disease--Nicholas Negroponte

2006-06-15T02:33:00.000-07:00

Nicholas is founder and chairman of the One Laptop per Child non-profit association. He is currently on leave from MIT, where he was co-founder and director of the MIT Media Laboratory, and the Jerome B. Wiesner Professor of Media Technology. A graduate of MIT, Nicholas was a pioneer in the field of computer-aided design, and has been a member of the MIT faculty since 1966. Conceived in 1980, the Media Laboratory opened its doors in 1985.

He is also author of the 1995 best seller, Being Digital, which has been translated into more than 40 languages. In the private sector, Nicholas serves on the board of directors for Motorola, Inc. and as general partner in a venture capital firm specializing in digital technologies for information and entertainment. He has provided start-up funds for more than 40 companies, including Wired magazine.

The varied talent mix seen in many dyslexics seems to be especially well recognized in the world of computers as well as entrepreneurial business. Both are areas where performance is measured by demonstrating working systems (rather than writing reports) and where anticipating technological trends is more highly valued than traditional academic skills and paper credentials. One of the leading visionary thinkers in the computer field is Nicholas Negroponte, the dyslexic founder of the Media Lab at the Massachusetts Institute ofTechnology (MIT). More than a decade ago, he and others started work to form the Media Lab which was to be based on the idea that major industries--such as publishing, telecommunications, television, feature film, and computers--would all converge over time until at acertain point it would be hard to tell which was which. Of course, nowthese predictions are seen as splendidly and universally justified, aswe are daily confronted by the reality of these expectations.

In 1995, Negroponte published Being Digital, a book of essays--based on a series of columns in the magazine Wired--about the varied longer-term effects of the computer revolution. Since the book is so explicitly focused on computers, it is quite remarkable that the first and last sentences of his "Introduction: The Paradox of a Book" refer not to computers at all--but instead to his own dyslexia and his difficulties with reading. The book begins: "Being Dyslexic, I don't like to read books." And pages later: "So why [have I written] an old-fashioned book . . . especially one without a single illustration?" He gives several reasons. Among these are the advantages inherent in the vagueness of words. When you read, he notes, more is left to the imagination and more is drawn from your own personal experience. In contrast, he observes that "like a Hollywood film, multimedia narrative" provides such detailed and realistic representations of things that "less and less is left to the mind'seye." Consequently, finishing his introduction, he says: "You are expected to read yourself into this book. And I say that as someone who does not like to read" (Negroponte).

Thus, Negroponte provides a remarkable example of one of the leading and most prescient communicators of the digital revolution referring in his book repeatedly to his own reading problems. It is also notable that on radio programs during his book tour for Being Digital, Negroponte commented that links between dyslexia and high talent are often observed at MIT-- indeed, these observations are so frequent that locally dyslexia is called "the MIT disease.

"Some months after his book came out, Negroponte was featured on the cover of Wired magazine to celebrate the first ten years of the MediaLab. Playing on the title of Negroponte's book, the Wired article begins: "Being Nicholas--The Media Lab's visionary founder . . . is the most wired man we know (and that is saying something)." During the interview, Negroponte is asked whether he would rather read text on a computer screen or on paper. His answer reveals the matter-of-fact, by-the-way, manner many successful dyslexics have come to speak of their difficulties: "I don't read long articles period. I don't like to read. I am dyslexic and I find it hard. When people send me long [electronic-mail] messages, I ignore them. The only print medium I read every day is the front page of the Wall Street Journal, which I scan for news of the companies I am interested in. All the rest of my reading is on screens, and often not very good screens, because I travel so much.

One Laptop Per Child system - first working prototype Video

AVKO Video: To Teach A Dyslexic Part 4

2006-06-14T19:12:00.000-07:00

Click the Play button in the center of the screen to Watch

AVKO Video: To Teach A Dyslexic Part 3

2006-06-14T18:12:00.000-07:00

Click the Play button in the center of the screen to Watch

AVKO Video: To Teach A Dyslexic Part 2

2006-06-14T17:25:00.000-07:00

Click the Play button in the center of the screen to Watch

AVKO Video: To Teach A Dyslexic Part 1

2006-06-14T17:10:00.000-07:00

Click the Play button in the center of the screen to Watch

Big Thanks to Don McCabe for his Ground breaking books and work with Dyslexic People, also all at AVOK

AVKO comes from Audio, Visual, Kinesthetic, & Oral a multi-sensory approach.

