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While brain images of people with dyslexia showed less activation in certain areas, literacy interventions such as teaching how to map sounds to print can help activate phonemic awareness, even for adults with dyslexia. Some strategies include using a text-to-speech software, Orton-Gillingham's multisensory approaches, and singing.

One video showed that people with dyslexia were often discriminated against in school and work (even jobs that did not require reading). Even getting AA was a barrier, requiring the student to personally tell the teacher that it was illegal to not grant her with extra time. It shows how important inclusive policies are to protect individuals, and how important our work is in advocating for students with SEN.

Dyslexia is not just a reading disability but also comes with its own strengths. Research has found that people with dyslexia compensate with the ability to see from a holistic perspective.

SLI (specific language impairment) is a separate problem not caused by other underlying conditions (e.g., dyslexia, autism, hearing impairment) and is different from a language delay. It is a "hidden" difficulty; students may appear just as capable as other students, or learn to cope with their difficulties by copying other students' behaviour. This makes SLI hard to identify. Some strategies to help can include literacy interventions, simple instructions, visual cues, as well as teaching of social skills (as students will tend to avoid activities that involve language). To build student's confidence, we can repeat what they said in a correct manner. External professionals can also be engaged to help students with SLI (e.g., OT, SLT, EP).

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It was really interesting how they showed the brain imaging scans of people with dyslexia and the difference in the areas activated. They shared that our brains are malleable even as adults and that interventions can assist in activating the necessary parts. They require explicit and structured ways of learning language - to understand the relationships between sounds and letters.

One video shared about Orton Gillingham - break words down into component sounds, match the sounds to letters then blend the sounds tgt, use multisensory techniques (clap out syllables, sky write, trace letters in sand), audiobooks, etc. In my school stint, I've observed sky writing and tactile writing (tracing on cloth).

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After looking at the videos, I am better informed that SLI and dyslexia are two distinct developmental language disorders. Students with SLI face difficulties in grammar, semantics, syntax, and understanding complex language Unlike dyslexia,  students cannot connect the sounds that make up the words with letters that represent those sounds. They are unable to decode, as they have problems with segmentation and blending. It helps me to better identify what strategy may benefit them.

I found the video very informative in the initiative sharing to strengthen these students’ learning through collaboration with the school, teachers and parents. Teachers plan lessons that include explicit opportunities to build speaking and listening skills and provide differentiate worksheets based on the child's ability to build independent work. To advocate peer awareness so that they can better support these students during group discussion. Broadcast in Schools may even display up to date information content and support understanding  in monitors and projectors during assembly. It's very imperative to how we can show inclusiveness in an inclusion education.

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I think I got a better understanding of SLI through the videos and booklet. I had a student diagnosed with SLI who had difficulties with deciphering messaging in conversations, which resulted in a lot of conflict and misunderstandings with peers and teachers. I did not really see a link between his condition and his difficulty, but now I can understand it.

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SLI and dyslexia are considered hidden disabilities. More often than not, teachers are quick to label these students careless, lazy and unmotivated. Stephanie May’s experience with her professor who did not believe in learning disabilities is just one of many. Unfortunately, during my school stint, I met a senior teacher who felt the same way (very disappointing given his/her wealth of teaching experience and ongoing professional development – but I guess this is why we are here!).

Extensive research has shown that our brains remain malleable even in adulthood. As demonstrated in the videos, the brain changes with effective intervention that often includes direct and explicit instructions, and structured lessons that are simultaneously multi-sensory and emotionally sound.

In sum, every child is capable of learning and attaining educational success. It is up to the educator/adults working with them to make learning meaningful and manageable. Inclusive educational practices will benefit every student – and should be the norm instead of being seen as a burden to accommodate the one or two students with special educational needs.

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The brain works wonders and it is fascinating to see how the brain functions of a person with dyslexia. It was also eye opening to visually see how it is possible for us as educators to increase that activity and which part of the brain is activated when there is effective strategy and explicit teaching.

Key takeaways:
1. Inclusivity in schools is important. As educators we do what we can to support the child with disability. This also reduces the anxiety of the child and helps them perform better.
2. Early intervention, use of child's interests and use of multi sensory methods are important for effective teaching.
3. Having or building a community for the child allows for them to be able to find their people and be able to support each other.
4. Having structure, effective strategies and explicit teaching increases the brain activity and allows the students to absorb and learn better.
5. Although they may struggle with reading, there is a part of the brain that functions better than persons without a disability. This brain activity gives them the ability to excel in the area of creativity. This can be tapped on for their learning in the classroom as well.

It was remarkable to see how far the people in the videos have come. Albeit, they went through immense struggles and discrimination, they were advocates for themselves and are truly inspiring. It was educational for me to view the videos as it helps me understand my students better.

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I realised now that students  with Specific Languange Impairment (SLI)  have difficulties that are very specific - usually talking . SLI is not associated with other general condition such as ASD,  Dyslexia , Cerebral Palsy or hearing impairment . As such their "impairment" in articulation is unknown. They are the ones that may have lots of ideas but struggle to articulate. Hence as SENO, ill support my instructions with hand gestures or pictures and allow them more thinking time before responding.

Referencing to the Headstrong Nation video - "trying harder will not give a blind person's sight" , gives a good picture for me to understand why sometimes something easy can appear a struggle to others. So i must keep reminding myself not to downplay any issue and make a hasty conslusion in the process.

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My key takeaway is how dyslexia is not linked to intelligence. Though dyslexia is lifelong and those with dyslexia cannot outgrow it, they can become skilled readers and strong learners with the right support. It really does that a village and there are various supports that different stakeholders can adopt in order to help students with dyslexia. At home, parents and guardians can adopt the practice of reading together and choosing materials that are of interest to the student. This would help to develop an interest in reading. With audio too, the student would be able to make out how the different words sound like. Other than reading, with younger children, parents may want to play rhyming games on top of singing and reading nursery rhymes.

