# data[].attributes.attachment_link.description
This is a series of 9 webinars on dyslexia in Irish second level schools. With dyslexia affecting approximately one in ten people, there are many thousands o…

# data[].attributes.headline
All about autism with Claire Droney: What is autism?

# data[].attributes.subject
All about autism with Claire Droney: What is autism?

# data[].attributes.attachment_link.title
All about autism with Claire Droney: What is autism?

# data[].attributes.attachment_link.title
Tips for Students with Organisational Difficulties (Post-Primary)

# data[].attributes.headline
Colman Noctor Webinar 4 - Let's talk about building your child`s social savvy

# data[].attributes.subject
Colman Noctor Webinar 4 - Let's talk about building your child`s social savvy

# data[].attributes.attachment_link.title
Colman Noctor Webinar 4 - Let`s talk about building your child`s social savvy

# data[].attributes.headline
Colman Noctor Webinar 3 - Let's talk about your child`s online life

# data[].attributes.subject
Colman Noctor Webinar 3 - Let's talk about your child`s online life

# data[].attributes.attachment_link.title
Colman Noctor Webinar 3 - Lets talk about your child`s online life

# data[].attributes.headline
Colman Noctor Webinar 2 - Let's talk about helping anxious children

# data[].attributes.subject
Colman Noctor Webinar 2 - Let's talk about helping anxious children

# data[].attributes.attachment_link.title
Colman Noctor Webinar 2 - Let`s talk about helping anxious children

# data[].attributes.headline
Colman Noctor Webinar 1 - Let's talk about connecting with your child.

# data[].attributes.subject
Colman Noctor Webinar 1 - Let's talk about connecting with your child.

# data[].attributes.attachment_link.title
Colman Noctor Webinar 1 - Let`s talk about connecting with your child.

# data[].attributes.attachment_link.readable_text
Colman Noctor - Let's talk exam stress

Colman Noctor Webinar 1 - Let's talk about connecting with your child.

Colman Noctor Webinar 2 - Let's talk about helping anxious children

Colman Noctor Webinar 3 - Let's talk about your child`s online life

Colman Noctor Webinar 4 - Let's talk about building your child`s social savvy

Let's talk about supporting your child's additional needs when starting Primary School

Webinar for parents on Community National Schools

# data[].attributes.attachment_link.title
Webinars for Parents | National Parents Council

# data[].attributes.attachment_link.description
NPC exists to ensure that all parents are supported and empowered to become effective partners in their children's education.

# data[].attributes.body
Website to help parents and students with the transition to Secondary School

# data[].attributes.attachment_link.description
Helping students and parents with the move from primary school to secondary school How To Use Each resource page has a number of topics for parents and students to browse through. Some topics have additional information such as advice, videos or extra research – just click the link when you see it. Some of these […]

# data[].attributes.attachment_link.title
BBE’s Virtual Calming Room - Guided Relaxation

# data[].attributes.attachment_link.description
GUIDED MEDITATION & MINDFULNESS ACTIVITIES

# data[].attributes.headline
100 Day Kit for Newly Diagnosed Families ASD

# data[].attributes.subject
100 Day Kit for Newly Diagnosed Families ASD

# data[].attributes.body
Strategies for supporting concentration

# data[].attributes.body
Take a Break- 10 minute strategies for movement breaks

# data[].attributes.headline
Dyslexia Explained - child friendly book 

# data[].attributes.subject
Dyslexia Explained - child friendly book 

# data[].attributes.headline
Nip in the Bud - Recognising PTSD in Children

# data[].attributes.subject
Nip in the Bud - Recognising PTSD in Children

# data[].attributes.headline
Nip in the Bud - Parental Guide to Childhood Depression

# data[].attributes.subject
Nip in the Bud - Parental Guide to Childhood Depression

# data[].attributes.headline
Nip in the Bud - Tips on Returning to school

# data[].attributes.subject
Nip in the Bud - Tips on Returning to school

# data[].attributes.body
In this short film, Dr Jess Richardson. principal clinical psychologist (National & Specialist CAMHS and Maudsley),  provides straightforward, important suggestions for parents and teachers to deal with any potential apprehension or anxiety children may experience on returning to school.