Don McCabe, is Research Director at AVKO Educational Research Foundation, and has written over forty books.

Watch Don McCabe as he takes a 17-year-old dyslexic through his first lesson at the AVKO Dyslexia Research Foundation. You will be able to watch the young man's face as he discovers that Mr. McCabe has "tricked him" into being able to read and spell instantly the word malicious!

But it's not trickery. It's based on solid educational principles. McCabe, a dyslexic himself, has discovered that it is the ends of "big" words that determine how the beginnings are pronounced and that it is the endings of words that often use different, albeit consistent, phonic patterns. Isn't that nice. But notice, notice is not not ice!

Source: AVOK

Adults With Dyslexia Can Improve With Phonics-based Instruction, Research Shows

2006-06-12T02:13:00.000-07:00

New research shows that phonics-based instruction can actually change brain activity in adults with dyslexia, resulting in significant improvements in reading. The findings from a collaborative study by Wake Forest University Baptist Medical Center and Georgetown University Medical Center were reported today in the journal Neuron.

"With about 112 hours of phonic-based instruction, adults with dyslexia had significant improvements in reading and changes in brain activity while reading," said Lynn Flowers, Ph.D., senior researcher, from Wake Forest Baptist. "We know that dyslexia is not something children outgrow, and our findings suggest that it's never too late for instruction to overcome this disability."

This was the first independent research study of whether phonics-based instruction is effective in adults with dyslexia and the first to measure whether the instruction would result in changes in brain activation. Dyslexia, or difficulty learning to read, has been associated with underactivity in areas of the brain that process language and "decode" words into groups of letters that are associated with meaningful sound patterns.

The research involved 19 adults with dyslexia and 19 typical readers without dyslexia. The mean age of participants, who were mostly from the Winston-Salem area, was 42.5.
Dyslexia is the most common learning disability and affects about 10 percent of the population. "A huge number of adults have this problem, so it's important to know whether something can be done to treat it," said Flowers, an assistant professor of neurology. "Adults with dyslexia can suffer significant financial and emotional consequences."

The researchers used functional magnetic resonance imaging (fMRI) -- which shows brain activation during a task -- to verify whether adults with dyslexia process language differently from typical readers. The testing -- performed while participants completed a phonics task -- showed that several areas of the brain, predominantly on the left side, were less active in participants with dyslexia. These areas are associated with processing phonetic sounds and recognizing familiar objects.

"This verified our findings and those of others and confirms that dyslexia is biologically based," said Flowers.

The researchers then tested to see if instruction in phonics would improve reading ability and produce changes in brain activation. Half of the participants with dyslexia received phonics-based instruction 15 hours a week for eight weeks. Before the instruction began, they completed pen-and-paper tests to measure their reading ability and underwent fMRI. After the instruction, they completed a second round of written and fMRI testing.

The written tests showed that participants who received instruction made gains of between six and 23 percent in text reading, phonetic awareness and the ability to "decode" the written word. fMRI testing revealed that the improvements in reading corresponded to increased activity in areas of the brain associated with phonetic processing, being able to associate a symbol with a sound and being able to recognize whether a string of letters represents a word.

Flowers said the gains in reading ability were significant enough to make a difference in the everyday lives of participants.

"One woman who had never read a book now sets her alarm clock early to get up and read before going to work," she said.

Flowers said phonics-based instruction was chosen for the research because it has proven successful in children. She said the researchers are currently working to see if a less intensive program will have the same benefits.

She recommends that adult dyslexics who want to get reading instruction select a phonics-based program that focuses on the structure of language and how language works. It should also involve multiple senses, including how a letter looks, sounds and feels.