When supporting students with SIL, schools also play an integral role. What schools can do to support is by addressing the difficulties students with SIL are facing. These students need to have a supportive learning environment. Teachers and SENOs should also create classrooms/intervention rooms with visual support systems to promote understanding and present information in a variety of ways. It is vital to plan lessons that include explicit opportunities to build speaking and listening skills and which differentiate the class by providing challenge at different ability levels.

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The videos and handout have suggested great interventions on how I can better support students with SLI and dyslexia in future as a SENO.

For students with SLI, I can work closely together with the teachers to create classrooms with visual support systems to promote understanding for the lesson. I can present my lesson in a variety ways. I can undertake professional development to further my skills and capabilities. Lastly, I can plan lessons that include explicit opportunities to build speaking and listening skills for students with SLI and which differentiate my lessons based on the different abilities level.

For students with dyslexia, some interventions include teaching the relationship between sounds and letters in a very explicit and structured way, helping struggling readers to recognise words they have seen before and preventing focus on things like balance or eye movement.

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After watching the two videos, though they both deal with language deficiency, they are both different that one another. Students with SLI face difficulties that are very much specific; grammar, syntax, semantics and many more. While students with dyslexia face difficulties in making letter sounds and blending them together. By knowing these two types of disorders, it will definitely help me in terms of planning the different types of ways in teaching these students skills that will help them cope with their difficulties during my interventions.

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I learnt that SLI does not only affect academic and language development but it also affects their social skills (e.g. poor communication skills, poor friendship development) which may lead to behavioural problems and anxiety due to the frustration of not being able to communicate and express themselves.

The SLI handbook was very helpful, as those were the exact behaviours that i see in my students and often feel lost about which exact type of difficulty it is, with the handbook i am able to better identify the type of support i should be providing (e.g. strategies that i can share with the teachers which they can tryout during lesson) and recognising that when the student exhibit more severe symptoms referrals to SLT or the need for an audiologist assessment would be better.

Dyslexia - has nothing to do with intelligence, they are just as smart and capable. The brain imagining was a very insightful, and for me is an alternative way to better explaining dyslexia and how exactly we are helping the student - increase of activity in other areas of the brain that are compensating and helping out in making the student a better reader. They excel in seeing the seeing big picture and spatial awareness, they see 3D shape for what they are not just how they need to look like when drawn. In another video, what stood out was when one community college provided LD accommodations she was able to excel - staying on the dean's list 3 years straight but when she went to a different college without LD support (just extra time, no disability tutor, no tech centre) - her results dropped from 4.0 to 1.86 GPA. Its was a clear example of how much accommodations and support can affect the success of one person.

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The videos shared are informative and I learn about Specific Learning Impairments and Dyslexia.

Through those videos, it strengthen my belief that providing early intervention has its benefits. With early detection, intervention can be provided swiftly to help close the gap, especially since our brain is changeable. For those with SLI and Dyslexia, they do not learn the language the same way hence explicit instructions needs to be given. As an educator, I learnt a few strategies that could help the child achieve their potential. Some useful strategies that I could implement includes developing a robust learning support team, creating clear IEP that meets each child's needs and also include peer tutoring.

It is also a good reminder to work on their social skills as well as many of them will experience difficulties in friendships, interpersonal relations and in social settings.

Additionally, I found the video on creativity and dyslexia to be interesting as well! Speaking from personal experience, I have a few friends who are dyslexic and they are working in fields related to engineering and architecture. These are jobs that does not require much reading involved. It was new to me that the brain imaging actually shows that the frontal lobe has an increased activation for those who are dyslexic and as a result, they are more creative.

Through proper accommodation and support from us, children with language impairments can also reach their potential!

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The videos give a very good overview of what dyslexia is, why is it that they are not able to decode and encode as well as non-dyslexics. I particularly enjoyed the part where they mentioned about the brain imaging. Dyslexics have less activation in those parts of the brain required for reading. Nonetheless, research have shown that the brain is malleable. This means that they can be trained to learn to read. All is not lost! They will need intensive remediation to 'exercise' that part of the brain. Not only that, if they are able to utilise the strategies and become fluent readers, this, together with the creative juices and the ability to see the big picture, will allow them to be very, VERY, successful in life! Amazing.

As for SLI, I feel very much for these children. They have difficulty finding the right words to use and this impedes their ability to express themselves. This also affects their ability to understand others. The video provided a good summary of how schools can support students with SLI. I'm not a SLT, however, if I come across a student with SLI in school, and he needs my support, at least I know where to start, by providing him explicit instructions to the syntax and semantics of English language.

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Watching all the videos on SLI, Dyslexia and ADHD was very informative. People with SLI struggle with both receptive and expressive language. Dyslexia is not linked to intelligence. ADHD has been seen as having less brain activity in attention. I think watching both the man (dyslexic) and women (ADHD) was very interesting that they shared about what they really struggled with innately during their academia/professions. They both had things in common where they found a community and were very determined and open about their disability. Then the guy talking about dyslexia being a 'gift' was fascinating that he would tell this to his students with whom he works with. His viewpoint is developed on the basis that life is all about balance and is evolutionary-based. He fights with the idea that having dyslexia is very common and if it is this common, then it can't all be disadvantages. He believes that people with dyslexia have the ability to see things in a holistic outlook with the capabilities of using visual-spatial pursuits.

I think properly understanding any student with these disabilities is important in our role. We need to be updated with recent studies and theories to know how better to work with them as well. It reminds me to then learn how to be accommodating and supportive to my students by playing with their strengths for their own academic success.

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Specific Language Impairment(SLI) does not equate to general learning difficulty. Students with SLI are able to use skills and abilities they have, like being quick to learn things visually, to help their learning. It falls under Speech, Language, Communication Needs (SLCN), but they have specific difficulties with language. Child with SLI requires help from specialist.