# data[].attributes.headline
National Parents Council Guide to Post Primary

# data[].attributes.subject
National Parents Council Guide to Post Primary

# data[].attributes.headline
A Parents Guide to Supporting your child through Online Learning 

# data[].attributes.subject
A Parents Guide to Supporting your child through Online Learning 

# data[].attributes.headline
Back to School - Autism Guide by SuperValu

# data[].attributes.subject
Back to School - Autism Guide by SuperValu

# data[].attributes.headline
Tips for teaching spellings to students with Dyslexia

# data[].attributes.subject
Tips for teaching spellings to students with Dyslexia

# data[].attributes.attachment_link.readable_text
I'm often asked for the best way to teach a dyslexic child to spell. English is not the easiest of languages to learn at the best of times. Throw a learning difficulty into the mix and confusion will almost certainly arise. Grammar rules are not easy to remember and there are so many different exceptions (I before E except after C is a classic example).

Think about how many words sound the same but are spelt completely differently (eg. ate/eight) or those words where the spelling is the same but the meaning changes depending on the context. (eg. screen/screen).

We already know that dyslexia affects the skills needed for reading and spelling, but it can also affect visual and auditory processing. Therefore, seeing words or hearing them may not necessarily help with learning how to spell them.

How does dyslexia affect spelling?

When we learn to read, most of us have phonemic awareness. This is the ability to differentiate between sounds. For example, Cat/Sat/Mat. These three distinct sounds, as well as the connections between sounds and letter combinations, are easy to spot for most of us and it's this which enables us to develop fluid reading and spelling skills.

If a child cannot hear the subtle (or more obvious) difference in sounds, they will have difficulty in encoding and decoding and thus reading and spelling difficulties arise.

So... How do you teach a dyslexic child to spell?

A child with dyslexia can be resistant to traditional teaching methods and often learns best through multi-sensory learning at the pace of the learner ( see my blog on the Orton-Gillingham approach here). Everyone, dyslexic or not, can learn from dyslexia-friendly approaches to reading and spelling which includes lots of repetition and positive reinforcement. Always remember that a little bit of praise can boost a child's confidence significantly.

Spelling tests are often a dyslexic child's worst nightmare. Dyslexia affects working memory as well so a child could think that they have learnt all of their spellings ready for the test, but be unable to spell them all correctly the next day.

Strategies for spelling

When you support or teach a dyslexic child to spell, patience is a must. The strategies I list below are not an instant fix - they will take time. However, they are proven tactics for teaching spelling and also ways in which I support Ella at home.

1. Memory tricks

When you are supporting or trying to teach a dyslexic child to spell, you will find that there are tricks that can be used to remember spellings This technique is known as 'mnemonics' (A tricky word in itself!). In layman's terms, a mnemonic is a tool that helps with memory. It could be a song, rhyme, acronym, image or phrase. For example:

Never believe a lie; There's a rat in separate; Because: Big Elephants Can Always Understand Small Elephants
2. The more detail the better
Kids with dyslexia might not spot the details in a new word - especially if the spelling is at all unusual. A good example would be the word 'enough'. Show them the word as you read it out loud. Ask your child to spell it out while looking at it and then to point out the vowels. Which letters feature at the beginning, middle and at the end - and what sounds? This helps with analysis.

3. Get creative

Some children find learning sight words easier by linking them to pictures. One of the ways I did this with Ella was to write the word in large printed letters, with the hardest part of the word in a different colour. I drew a picture in or around the letters and told a story relating to the spelling. For example, double 'o' could become two eyes, double 'n' could be two hills. Eg. LOOK. could become L K.

4. Take a photo in your mind

Ask your child to take a good look at a word and try to 'take a photo' of it in their mind. Cover the word and ask your child what letters they see in their mind. Ask them which letters are first, second and last and which vowels are in the word. Using this visualisation technique will help them to read, spell and remember new words.

5. Multi-sensory approach

Research, numerous studies and experience have proven that children with dyslexia learn best when they use more than one of their senses. They could trace the letters with their fingers (touch), dictation (hearing), use colours to highlight the letters (sight) or do an activity such as skipping while spelling out the word.

6. Go back in time

When it comes to words that cannot be sounded out, there is usually a reason behind it. If you want to teach a dyslexic child to spell, a fun way to learn certain grammatical rules is to find the answers in history. For example, did you know that a rule was brought into the English language forbidding words to end in a 'v' (hence so many silent 'e's - 'give' and 'live'). Completing a quick search of strangely spelt words could unlock an easy way to remember that particular sight word.