Flowers' co-authors were Guinevere Eden, D. Phil., Karen Jones, Katherine Cappell, Lynn Gareau, Thomas Zeffiro, M.D., Ph.D., Nichole Dietz, Ph.D, and John Agnew, Ph.D., from Georgetown, and Frank B. Wood, Ph.D., from Wake Forest Baptist.

Source: Wake Forest University Baptist Medical Center

Novel Discovery of “DCDC2” Gene Associated With Dyslexia

2006-06-12T01:53:00.000-07:00

Pediatric researchers at Yale School of Medicine have identified a gene on human chromosome 6 called DCDC2, which is linked to dyslexia, a reading disability affecting millions of children and adults.

The researchers also found that a genetic alteration in DCDC2 leads to a disruption in the formation of brain circuits that make it possible to read. This genetic alteration is transmitted within families.

“These promising results now have the potential to lead to improved diagnostic methods to identify dyslexia and deepens understanding of how the reading process works on a molecular level,” said lead author Jeffrey R. Gruen, M.D., associate professor in the Pediatrics Department at Yale School of Medicine.

The study will be published in a special issue of Proceedings of the National Academy of Sciences on October 28. Gruen and first author Haiying Meng will also present the findings that same day at the American Society of Human Genetics (ASHG) meeting in Salt Lake City, Utah.

Gruen and co-authors used a statistical approach to study and compare specific DNA markers in 153 dyslexic families. “We now have strong statistical evidence that a large number of dyslexic cases—perhaps as many as 20 percent—are due to the DCDC2 gene,” said Gruen. “The genetic alteration on this chromosome is a large deletion of a regulatory region. The gene itself is expressed in reading centers of the brain where it modulates migration of neurons. This very architecture of the brain circuitry is necessary for normal reading.”

To facilitate reading, brain circuits need to communicate with each other. In reading disabilities, these circuits are disrupted. In people with dyslexia, compensatory brain circuits are inefficient and they have a hard time learning to read.

Locating this gene provided researchers with part of the reason why dyslexia occurs. Gruen said discovery of the gene and its function will lead to early and more accurate diagnoses and more effective educational programs to address the unique needs and special talents of people with dyslexia.

“We can’t continue the cookie cutter, one-size-fits-all schooling anymore,” said Gruen. “People with dyslexia are not less intelligent than others, they just learn in different ways. Tailoring programs to fit the needs of these children will enhance their success in school and be more cost effective.”

Other authors on the study were Shelley D. Smith, Karl Hager, Matthew Held, Jonathan Liu, Richard K. Olson, Bruce F. Pennington, John C. DeFries, Joel Gelernter, Thomas O’Reilly-Pol, Stefan Somlo, Pawel Skudlarski, Sally E. Shaywitz, Bennett A. Shaywitz, Karen Marchione, Yu Wang, Murugan Parmasivam, Joseph J. LoTurco and Grier P. Page.

The study was funded by the National Institute of Neurological Disorders and Stroke.

This technology is available for license. Interested parties may contact Yale Office of Cooperative Research at 203-785-3074.

Source: Yale University

Dyslexia: risk gene is identified

2006-06-12T01:35:00.000-07:00

About five million Germans have serious learning difficulties when it comes to reading and writing. It is frequently the case that several members of the same family are affected. So hereditary disposition seems to play an important role in the occurrence of dyslexia. Scientists at the universities of Marburg, Würzburg and Bonn have been working on this question together with Swedish colleagues from the Karolinska Institute in Stockholm. In examinations of German children with serious reading and writing difficulties they have now succeeded in demonstrating for the first time the contribution of a specific gene. Precisely how it contributes to the disorder remains unclear. It is thought that the genes may affect the migration of nerve cells in the brain as it evolves. The results will be published in the January edition of the American Journal of Human Genetics, but have already been made available online (http://www.journals.uchicago.edu/AJHG).

For several years child and youth psychologists at the universities of Marburg and Würzburg searched for families in which at least one child was considered dyslexic. "We then analysed blood samples taken from the families to identify candidate genes – and in the end we found the right one," explains the scientist who headed this part of the study from Marburg, Privatdozent Dr. Gerd Schulte-Körne.