Ways to help :
Call out their name before talking to them so they know we are talking to them, specifically tell them which points to focus on, give shorter instructions, check for understanding, link new words and ideas to what they know already, give good models, teach them social skills, give them time to think, avoid tricky parts of language, teach them organisation strategies, acknoweldge and recognise their skills.

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Specific Language Impairment:

SLI is describe as having difficulties with learning and using language. It is not associated with factors like general learning difficulties, or other conditions, such as cerebral palsy, hearing impairment or ASD. Students with SLI may have difficulties with speech and language. The difficulties a student with SLI may change as they get older. Therefore, it is important that regular assessment is being carried out to make sure that the student with SLI is getting the right support at the right time. Having specific language difficulties are not caused by other conditions such as dyslexia.

Difficulties of student with SLI:

One of the factors is understanding of language. Student may not be able to understand the meaning of the words. They may not understand words and sentences that can mean more than one thing and even may just respond to just a part of an instruction, usually at the beginning or ending. Next factor is using of language. Student will tend to use short sentences and often missing out on some words. Their speech may also be unclear as they are not able to develop their sounds in the right way. Social skills are also one of the factors of student with SLI having difficulties with.  They may not understand the rules of a game and find it hard to join in. They may also not be able to organize and play activities with their friends and leads to having difficulties to join in group discussions.

Things I can do to help:

I can help these students to learn skills so that they can join in with other children such as taking turns in games and also listening to others. I can also model out good practices so that the students are able to copy the correct way or using the correct words when communicating. These may help the student in developing their talking. Giving shorter instructions and giving them a little more time for them to process on their thinking to give their response, can also benefit these students.

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It was interesting to see how our brain works and the images are shown when the different areas are activated. It gets me to understand a little better on the term Dyslexia. I understand now that students who are diagnosed with dyslexia will be with them through their life and they cannot outgrow it but they can still excel with it.

I now realised that students with Specific Language Impairment (SLI) have specific learning needs and that we should be designed our teaching to cater to their own needs rather than getting them to learn in our own way which would be confusing for them.

Overall, every child be it that has a diagnosis or not, is still perfect in any way and it's up to us how we treat and teach them. :)

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It’s interesting to see the brain activities and/or images for Dyslexia and ADHD. Accommodation is important for them as they need more time to process, acknowledging that they have a disability and talking to their teachers about it rather than being hush hush or try harder.
There is a difference between SLI and general learning difficulties.

One video shared about Orton-Gillingham approach to mainly help dyslexia - having phonemic awareness, and blending by using multi-sensory techniques(writing on sand, or shaving cream, clapping out syllables, sky writing).

Ways to help:
Important to focus on short and concise instructions, check for understanding, give them time to process and respond, acknowledge and recognise their skills.

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My key takeaway for both SLI and dyslexia is that children who are diagnosed with these conditions do not pick up language like other children do, and will need language to be explicitly taught to them.

The booklet includes great strategies to help students with SLI, the ones that stood out to me are giving students good models to copy rather than correcting what they have said, and being honest when I do not understand what a student said so that they might be encouraged to tell me when they do not understand me as well.

Professor John Stein viewing his dyslexia as a gift reminds me of Sir Richard Branson, who also views dyslexia as his strength as it allowed him to excel at problem solving, exhibit creativity and use his imagination. I think it's important for us as educators to also recognise the strengths in our students diagnosed with dyslexia and use their strengths to help them learn more effectively, instead of simply looking through lens of deficit and seeing only gaps in their learning.

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Specific language Impairment (SLI) is specific to difficulties in speech and language while dyslexia is a specific difficulty in reading, writing and spelling.

It should be noted that students with dyslexia are able to talk and express themselves well verbally unlike students with SLI.

In order to help these students with SLI or dyslexia, early effective intervention (that involves multisensory techniques) plays an important role to support them in their learning. Beside that, we need to be mindful of the accommodation (extra time for exam, visual support system, technology) and having supportive personnel that can further help them.

Beside their needs, they do have their undeniable strengths. Dyslexic are reported to perform well in visual spatial tasks in terms of three-dimensional areas.

It is amazing to see the people featured in the videos being strong advocates for their special needs and sharing their challenges with the younger ones so that they are able to excel despite challenges faced.

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I had always assumed that SLI refers to any delays in language developments due to disorders such as ASD or down syndrome etc. However, I have now learned that SLI is a diagnosis for abnormalities and difficulties in language that cannot be accounted for by neurological or intellectual conditions. Additionally, one thing that I have learned from this week's materials is that students with SLI may struggle with words and sentences that can mean more than one thing e.g. "pull your socks up". Besides facing difficulties with reading and articulation, individuals with SLI also face challenges in comprehension — this is something new to me. It was also interesting to see how dyslexia and ADHD are represented in the brain and learn about the different brain areas and their functions. For example, the brain images of individuals with ADHD showed less activation in the areas that control for attention. Nonetheless, individuals with SLI have their own strengths in learning, such as in practical tasks that do not involve the use of language, and these should be taken into consideration for lesson planning.

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These videos and handout gave me a great insight about Specific Language Impairment (SLI) and dyslexia. I understand that early intervention is crucial to foster language development. Several key takeaways when supporting students with SLI include presenting information in variety of ways, including visual support systems and providing explicit opportunities for these students to build their speaking and listening skills. On the other hand, students with dyslexia can be supported by teaching them the relationship between sounds and letter explicitly. With the right tools learnt through intervention, individuals with SLI and dyslexia can reach their potential too!