7. Keep things fun

Practicing spelling does not need to be a chore all the time. There are a number of games that can be played to mix things up a bit and bring some fun into learning. Games such as pairs, Hangman, bingo, Go Fish and tic-tac-toe can all be adapted for spelling practice. There are also many fun apps.

8. Word Searches

Find free word searches online or make your own. Your child will have hours of fun spotting their recent sight words - obviously make sure the words match their reading level. Word searches also help with building awareness of certain spellings.

9. Word walls

A little bit of confidence goes a long way and a word wall is a great way to give your child the confidence they need to achieve. By creating a specific space to write, hang or stick the words your child has mastered, you are showing them a visual concept of their achievements. It is also a great placeyou're your child to visit to remind themselves of these words.

10. Don't overwhelm

One of the worst things you can do is overwhelm your child. It's not about quantity at this stage. Introduce one or two new words a day (as your child masters one, add a new one) until you have 10 to practice. Learning goals stay achievable which will give them the motivation to keep trying.

REMEMBER! When you teach a dyslexic child to spell at home, it's vital that you are in touch and working with their teacher at school. This way you can ensure that you are both on the same page, using the same approaches and not overwhelming your child.

There will be good and bad days. When it comes to spelling, this does NOT reflect your child's vocabulary.

Learning to touch type will be a great bonus for a child with dyslexia. Once they can type, they will be able to self-edit and of course, spell check is a great tool! I highly recommend this course from TTRS. It's not one of the free ones, but we have tried and tested many and always come back to this.

For more information on how to support your child's learning at home, see my other blogs on dyslexia here - and for a more specific look at spelling, click here.

# data[].attributes.attachment_link.title
How to teach a dyslexic child to spell - Princesses Can Wear Kickers

# data[].attributes.attachment_link.description
I'm often asked for the best way to teach a dyslexic child to spell. English is not the easiest of languages to learn at the best of times. Throw a learning difficulty into the mix and confusion will almost certainly arise.

# data[].attributes.body
Verbalise your instructions as much as possible and be very descriptive in your directions so you are filling in visual gaps with words. Your instructions need to be understandable and relevant to all students.

If a student needs to access braille, remember that not all parents read braille. Ensure that you provide print copies of homework tasks or any other communication to parents directly via email or other channels.

Encourage students who require materials to be enlarged to use optical magnifiers rather than waiting to receive adapted resources such as enlarged versions of worksheets – this will foster independence.

Vision impairment can cause students to have visual fatigue, making it difficult to complete tasks. Alternate your lesson plan between activities that rely on vision and activities that don’t, giving tired eyes an opportunity to rest. In addition, consider the strain that expecting a student to constantly alternate between near and distance work can cause (for example, copying notes from the board). In such cases, consider the provision of a hard copy of board notes.

Create an inclusive learning environment where braille and other aids such as tactile resources are incorporated into all aspects of the classroom environment.

Colour contrast can help students with limited vision eg printing on yellow paper.

Size of text matters - possible printing text heavy material on A3 paper

# data[].attributes.headline
Strategies for Learning and Teaching students with Visual Impairments

# data[].attributes.subject
Strategies for Learning and Teaching students with Visual Impairments

# data[].attributes.attachment_link.readable_text
(Teachers should note that the Visiting Teacher Service for children and young people with a visual impairment supports parents/guardians, teachers and other professionals involved with the student. More information is available in the Visiting Teacher Service information leaflet [PDF 508KB].)

Encourage the student to use visual aids/resources that have been prescribed (e.g. glasses, magnifiers, big-print books, etc).

Seat the student appropriately in the classroom (e.g. in the middle towards the front).

Make sure lighting is suitable.

Make efforts to eliminate the risk of glare from the desk and whiteboard.

If possible ensure lights are coming from behind or to the side of the student.

Give clear instructions as the student may misinterpret gestures and facial expressions.

Consider the use of enlarged print/magnified worksheets.

The less configurations on a page the better (worksheets can be cut in strips and stapled together to present less work at a time).

Print materials need to be clear and dark.

Have lined paper for assignments (the darker the lines the better).