The gene is located in the region of Chromosome 6, which had already been indicated by scientists from the USA and England in connection with reading and spelling disabilities. But the German-Swedish team has gone further and identified within this region a single gene which, as found among German children, is apparently an important factor in the emergence of dyslexia. "Known as the DCDC2 gene, it appears to affect the migration of nerve cells in the developing brain," says Professor Dr. Markus Nöthen from the Life and Brain Centre at Bonn University. Professor Nöthen and his team are in charge of the molecular work within the project.

Changes in the DCDC2 gene were frequently found among dyslexics. The altered gene variant often occurred among children with reading and writing difficulties. The gene appears to have a strong linkage with the processing of speech information when writing. The researchers now want to gain a better understanding of DCDC2 and discover in detail why children with this altered gene have a higher risk of dyslexia.

On the German side the project is funded by the German Research Foundation (Deutsche Forschungsgemeinschaft) and the Alfried Krupp von Bohlen and Halbach Foundation. The research group at the Karolinska Institute is supported by the Swedish Research Council, the Academy of Finland, the Sigrid Jusélius Foundation, and the Päivikki and Sakari Sohlberg Foundation. Professor Nöthen occupies the Alfried Krupp von Bohlen and Halbach Chair for Genetic Medicine. The Life & Brain Centre is a new research facility at the Bonn University Clinic which uses state-of-the-art technologies to conduct application-oriented aetiology.

About five per cent of all Germans are dyslexic. Despite good intelligence levels and regular school attendance they have great difficulties in reading texts and expressing themselves in writing. For many children the nature of their reading and spelling disability is not recognised until it is too late, i.e. when they are having psychological problems due to their learning difficulties. They can develop school-related anxieties and depression, even with thoughts of suicide.

Source: University of Bonn

Brain images show individual dyslexic children respond to spelling treatment

2006-06-12T01:26:00.000-07:00

Brain images of children with dyslexia taken before they received spelling instruction show that they have different patterns of neural activity than do good spellers when doing language tasks related to spelling. But after specialized treatment emphasizing the letters in words, they showed similar patterns of brain activity. These findings are important because they show the human brain can change and normalize in response to spelling instruction, even in dyslexia, the most common learning disability.

The research is unique in that it looks at images of individual brains rather than the composite group images, or maps, that are typically produced to show which areas of the brain are activated when people are engaged in specific tasks. Being able to study how individual brains differ between good and poor spellers and how they normalize after receiving one of two treatments is an important advance, according to University of Washington neuroimaging scientist Todd Richards and neuropsychologist Virginia Berninger, who headed the research team.

The new findings were published in the January issue of the journal Neurolinguistics.

"Most people think dyslexia is a reading disorder, but it is also a spelling and writing problem," said Berninger, who directs the UW's Learning Disabilities Center. "Our results show that all dyslexics in the 9- to 12-year-old range have spelling problems and children who cannot spell cannot express their ideas in writing."

Earlier research by the UW team and others has shown that dyslexic children exhibit a different pattern of brain activity while reading compared to youngsters who are good readers, but that the brain is malleable and this pattern can normalize with specialized instruction. However, even after receiving reading instruction, many dyslexic children still have persistent spelling problems, according to Berninger. Even so, she said, parents report that their children with dyslexia are typically dismissed from special education once they learn to read but before their spelling and writing problems are adequately treated.

Researchers have found that humans code words in three forms while learning how to read and spell. These codes draw on common and unique brain circuits. The brain codes words by their sound (or phonology), by the parts of words that signal meaning and grammar (morphology), and by their visual or written form (orthography).

In the new study, researchers used functional magnetic resonance imaging, or fMRI, to examine the brain activity of 18 dyslexic children (5 girls and 13 boys) who had problems with spelling and 21 children (8 girls and 13 boys) who were good readers and spellers. All of the children were of normal intelligence and were in the fourth through sixth grades.