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Understanding the student’s deficit be it in academic, behavioural or social skills is essential to provide intervention at the earliest. At times, educators may misinterpret learning difficulties as a sign of laziness or not trying hard enough. Accurate information on various student’s learning and behavioural deficits will go a long way in recognising the real issues of student’s difficulties. Educators would know where to turn to to provide the necessary help. Helping a student with special needs requires a collaborative effort and ongoing support from the student’s environment such as in school or community to assist the student. This will further promote student’s confidence and not have negative image of themselves.

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There is always a misconception that people with dyslexia are at a disadvantage or may not be as capable as others. With the right support and help, people with dyslexia may actually be able to be as capable or may even be more capable than others. It was heartwarming to see the video in which they formed a community of people with dyslexia. After the community was formed, they learnt with each other about the coping mechanisms and strategies to overcome their difficulties and challenges. It was inspirational to see how the 42 year old lady went back to school at age 36 with the encouragement of her son. She wanted to break out of the cycle of welfare and build a future for herself and her family and managed to get a bachelors degree after 6 years. In the video it was also seen how people with dyslexia were often told that they were not able to take up certain occupations due to being dyslexic and how some of them proved everyone wrong by becoming successful. After watching the videos, it has shown that with the right support along the way accompanied by a positive mindset, there are endless possibilities for people diagnosed with dyslexia.

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I learnt that identification and the type of support given for children with SLI matters. It generates the right environment that fosters emotional welfare and guides these students towards positive learning outcomes. Addressing their difficulties means giving them the right support and guidance they need by providing a supportive and inclusive learning environment. In example, creating visual support system  to promote understanding, presenting information in various ways to suit their needs and planning lessons that can develop their speaking and listening skills at different ability levels. However, all of these can be overlooked if the teachers are not well-equipped with the skills to identify and guide them with the specifics skills that could help students with SLI.

For dyslexia, it is one of the most commonly reported learning disabilities in schools, yet there are always misconceptions about the condition. These misconceptions persist in part due to misinformation and lack of knowledge regarding dyslexia. Yet for kids with significant reading problems like dyslexia, their teachers are the most influential to them as they are the ones who can build up their interest and self-confidence in reading.

Armed with the knowledge and skills, teachers can alter the learning and life trajectories of students despite their learning needs.

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After watching these videos and reading the handout, it gives me a better understanding and insight about dyslexia and SLI. They both have two different development language needs. A person with SLI may not have any other underlying conditions and language delay. It is not very distinct to detect as the person with SIL may act, blend in and behave normally like others. In actual fact, these group of people really need help to help them manage their difficulties. I have also learnt the types of intervention that are suitable and can be carried out both at home and in school to support them (e.g., visual cues. simple instructions, literacy interventions).

Through my experience, till date, educators still have difficulties understanding the struggles of a student who is diagnosed with dyslexia. This is mainly due to the possibility of lack of knowledge, ignorance and exposure. There is not enough time and support given in mainstream school to fully expand the child's potential. They are often left behind to pick up the pieces on their own. I hope in future, there will be more in house courses/training for the educators to learn and understand dyslexia. It is not only about reading disability but to be able to touch on their strength and know how their brains actually function. Such resources and awarness like this is equally good for both SENO and Teachers too.

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Many times, individuals working with students may forget that their needs derive from a neurological difference in the brain. It is a fundamental difference hindering their learning that goes beyond a lack of exposure and practice of language. Thus, the traditional approaches of teaching would not work. It is important to understand such needs, and tap on evidence-based strategies to better support the students.

Another key takeaway would be on the portion about accommodations and how they provide a world of difference in the approach of academics. Thinking about my students, Access Arrangements (AAs) can be applied for examinations. Some of these can include having a prompter, reader or extra time. As a SENO, it is important that I equip my students with the skills and knowledge of how to use such AAs effectively so that they may maximize on them. For example, teaching time management skills to ensure extra time is put to use when completing papers.

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I have learnt that those with SLI are not associated with general learning difficulties or conditions such as ASD, they are ones who face challenges learning and using language. They do not develop speech and language skills typically. Their condition may present in the way where they have understanding but do not have adequate vocabulary bank and expressive language.

In one of the videos, it was mentioned that one doesn't outgrow dyslexia but one can learn to love and enjoy reading and I think that's an important point, we help those who struggle with reading learn to cope better with their condition. It was also mentioned how individuals with dyslexia were ostracised and not enough were done to help them, it shows that inclusivity is a theme that should not be overlooked at many levels. More so, it was heartening to watch how these individuals in the video had come a long way in their own journeys.

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The videos give good insights into ADHD and dyslexia. I learnt about the strengths that students with ADHD have and the positive energy that they carry into an environment. Dyslexia is a subject whereby many of us have been misinformed or due to lack of knowledge, we tend to look at it negatively.

I learnt as an educator that we need to open up our minds to equip ourselves with knowledge and skills and learn to see the strengths of those with dyslexia and ADHD.

I am also surprised that research shows that our brains are malleable even in the adulthood stage. This really shows that with the proper interventions and strategies (clear, concise and explicit instructions) and structured lessons being put in place, students with dyslexia and ADHD are able to learn effectively.

I also learnt that we are to give explicit and clear instructions to students with dyslexia and ADHD in order for them to process and to carry out the activities effectively. We as educators play a pivotal role in equipping our students with strategies to see their strengths, shape their thinking and guide them towards success.

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Tan Chew Fong
After watching the video, I have more understanding of SLI and Dyslexia.
Children with Specific Language Impairment may face difficulties in understanding complex, language especially when the speaker talks rapidly. Dyslexia is a learning disorder that affects your ability to read, spell, write, and speak. They have trouble connecting the letters they see to the sounds those letters make.
Early identification and intervention are vital in order to foster language and social growth and to provide children with the best possible learning environment. To learn and develop to their full potential they will require ongoing support throughout their school years.

Students with language difficulty is a risk factor for poorer friendship development. Some teenagers with language difficulty will experience high levels of anxiety which can hinder their learning experiences. Providing a supportive learning environment is important:

·        Create classroom with visual support systems to promote understanding.