Nearpoint work should be limited to fifteen minutes or less. The student should be encouraged to look away from his/her work, sharpen a pencil or participate in another activity as this will allow the student to refocus his/her eyes so that the student is less likely to become fatigued.

Have students measure from their elbow to their fingers and tell them they need never get closer to their work than that distance.

Slanted desks may be of benefit to individual students.

Provide contrast on any visual materials used: black and white is best.

Avoid italic or ornate script. Remember that lower-case letters are easier to read than capital letters because they have a greater number of ascenders and descenders, making them more visually distinctive.

Supplement visual material with clear verbal explanation.

Require less copying from the board or elsewhere.

Increase oral activities.

Use concrete material and hands-on experience whenever possible.

Allow more time to complete tasks and provide breaks to combat fatigue.

Do not lower expectations because the student has a visual impairment.

Provide mobility and orientation training as students with visual impairment experience great difficulty in acquiring skills in direction, mobility and travel. This is particularly important at post-primary level where the student may have to move for individual subjects.

Arrange for other students to act as buddies and use peer tutoring. Peer-groups should be encouraged to include and support the student.

Use the student's name when seeking his/her attention.

# data[].attributes.attachment_link.description
(Teachers should note that the Visiting Teacher Service for children and young people with a visual impairment supports parents/guardians, teachers and other professionals involved with the student. More information is available in the Visiting Teacher Service information leaflet [PDF 508KB].) Encourage the student to use visual aids/resources that have been prescribed (e.g.

# data[].attributes.headline
Information for Parents/Guardians of Children and Young People who are Blind/Visually Impaired

# data[].attributes.subject
Information for Parents/Guardians of Children and Young People who are Blind/Visually Impaired

# data[].attributes.attachment_link.title
How to make deaf friendly resources for deaf children

# data[].attributes.attachment_link.description
Practice addition, multiplication, fractions and algebraic reasoning with our popular math games. Discover fun learning games kids love to play.

# data[].attributes.body
Numeracy & Literacy Skill Development: Junior Infants- Leaving Cert!

# data[].attributes.attachment_link.readable_text
Testimonials

IXL is brilliant. I am using it for autistic secondary students who need literacy and numeracy support. I love the instant feedback, the huge library of questions available, and the teacher insights!

Tara, teacher

Dublin, Ireland

# data[].attributes.attachment_link.description
IXL is the world's most popular subscription-based learning site. Used by over 14 million students, IXL provides unlimited practice in more than 5,000 maths and English topics. Interactive questions, awards and certificates keep kids motivated as they master skills.

# data[].attributes.attachment_link.description
A higher education scheme for Leaving Certificate students whose disabilities have had a negative impact on their second level education.

# data[].attributes.headline
The Big Idea Revision and Learning Handout

# data[].attributes.subject
The Big Idea Revision and Learning Handout

# data[].attributes.headline
The Transition to Secondary School: HSE Resources

# data[].attributes.subject
The Transition to Secondary School: HSE Resources

# data[].attributes.attachment_link.description
What is Dyslexia? The Dyslexia Association of Ireland is promoting this understanding of dyslexia to better reflect the range of presentations that occur in dyslexic people and the preferences of people with dyslexia. This definition was reviewed and updated in April 2022. Defining Dyslexia Dyslexia is a learning difference that can cause difficulties with learning...

# data[].attributes.headline
NCSE Apps for supporting students with ASD 

# data[].attributes.subject
NCSE Apps for supporting students with ASD 

# data[].attributes.headline
AsIam have great resources for parents, students and teachers 

# data[].attributes.subject
AsIam have great resources for parents, students and teachers 

# data[].attributes.attachment_link.readable_text
2023 will no doubt provide us with a variety of challenges on all different levels. Irrespective of the year challenges remain for all members of the Autism Community our advocates and supporters as we strive to ensure that all autistic people get the SAME CHANCE in life!

So, for 2023 Take on the 20 for 23 Challenge this year for AsIAm.

