What is Dyslexia?
According to the Dyslexia Association of Ireland (DAI) dyslexia is defined as ‘a learning difference that can cause difficulty with learning and work’. This basic explanation, concise yet vague, purposefully uses the words ‘learning difference’ to highlight the fact that it is not an intellectual disability but a different way of absorbing and processing information.
The ‘learning difference’
Dyslexia, like education, is not a ‘one size fits all’ model and difficulties appear on a spectrum, varying from mild to severe. Some people with dyslexia have a slight difficulty with spelling and reading while others need specialised intervention and support. People with dyslexia struggle with different aspects of language processing. One of the hallmark features of dyslexia is difficulty with phonological processing; the recognition and manipulation of the sounds of language. This can cause problems when breaking words into their component sounds (phonemic awareness) or mapping sound into letters, and can affect spelling, reading and writing.
The Causes
Genetic Factors
Dyslexia, like education, is not a ‘one size fits all’ model and difficulties appear on a spectrum, varying from mild to severe. Some people with dyslexia have a slight difficulty with spelling and reading while others need specialised intervention and support. People with dyslexia struggle with different aspects of language processing. One of the hallmark features of dyslexia is difficulty with phonological processing; the recognition and manipulation of the sounds of language. This can cause problems when breaking words into their component sounds (phonemic awareness) or mapping sound into letters, and can affect spelling, reading and writing.
Neurological Factors
The neurological factor in dyslexia is still being researched but, studies conducted using neuroimaging have identified differences in people with dyslexia and typical readers. Some findings include differences in the structure and functioning of the brain in parts that involve word analysis and word formation. According to Smith-Spark et al (2016), the working memory of dyslexic individuals is shorter than those without dyslexia. This in turn affects how information is absorbed, stored, recalled and used correctly. These factors may explain the reasons that some learners appear to struggle with remembering concepts previously explained in class.
Environmental Factors
There are several environmental factors that play a role in literacy development, these can have an impact on dyslexia identification and intervention.
These factors include, but are not limited to:
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Access to resources such as dyslexia friendly texts
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Evidence-based approaches to education such a multi-sensory approach to learning
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A supportive learning environment where there is an inclusive learning space created
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Early intervention where screening takes place and a program is created based on the learner’s needs
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Parental involvement in the process and knowledge of the program so that support can continue at home
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Probably one of the most important factors, as it affects a learner’s self-esteem, is awareness and attitudes, of peers and facilitators.
Dyslexia screening and supports available in the FET sector.
In the Further Education and Training (FET) sector, dyslexia screening is often done at the request of adult learners. These learners report feeling that they may have dyslexia that has gone undetected to date. This self-disclosure and seeking advice can be a source of resolution or empowerment for a learner.
In other cases, a facilitator may recognise some of the signs of dyslexia in a learner through classwork, assignments or observation during independent and group tasks. Depending on the learner/facilitator relationship and the overall demeanour of a learner, the facilitator can discuss difficulties with engaging in the material see if this has been part of their previous educational experience. Screening can be offered and depending on results and identifying the learner’s needs (Reid,2009), supports can be put in place. A learner can speak to the centre manager or contact the Education and Training Board(ETB) literacy service to arrange an assessment.
The Dyslexia Adult Screening Test (DAST)
If a learner chooses to apply for screening, the Dyslexia Adult Screening Test (DAST) is commonly used in FET settings. ​
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A professional administering the DAST should have training and expertise in dyslexia assessment and interpretation. On completion of the screening, a report will be written and discussed with the learner. Supports are put in place and reasonable accommodation can be granted within the FET sector if the report is given to the relevant department.
The screening involves eleven different small tests that include for the following:
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Rapid naming
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One-minute reading
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Postural stability
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Phonemic segmentation
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Two-minute spelling
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Backward digit span
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Nonsense passage reading
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Non-verbal reasoning
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One-minute writing
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Verbal fluency
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Semantic fluency
How can Universal Design for Learning assist a dyslexic Learner?
Changes in ideologies around disability, technological advancements and moves towards overhauling an outdated educational system (NCAA) have paved the way for a more inclusive educational environment. Policies such as the Disability Act 2005 have been designed to recognise the importance of valuing diversity and fostering inclusion. With these changes, and through research, Universal Design for Learning was developed to meet the challenge of making education accessible to all.
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UDL is an approach to teaching, learning and assessment that aims to make education accessible to all students, including those with dyslexia. As previously mentioned, dyslexia is a learning difference that can affect reading fluency, decoding, spelling and writing. Implementing the principles of UDL in the classroom makes education accessible through multiple means of engagement, representation and action and expression.
Multiple means of Engagement
Implementing the engagement principle of UDL in the classroom involves creating an environment that fosters interest and motivation. Authenticity and relevance are essential in this process.
The following are examples of how this can be facilitated:
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Class discussions to generate interest and share knowledge on a topic
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Encourage collaboration through group work and cooperative learning activities
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Online discussion forums to facilitate communication between learners
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Promote autonomy in choice by encouraging learners to set learning goals, choose learning materials, etc.
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Create a clear and authentic purpose for the learning outcome (Cast 2018)
Multiple means of Representation
When thinking about using UDL in the classroom, many tutors may realise that they already do this at some level, but they have never applied the framework name of UDL to it. Using a PowerPoint presentation with audio, directing learners to audiobooks and watching videos in class are all offering multiple means of representation to meet the needs of diverse learners. In FET, there may be a learner with dyslexia who has not disclosed this information but through the use of UDL in the classroom they may not feel as apprehensive about engaging in the material. Sending the learners class notes or material before class and using dyslexia friendly formats on worksheets, PowerPoints and class notes can add to the support, not only for the dyslexic learner, but for everyone.
Multiple means of Action and Expression
Dyslexic learners may have difficulty expressing their ideas in written form so allowing them to use alternative means of expression enables them to display their knowledge. Assistive technology is not the answer for every dyslexic learner but it offers alternatives to the established norm of written assignments. One example of assistive technology is Microsoft Word. As part of Microsoft Word, there is the option to record what you want to say and it converts it to text (talk to text) and another option that enables you to listen to written text (text to speech). Another means of representation is encouraging learners to give a presentation. If a learner shows aptitude in a certain area, encourage that and give direction on options of how to present this knowledge to others.