·        Present information in a variety of ways.

·        Undertake professional development to further skills and capabilities.

·        Plan lessons that include explicit opportunities to build speaking and listening skills and which differentiate the class providing challenge at different ability levels.

·        In conjunction with specialist staff put in place a learning support plan that indicates the accommodations and /or modifications that are required.

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The videos are useful as it makes me understand what is SLI and Dyslexia. Some strategies we can use are providing visual cues, simple instructions. since both are considered hidden disabilities, we must pay more attention to details to identify it early.  For dyslexia, the brain imaging are very interesting. It’s a better way to explain and make us understand better. Overall, with the right interventions, we can help students with SLI and dyslexia to shine and excel in life.

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Students with Specific Language Impairment face challenges in speech and understanding language. In fact, these challenges are not associated with existing conditions. The term ‘Specific’ explains difficulties that are specific to this area (speech & language). On the other hand, Dyslexia is brain based condition which affects reading, spelling & writing.

It is important for us educators to look out these students’ progress in school. This is because, with early detection/intervention, it will help to close the gap!

It is also important for us to work with the team of teachers in providing strategies which would benefit the child’s learning in class too. Some strategies include; short & simple instructions, visual cues.

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I believe that with appropriate early intervention, it will be much easier to close the gaps.

In SLI, I understood that students with such conditions may face challenges in speech and language. In this case for instance, it is not associated with existing conditions.

However, for students with dyslexia, it is a condition associated with how the brain works. I really like one of the videos which shows how brain activities of people with dyslexia work. How much activity is going on in the head of a normal person without any difficulties they faced, and how people with dyslexia think. It is amazing that we also note that they may not have any IQ deficiencies as they can really be intelligent.

As a SENO, I will need to be explicit in my teaching and ensure that my sessions with them will be sequenced appropriately and working effortlessly around their interest to capture their attention, so that they’ll be comfortable to follow through and learn better.  I will also need to work with teachers who will then be required to follow up properly. With that said, appropriate visual cues for students with SLI will be appropriate as well as they may not have the acquired skills to adapt appropriately.

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I had always been puzzled by Dyslexia and had wondered how and why different people are affected differently.

My nephew was diagnosed as being dyslexic when he was in primary 4 as he had trouble connecting the letter sounds to the letters and had a hard time trying to read. Then when he could start to read texts, he had difficulty with understanding them as he was trying so hard to decode the words as taught to him by teachers at DAS. He failed terribly in English!

What was interesting to me in those years was the ease of reading the Quran for him!

I began to wonder if there are any reading disorder in other languages and found out that the answer is actually 'YES'. But it seems that English is more complicated and has less orthograhic transparency (spelling rules, exemptions, etc) and hence the difficulty with the learning and teaching of it.

The videos recommend that intervention plan has to include explicit instructions to children about the rules of phonics, make student understand how language is structured showing how it relates to the written components. These are my takeaway points from today's lesson.

With this in mind, I will equip myself with the relevant knowledge and strategies to help my students become confident readers and writers.

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I learned the importance of effective early intervention, although Dyslexia is a lifelong difference in the way the brain works, but the brain is malleable. Students with Dyslexia can be taught explicit skills to read like anyone else over time.

Effective intervention targets reading skills such as decoding, blending, phonology and syntax. As the issue is not a physical problem, but how they make sense of the specific components in language.

People with Dyslexia may be visual learners and have better big-picture perspectives.

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The videos gave a good overview of what SLI and Dyslexia is about.

Before I started this course, I had many misconceptions about Dyslexia (i.e. writing letters and numbers backwards was a sure sign, only affected English speakers etc.) The scene where brain scans were used to highlight the structural and functional differences of the brain helped me to understand that that Dyslexia is not something that can be outgrown. What was inspiring was that people with Dyslexia using their strengths to become successful.

As for SLI, the handbook provided many useful strategies, and I can readily see myself using some of them to support students with SLI in school, especially with respect to making and maintaining friendships, and understanding information in class.

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This is the first time that I have heard of Specific Language impairment (SLI). It is not associated with intelligence level. In fact, Students with SLI, Dyslexia and ADHD are intelligent and creative. It’s just that they cannot learn in sequence and have problems in decoding and understanding information. That is why it affects their learning and creates barriers in both academic and professional lives. Society and especially the education system has to understand their needs and learn to accommodate these students so that they can perform similarly with the other students and not fall through the cracks of society. I think one good way of helping these students is to organise support groups to help inform them of strategies and ways to overcome their disabilities and how to request for help and accommodation in school or the workplace. It is also important to teach the right skills that they will need to survive and to let them know that they are not alone.

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My takeaways on Specific Learning Impairments and Dyslexia.

Early detection can offer a lifeline as intervention can be administered at an early age to help close the gap, especially since our brain is changeable. People with Specific Learning Impairments and Dyslexia do not learn a language the same. As a result, explicit instructions are required. There are useful strategies like peer tutoring and creating a specific IEP that’s tailored to a child's needs. Social skills are also crucial as part of intervention as many of the students will experience difficulties in social settings.

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Speech Language Impairment (SLI) is not a result of brain damage. It is just a language that need to be taught in an explicit way. Reading relies on grammar and syntax; semantics and phonological skills that contributed to difficulty for children with SLI. This affected their social skills as buidling relationship needed them to communicate. Resulting in poor friendship building. Given learning support by schools and SENO, SLI can function with no learning adjustments required. Accomodating to their needs like organisational support, coping with anxiety skills, cooperative learning groups and having flipped classroom can eliminate difficulties faced by children with SLI.
Dyslexia is a brain based condition that impacts reading, spelling and writing. The brain structure and functions differently in people with dyslexia. It is a life long issue that runs in a family. They faced problem in understanding and working with language; not affecting their intelligence.
With better understanding of the terms; SLI and Dyslexia, I will need to equip myself on the strategies and interventions that suit each individuals needs and preferences to maximise their potentials and abilities.