# data[].attributes.attachment_link.description
Welcome to AsIAm. We are Ireland's National Autism Charity. How can we help you? Lets get you to the right place

# data[].attributes.headline
NCSE Supporting Students with ASD in Schools- Parents and Students 

# data[].attributes.subject
NCSE Supporting Students with ASD in Schools- Parents and Students 

# data[].attributes.body
AsIam Parents Guide to Autism

# data[].attributes.headline
iPad apps for Learners with Dyscalculia 

# data[].attributes.subject
iPad apps for Learners with Dyscalculia 

# data[].attributes.headline
Secondary school resources for Dyslexia 

# data[].attributes.subject
Secondary school resources for Dyslexia 

# data[].attributes.headline
Some strengths of Dyslexia- there are many and using these strengths in the classroom will help children make progress 

# data[].attributes.subject
Some strengths of Dyslexia- there are many and using these strengths in the classroom will help children make progress 

# data[].attributes.headline
AsIam All about me- resource for students with ASD

# data[].attributes.subject
AsIam All about me- resource for students with ASD

# data[].attributes.attachment_link.readable_text
Training

Middletown Centre provides a range of training opportunities for parents, carers and educational professionals in Ireland and Northern Ireland. The Centre has a full training calendar of face to face and online sessions, which can be managed using the Centre's app The Centre, in partnership with Mary Immaculate College Limerick provides a Graduate Certificate, Diploma and MA in Autism Studies Individual schools can apply for whole school training and these are provided in partnership with the EA in Northern Ireland and The NCSE in Ireland. Further information on applying for a whole school training is available by contacting us using the email training@middletownautism.com

Here is a list of all our main current events happening within Middletown Centre for Autism

Online Learning Portal

Log in or register to our online training resources
Online Learning

Follow us on social media

Bulletins

Research Bulletin no. 42 - Strength-based approaches

Our latest Research Bulletin is focused on Strength-based Approaches. It highlights papers that show how taking a strength-based approach can create an empowering environment for autistic young people and allow them to define what they value..
Download issue (pdf)

Research Bulletin 41 - Well-being

Our latest Research Bulletin focuses on well-being for all. By better understanding the experiences & strengths of the entire autism community, we can better support each other to thrive.
Download issue (pdf)

View all Publications

Sign up for our newsletter

# data[].attributes.attachment_link.title
Middletown Centre for Autism - Middletown Centre For Autism

# data[].attributes.attachment_link.description
Middletown Centre provides a range of training opportunities for parents, carers and educational professionals in Ireland and Northern Ireland.

# data[].attributes.headline
Strengths and Skills Students with ASD have 

# data[].attributes.subject
Strengths and Skills Students with ASD have 

# data[].attributes.attachment_link.readable_text
All students, whether or not they have a diagnosis of autism have a unique set of skills, strengths and talents. When working with students with autism, it is particularly important to identify the student's strengths. This will be the key to unlocking their potential in engagement, learning and interaction.

Some students with autism will be very driven by their particular skills and interests and if these are utilised appropriately, it will increase motivation and success in learning.

Some examples of strengths commonly associated with autism are:

Specialist knowledge in topics of interest

Exceptional memory for facts and figures

Very high level of motivation in topics and activities that are of interest

Ability to carry out tasks with a high degree of accuracy

Excellent attention to detail

Ability to follow instructions and rules very accurately when taught in the correct way

Exceptional skills in creative arts, such as Art and Music

Ability to see the world from a different perspective and so bring a different insight

Ability to bring an innovative approach to problem solving

Tendency to be honest and non-judgemental

Tendency to have a strong sense of loyalty in all social relationships

Unique sense of humour

Passionate about hobbies and interests

Enthusiasm for favourite interests with a drive to share this enjoyment with others

All students, whether or not they have a diagnosis of autism have a unique set of skills, strengths and talents. When working with students with autism, it is particularly important to identify the student's strengths. This will be the key to unlocking their potential in engagement, learning and interaction.

Some students with autism will be very driven by their particular skills and interests and if these are utilised appropriately, it will increase motivation and success in learning.

Some examples of strengths commonly associated with autism are:

Specialist knowledge in topics of interest

Exceptional memory for facts and figures

Very high level of motivation in topics and activities that are of interest

Ability to carry out tasks with a high degree of accuracy

Excellent attention to detail

Ability to follow instructions and rules very accurately when taught in the correct way

Exceptional skills in creative arts, such as Art and Music

Ability to see the world from a different perspective and so bring a different insight

Ability to bring an innovative approach to problem solving

Tendency to be honest and non-judgemental

Tendency to have a strong sense of loyalty in all social relationships

Unique sense of humour

Passionate about hobbies and interests

Enthusiasm for favourite interests with a drive to share this enjoyment with others

# data[].attributes.attachment_link.title
Strengths and Skills in Students with Autism - Best Practice Resource

# data[].attributes.attachment_link.description
All students, whether or not they have a diagnosis of autism have a unique set of skills, strengths and talents. When working with students with autism, it is particularly important to identify the student's strengths. This will be the key to unlocking their potential in engagement, learning and interaction.