Both groups of children had their brains scanned twice while doing a series of language tasks. The good spellers were scanned to provide a picture of normal brain activity while doing the tasks. The brains of the dyslexic children were imaged both before and after receiving 14 hours of one of two kinds of specialized spelling instruction over a three-week period. The dyslexic children were randomly assigned to either of two spelling treatments. One emphasized the letters in the written forms of words while the other focused on the parts of words that signal meaning and grammar.

Earlier research has shown that spelling development progresses through three stages – phonological, orthographic and morphological. The treatment that was developmentally appropriate for children in grades four through six – orthographic – was the one associated with normalization of brain activation. After receiving the orthographic instruction that emphasized strategies for focusing on and remembering the letters in written words, the brain activity of the dyslexic children changed to more closely resemble that of the good spellers. The children's spelling on a standardized test also improved. Dyslexic children who received the other treatment, a morphological one that was more developmentally advanced, did not show normalized brain activation.

Prior to receiving either kind of instruction, the dyslexic children exhibited different patterns of brain activity than did the good spellers when performing each of the language tasks related to spelling. The dyslexics showed both absence of activity in a number of brain regions exhibited by the good spellers as well as activity in other brain areas that were not activated in the good spellers.

Richards said that significant differences between the dyslexics and good spellers occurred in a small number of regions, suggesting that a few brain regions may have abnormal function during spelling development.

Berninger noted that three word codes involved in spelling during middle childhood – phonology, morphology and orthography – activate common and unique brain regions, but the specific activated brain regions associated with each word code may change during the course of a child's development in learning how to spell. For example, beginning readers create orthographic codes from the relationship of letters and phonology. Morphology plays a greater role in the longer, more complex words in middle school and high school curriculum.

"Our research is telling us good spellers are taught, not born, as is often assumed," she said. "Unfortunately, what happens in most schools is dyslexic children learn how to read and then get dismissed from special education classes even though they still need specialized instruction until they learn to spell. Moreover, spelling is not systematically and explicitly taught in many classrooms in the United States.

Source: University of Washington

THE BEAUTY OF DYSLEXIA

2006-06-11T14:53:00.000-07:00

Having dyslexia won't make every dyslexic a genius, but it is good for

the self-esteem of all dyslexics to know their minds work in exactly
the same way as the minds of great geniuses. It is also important for
them to know that having a problem with reading, writing, spelling, or
math doesn't mean they are dumb or stupid. The same mental function
that produces a genius can also produce those problems.

The mental function that causes dyslexia is a gift in the truest sense
of the word: a natural ability, a talent. It is something special that
enhances the individual.

Dyslexics don't all develop the same gifts, but they do have certain
mental functions in common. Here are the basic abilities all dyslexics
share:
1.They can utilize the brain's ability to alter and create perceptions (the primary ability).
2.They are highly aware of the environment.
3.They are more curious than average.
4.They think mainly in pictures instead of words.
5.They are highly intuitive and insightful.
6.They think and perceive multi-dimensionally (using all the senses).
7.They can experience thought as reality.
8.They have vivid imaginations.

These eight basic abilities, if not suppressed, invalidated or
destroyed by parents or the educational process, will result in two
characteristics: higher than normal intelligence, and extraordinary
creative abilities. From these the true gift of dyslexia can emerge --
the gift of mastery.

The gift of mastery develops in many ways and in many areas. For
Albert Einstein it was physics; for Walt Disney, it was art; for Greg
Louganis, it was athletic prowess.

A Paradigm Shift

To change our perspective of dyslexia from disability to gift, we must
start with a clear, accurate understanding of what dyslexia really is,
and what causes it. Doing this will bring out the positive as well as
the negative aspects of the situation and allow us to see how dyslexia
develops. Then the idea of correcting it won't seem far-fetched. Going
a step beyond correcting the problem, we can also recognize and
explore this condition as the gift it truly is.