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The videos on SLI, Dyslexia, and ADHD have provided me a better insight into how I can better support my students with the following learning difficulties. Nonetheless, the recommendation provided allows me to read up about the tools and how I can apply the strategies.

The brain works wonders on how ADHD and Dyslexia perceive things. It is a hidden disability that causes some people to have a misconception about their learning needs.

"Accepting who I am makes a difference," quoted one of the guys in the video titled "Inside the hidden world of Dyslexia & ADHD. From this video, someone with little knowledge of ADHD and Dyslexia will have a different worldview. This group of people tends to blame the child for having this learning disability and they should not succeed in life. They were discriminated by teachers, friends and even their relatives. Thus, they did not make an effort to understand them better. For them, they tried their best to overcome the challenges by being positive and they are not dampened by their disabilities. Still, they are motivated to do more and motivate others to be positive too.

The key component for successful intervention for dyslexia will be, explicitly teaching students the rule of phonics and making them understand how language is structured and how it relates to the written portion. Using a method that is structured and intensive will be successful. Do not focus on things like balance or eye movement. Make them stronger readers instead.

Today's learning has been engaging and how the brain works is a wonder. A unique gift.

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I have a better understanding of SLI and Dyslexia after watching the video. The importance of early detection is vital for their progress in life. Students with SLI and Dyslexia do not learn the same way as others. Effective strategies and having a structure help the students to learn better. Social skills are important as many students have difficulties with this in social setting. I understand the resources we create is important to aid the students.

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The videos and booklet are informative as I gained an increased understanding of SLI. Children with SLI can have a range of difficulties, and as I watch the videos and read the SLI booklet, it made me think about the students I have worked with who display the list of difficulties but are not diagnosed. Prior to this I don't recognise or understand SLI because it's complicated - the difficulties faced by students with SLI may not be obvious and can be hidden for a long time because students with SLI are often bright and able in so many ways despite having SLI, and having SLI can look like they have problematic behaviour or poor reading. I could empathise not only the learning struggles faced by students with SLI but also the social challenges.

Interacting with others may be difficult as interaction requires listening, understanding and talking. Making friends or playing with other children may be challenging due to their difficulties, so often students with SLI find it easier to play alone. Their behaviours may be perceived as disruptive but this is due to the difficulties faced when they join activities that are not catered to their needs. Imaginative and pretend games where children need to talk will be difficult.

As a SENO, I can advise teachers to adopt differentiated instructions to meet the needs of students with SLI. For example, for differentiated input for learning, to provide visual aids, use gestures or draw pictures to help them understand what we want them to do, and provide hands-on activities that don't rely so much on language usage. Break down what we want them to do into small steps makes a difference too. We should also encourage students with SLI to communicate in any way, not just through words. Actions and gestures will help to develop words.

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I learn that SLI are heterogeneous, individual cases will differ significantly. Their language, simplified grammatical and syntactical structures are below age appropriate standards. Children with SLI find it difficult to understand long instructions or complex language especially when the speaker speaks very quickly. It is hard for them to express their needs and thoughts. SLI will need language to be explicitly taught. They require on going support for reading, literacy and overall academic achievement throughout the school year. Social problems may surface such as bullying, social isolation etc.

For Dyslexia, I learn that it is a type of specific learning difficulty identifiable as a developmental difficulty or language learning cognition. It is a specific learning disability that is neurobiological in origin. It primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and processing speed.

Schools can
- create classrooms with visuals such as posters etc
- present information in a variety of ways
- lessons to include explicit opportunities to build speaking, listening skills, differentiation of different ability levels
- With additional support, put in place learning support plan that include accommodation / modifications

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Having worked with students with dyslexia for more than 10 years, I can attest to the fact that effective literacy and language interventions really do result in positive outcomes for the students, not just an improvement in their ability to read, write and spell, but also in their confidence and self-image.

Children and adolescents with dyslexia do have many creative talents. Many of my ex-students (with dyslexia) are wonderful artists, dancers and sportsman, and it would be wonderful if society can recognize people with dyslexia for their talents and not just their shortcomings. However, I do find it a bit odd when Prof John Stein said that children with dyslexia are good with drawing 3-dimensional objects. I used to teach children with dyslexia Mathematics and I noticed that many of them can draw the general shape of bar models and 3D objects, they are often not accurate enough. They also hate using the model method to solve Math problems. Instead, many of them enjoy using concrete manipulatives to explore Math ideas and they can understand much better when the examples used are related to their real-life experiences.

My other takeaway comes from learning about SLI. In my previous work, I do come across students with SLI. Such students have difficulties with receptive and expressive vocabulary, as well as in articulation. Since these are specific areas that I was not trained to handle (esp if the cases are severe), my colleagues and I would usually refer these cases to our in-house SLT (Speech & Language Therapist). However, the lesson materials in this session has provided me with some tools and ideas on how I can support these students in school when I encounter them in future.

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The two language disorders that I watched were Specific language impairment and Dyslexia. These were two disorders might occur to anyone. (SLI) talked about communication disorder that restricts the development of language skills in kids while Dyslexia talked about a specific learning difficulty that dealt with their cognitive and difficulty of language learning development. Besides affecting their language development, SLI posed a threat to their daily social skills in term of interaction with teachers and friends and even engagement with the classroom activities. Dyslexia, however, dealt with students’ cognitive development such as concentration, task performance and even organisational skills.

Overall, after watching the video had made me think that these kids are unique and special in their own way. They want to be like us ‘normal people’ just because that they are born with that ‘gift’, does not make them a weak individual.

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One important takeaway when helping a child with SLI is to encourage a child to communicate in any way, not just through words. Actions and gestures will help to develop words.

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The term "SLI" is relatively new to me. The clips and the case study makes it clear to me what SLI is.
It was interesting to see how the brain images "behave" or  "react" differently for people with/without dyslexia. Now, I understand better how it all affects a person with SLI or dyslexia. I wonder if brain images  of other people with learning difficulties also show lesser or more activities? It will be interesting to find out.
At the end of all the videos, it further reaffirms what I believe in: Early intervention is crucial for a child with learning difficulties and with the appropriate learning environment, together with a supportive network, it is possible for the child to overcome some challenges caused by their difficulties. It is also quite clear that every child learns in different methods and for SLI and children with dyslexia, we need to go slow, be as explicit as we can, having structure helps them too.
With all these in mind, I hope to be able to help identify or note if any child is showing signs of difficulties. To be explicit and having a structure for the students I will be working with in future is another key reminder for me after watching the videos.

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I have learnt that SLI and Dyslexia are two learning disabilities that are not associated with low IQ. Early identification of students with LD and empowering them to be advocates for themselves is essential in helping them make sense of their self-identity early in life. Like what Ben said, it is more about a person on a wheelchair asking for a ramp, not forcing her/himself up the stairs by pure effort. It is also important to note that accommodations for students with LD play an important role in determining academic success. With early intervention and the right support, students with dyslexia can become skilled readers.

Based on the videos, I have come to a realisation that reading for students with dyslexia can be very effortful and that besides encouragement, teachers and SENOs like myself should utilise explicit instructions in teaching literacy.

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From the materials, I learnt that:

For SLI,

We can help the student by calling them by their names to get their attention. Give them an area to focus on with shorter instructions and check for understanding. I’m addition, we can help them to link new information to their existing knowledge for better organization & retrieval, practice “I do, We do, You do” and teach them social skills.

For Dyslexia,

Reading uses different parts of the brain to sound out unfamiliar words, recognize familiar words by sight & think about how to pronounce those words. To support children with Dyslexia, we have to explicitly teach the relationship between sounds & letters and teach readers to recognize words they have learnt & seen before. Studies have shown that with intervention, those parts of the brain used in reading shows an increase in activity for children with Dyslexia.

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Specific language impairment (SLI) is a new concept to me, I didn't know of it before! I think its a good thing to keep in mind as the repercussions of having SLI, and especially if it goes undiagnosed, is quite detrimental to the student's self esteem and self confidence. It is also quite unfortunate that there are no evaluative tests to determine  - and because the traits exhibited are outward (  it could very  well be mistaken for a global developmental delay or an impaired IQ and as a result students may get overlooked in class ) Students with SLI could be very bright, but because of the problems with speech and language they could easily be "written" off by parents and teachers as being "slow" which is very unfortunate.

I was very heartened to know about the many fantastic aspects of a person with dyslexia - be it in visualisation of 3D images, patterns, forecasting. People with dyslexia are often artistic, creative and entrepreneurial. Indeed, in my untrained stint, I met a 10 year boy who read and wrote very poorly but was a whiz in patterns, drawing symmetrical orders, and constructing 3D shapes when the rest of his classmates struggled. Since up to 1 in 5 of the population is dyslexic, it is good to be well versed on this topic and be mindful of the strengths so that we can communicate these strengths and positives to the children themselves and their parents and teachers too.

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Both Specific Language Impairment and dyslexic have nothing to do with IQ. The interesting realisation is that both have similar intervention strategies as they are characterised by a phonological processing deficit which underlies word reading problem.

I like the artistic impression of a person with dyslexia and ADHD. It was well presented – listening music to a cello with missing notes in the middle of a crowded place. It must be so chaotic to decipher the sounds.

Headstrong's film showed how people with dyslexia and ADHD embracing and accepting their diversities. An endless amount of perseverance and bravery is needed to stand tall in a world that is not designed for them. It is truly amazing to see how technology is supporting them towards a more holistic life (reading).

Last but not least, dyslexia is a gift. It pushes one to be more creative and resilient in adversity.
~ Jahan ~

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Speech and language impairment are not caused by brain damage. The videos provided an excellent summary of how fascinating the brain operates during reading tasks for those with language difficulties. The challenges of having a speech language disability were not easy, but they can be overcome with adequate societal support.

Early intervention is essential for SLI students because, as they advance through their educational stages, the demands on their learning become more and more intense.

In order to accommodate the needs of the student, I also learned that it is essential to be explicit in our instructions and to provide a structured intervention plan. A student with dyslexia can also enjoy reading if they are given the support and intervention. Indeed, dyslexia has been discovered in a number of well-known individuals.

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I think it's important to recognize that people with dyslexia and ADHD are real people. They have feelings and emotions, they like things and dislike things, they have dreams and goals and desires.

I think that it's also important to recognize that people with dyslexia and ADHD are not their conditions. Their conditions don't define them,they are human beings who happen to have dyslexia or ADHD or both.

And finally, I think it's important for these people to know that there are resources available to help them navigate their lives in a way that is comfortable for them

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1) Language difficulties is not because of brain damage.

2) Early identification and intervention are vital to provide children with the best possible learning environment. They will require on going support throughout their school years

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For both SLI and dyslexia, explicit instructions is important in order for them to read better. It is not about intelligence. Early detection and intervention will also help in allowing students to pick up reading skills faster.

Not all hope is lost, reading skills can be changed overtime with proper use of reading strategies and programme like using visuals, multisensory approaches. A whole community support like emotional and peer support can be a powerful tool to help them read better. As it does not only affect learning but social interactions, daily life, employment, the use of accommodations will be helpful so that they can remain optimistic and build their self esteem.  They also have their own strengths despite the challenges. They can see a holistic picture, observe patterns and are usually high in determination to achieve success.