Before a dyslexic person can fully realize and appreciate the positive
side of dyslexia, the negative side should be addressed. That doesn't
mean the positive side will not surface until the problems are solved.
The gift is always there, even if it isn't recognized for what it is.
In fact, many adult dyslexics use the positive side of dyslexia in
their life work without realizing it. They just think they have a
knack for doing something, without realizing their special talent
comes from the same mental functions that prevent them from being able
to read, write or spell very well.

The most common disabilities of dyslexia occur in reading, writing,
spelling, or math; but there are many others. Each case of dyslexia is
different, because dyslexia is a self-created condition. No two
dyslexics have created it exactly the same.

Copyright: (DDAI)
Source: Davis Dyslexia Association International (DDAI)

Brain exercises 'improve' behaviour of criminals

2006-06-11T11:44:00.000-07:00

Prisoners have been successfully treated for the first time with a revolutionary "cure" for dyslexia and Attention Deficit Hyperactivity Disorder (ADHD) in a trial that aims to stop them re-offending when they leave jail.

Inmates at Stafford prison volunteered to have "brain exercises" that were devised by a businessman, whose daughter tried to commit suicide because of the distress brought on by living with severe dyslexia.

The exercises seek to stimulate people's ability to concentrate, read and interact. The long-term aim is to make prisoners more employable after leaving jail.

Academics and the prison governor say the six-month study with robbers, fraudsters and violent criminals showed a remarkable improvement in behaviour and prisoners' ability to learn reading and other skills.

The prisoners performed two 10-minute exercises a day as part of the Dore Programme, founded by Wynford Dore. The former multi-millionaire businessman invested most of his fortune in funding a medical team to find a "cure" for ADHD after his daughter, Susie, tried to commit suicide for the third time 12 years ago. Susie, now 34, has completed the programme and now works with her father helping other dyslexia, dyspraxia and ADHD sufferers.

Some people in the medical world dispute the existence of ADHD and, therefore, whether it can be "cured". However, other independent experts have hailed the Dore Programme as a breakthrough. Some even believe that it could help to eradicate dyslexia in children within a decade.

In recent years, many sufferers from ADHD have been treated with drugs such as Ritalin. Mr Dore, 56, had a hunch that the root cause of the disorder was physical not educational and he says the results from treating 30,000 sufferers have proved that.

The Dore Programme seeks to treat the problem by using eye, balance and sensory exercises - including juggling and standing on one leg while throwing and catching a bean bag - to stimulate the cerebellum, a tangerine-size part of the brain that processes information.

Mr Dore financed a £250,000 trial at Stafford jail because he says up to 85 per cent of prisoners suffer from learning or attention difficulties, including ADHD. Sixteen prisoners completed the trial and 16 others were the control group.

Eighty seven per cent of prisoners reported improvements in reading, writing, memory, concentration and co-ordination. They described themselves as happier, calmer and more positive. Ninety three per cent thought that the programme should be made available in all prisons. Analysts recorded a 10 per cent improvement in "cerebellar functioning".

Louise Taylor, then the prison governor, said: "Initial results indicate that prisoners who have been motivated to do the exercises have shown improved behaviour and, in particular, have derived a greater gain than from other regime interventions such as education and offending behaviour courses. This benefits the prison and, most importantly, results in fewer potential victims in the community."

The trial has been so successful that a second one is under way on 30 young offenders in Bristol. Jeff Foreman, who is supervising the study, said he had been impressed by the improved behaviour of youngsters taking part in the study.

Mr Dore, who has set up 31 Dore Centres around the world, said he was excited by the results of the trials. "The cost of having our prisons full is massive, so anything we can do to stop people pursuing a life of crime makes economic sense," he said.

Mr Dore hopes that the Home Office will finance a bigger, longer-term study that follows inmates after they leave prison to discover whether those who have been on the programme re-offend less.

Source: The Telegraph

Scottish Dyslexia Network

Surviving ADHD at Work and School

**DYSLEXIA AWARENESS WEEK** - 1st - 7th November 2010

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THE BEAUTY OF DYSLEXIA

Brain exercises 'improve' behaviour of criminals

DYSLEXIA AWARENESS WEEK - 1st - 7th November 2010