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From the videos and reading, I developed a better understanding of dyslexia and SLI, as well as strategies that we can employ to support the learning of students with these conditions. With intervention and support, these students can still achieve progress and success in acquiring, achieving fluency, maintaining and generalising language skills.

Dyslexia is a problem with understanding and working with language. To support students with dyslexia, some strategies include specialised reading instruction such as the Orton Gillingham multi-sensory techniques (Eg. clapping out syllables), reading apps, reading aloud and rhyming games.

An important thing to remember is that children with SLI have very specific language difficulties which are not caused by another condition such as dyslexia- we do not know the cause. Students with SLI would have difficulties in understanding and using language and developing social skills to interact well with others. The SLI handbook shared some useful tips on how we could support primary/secondary students with SLI. For example, making understanding easier by giving shorter instructions, and leaving a bit of time for them to process what you’ve said and give a response. We could also create communication-supportive learning environments for students with SLI.

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Prior to this lesson, my understanding of SLI is that it is a subset of dyslexia. Now with the new knowledge, I am challenged to look deeper into students with language needs instead of ‘labelling’ them as SEN with dyslexia. It is a ‘hidden’ language impairment as students with SLI are able to cope and self-regulate thus making them being viewed as typical developing students. As SLI is a language deficit, I should double down on acquiring knowledge in this area so as to effectively ‘diagnose’ this illusive condition.

It's a refreshing angle by Prof Stein talking about dyslexia as a gift. It’s a mindset shift for the persons with dyslexia as well as the general public. Another aspect that caught my attention is the need for self-advocacy. This movement is very strong in the developed Western world but not in our Asian countries. Over here, we have achieved a certain level of awareness but due to dearth of support and ‘laidback’ worldview, many ‘sufferers’ face obstacles in getting a voice to champion their cause.

As for ADHD, the video resources were limited except that it was presented as a comorbidity with dyslexia. All in all, I must say I came out of the self-directed tutorial a better-informed person and eager to discover more about SLI.

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From the videos, I learnt more about the struggles that people with SLI and dyslexia face on a daily basis. Unlike physical disabilities, these disabilities are invisible and the people with SLI and dyslexia are often misunderstood as being lazy and slow.

I think that as educators, it is important that we exercise a non-judgmental attitude towards our students although on the surface, they might seem lazy and slow. We should not be making theses assumptions because we do not know the struggles they face everyday due to their disabilities.

In fact, we should support them with their learning needs by giving them additional support, motivating and encouraging them to embrace their disabilities and work through it together.

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The videos and booklet give a wonderful insight into some of the language difficulties that our children face. Having studied the materials, I believe I have a better understanding of the different diagnoses and how I can work with my children in my capacity as a SENO.

SLI:

1) it occurs in children with normal development, and it is not linked to intelligence levels.

2) It is important to explicitly teach language to children with SLI.

3)Not being able to express oneself clearly can lead to anger and frustrations which could then lead to social and behavioural issues in children. Children with SLI are also at a higher risk of anxiety.

Dyslexia:

1) There are differences in the structures and functions of the brain of people with dyslexia and those without dyslexia.

2) Intelligence levels are not affected by having dyslexia.

3) Children do not outgrow dyslexia, but they can become skilled readers and strong learners.

4) People with dyslexia have excellent visual-spatial skills.

In Summary:

1) Our brains are malleable. Learning can take place at any age and with appropriate interventions, one can see significant improvements.

2) It is important to provide a supportive learning environment. Always encourage our children and give them our support and motivation.

3) Use many visuals and present information in different modes. Create ample of opportunities for children to be exposed to language.

4) It is important to modify and provide accommodations so that children can maximise their learning.

5) The Orton-Gillingham approach is especially useful for children with Dyslexia and it teaches children to a) break the words into component sounds, b) math the sounds to the letters and c) blend the sounds together.

6) The importance of using multisensory techniques when planning interventions to help our children with retention.

7) Most importantly, learning should be made fun for our children!

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I learnt that children with SLI will not learn language the same way as other children. They will need language to be explicitly taught. These students with SLI have a significant risk of having a reading difficulty.

How can we help to support these students?

By providing a supportive learning environment such as visual cues and creating a learning support plan.

In order to develop to their fullest potential, these students will require support throughout their school years.

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I learnt more about Specific Language Impairment (SLI). SLI is specific to having difficulties in speech and language. Dyslexia is is learning disability which affects skills involved in reading, spelling and writing. I also came to know that SLI and Dyslexia are associated with low IQ.

Early intervention is necessary and important when the students have difficulty coping with academic, behavioural and social skills. From these videos, I also learnt that I need to give explicit and clear instructions for students with SLI and Dyslexia.

As a SENO, we should collaboratively work with the different stakeholders to help these students. Providing the support, accommodation and timely help is important for these students. As a future SENO, I also learnt skills and strategies on how help these students in future.

We must believe that student with learning disability too can succeed in academics and in life just like another normal student. We also need to have a very positive mindset when handing students with SEN.

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Dyslexia is not about being unable to spell, read or not know the alphabet. Its parts of the brain that is unable to identify speech sounds and relate them to letters and even spellings, in other words decoding a word itself. The part of the brain must be triggered and trained to increase its function. There are strategies that can assist in learning. As a SENO, it is important to identify properly so proper assistance and interventions can be made.

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Dyslexia is a brain based condition affects our children as they have difficulties understanding and working with languages. They just have some trouble sequencing. But it can be overcomes with structured ways of teaching. One of the videos shared about the Gillingham structured approach, which is to break down the sounds of a word into letters and sounds.

The most important takeaway for me would be, dyslexia is a gift.

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All the videos gave a good insight into language difficulties faced by pupils with SEN.  Very informative, helpful to understand and know how to work with children with special needs like SLI, Dyslexia and ADHD.

A teacher need to plan lessons with explicit instructions and create differentiated worksheets based on the child's ability to better support them in learning.

Teaching should also be done explicitly.