# data[].attributes.body
Strategies for supporting students with ADHD- Concentration, Working Memory and Impulsivity

# data[].attributes.body
Strategies for supporting concentration

# data[].attributes.body
Take a Break- 10 minute strategies for movement breaks

# data[].attributes.attachment_link.title
ADHD Ireland | Our Mission is to make life better for people affected by ADHD

# data[].attributes.attachment_link.description
We are dedicated to providing up-to-date information, resources and networking opportunities to individuals with ADHD, parents of children with ADHD and the professionals who serve them.

# data[].attributes.headline
12 Amazing Superpowers of students with ADHD 

# data[].attributes.subject
12 Amazing Superpowers of students with ADHD 

# data[].attributes.attachment_link.readable_text
The positives of ADHD are numerous and mighty - creativity, empathy, and tenacity, just to name a few. Here, readers share their amazing superpowers.

Thinking positive to find the plus sides of adhd.

1 of 13

Problem solving skills are a positive about ADHD.

2 of 13

Children use their creativity to build a fort.

3 of 13

A teenager consoles a friend, using her gift of compassion.

4 of 13

Girl with snorkel by family unpacking van shows her sense of humor.

5 of 13

The word impossible is written on a chalkboard, with the "im" crossed out, because those with ADHD have perseverance.

6 of 13

A woman is very observant and employs her keen sense of observation.

7 of 13

A mom holds her child while also ironing - multitasking is a strength for those with ADHD.

8 of 13

A man is very focused on writing in his notebook. Hyperfocus is a positive trait of ADHD.

9 of 13

A group of young children are running with endless energy, another positive trait of ADHD.

10 of 13

A father and son play airplane together. Their seal for life is an ADHD superpower.

11 of 13

A green apple in a group of oranges illustrates differences. Kids and adults with ADHD are very accepting.

12 of 13

A road sign has an arrow pointing to Right and another toward wrong. Those with ADHD have a strong moral compass.

13 of 13

More Articles Recommended For You

# data[].attributes.attachment_link.description
Faster than a speeding bike! Able to leap stereotypes in a single bound! We asked readers what made them a notch above the rest. These are their answers.

# data[].attributes.body
This is a printable resource which may be useful when completing CBA's at Junior Cycle or Course work at Senior Cycle

# data[].attributes.body
Taking time for your own wellbeing is very important. Why not try some mindfulness colour attached here.

# data[].attributes.attachment_link.readable_text
Dyslexia affects approximately 8% of the population meaning that there's likely to be at least two students per class who have this different way of learning and processing information. In this Studyclix guide, Dyslexia expert and founder of dyslexiasupport.ie, Sascha Roos explains that the key to studying effectively for a Dyslexic student is to get an understanding of your learning style.

Dyslexia is known as a 'disability' but in actual fact, it is a learning difference, which affects approximately 8% of the population. Dyslexia affects more than just reading and spelling, its main challenge particularly at second level is poor short-term memory, also called working memory.

Students with dyslexia want to take in the topics they need to learn in a particular way that suits them, and they need just a little more time to process their thoughts and formulate their answers. Students with dyslexia are usually of average or above-average intelligence, with specific strengths in certain areas, such as Maths, Construction, Business, and yes even English. Therefore, dyslexia should be seen as a different learning ability to be tapped into rather than a 'disability' that stops you from succeeding.

How do you know if you have dyslexia?

Here are some of the main signs that you may have dyslexia:

A bad short-term memory - poor memory is the biggest frustration and a sure sign of dyslexia.

Do you keep forgetting books even though you use tactics to try to remember? Is your homework journal a lifeline full of sticker reminders?

Do you find it difficult to remember quotes, definitions, or even what the exam question was yesterday?

Has it always been impossible to learn anything by rote or parrot-fashion, like your tables at primary school?

Do you need to read a passage several times to understand it?

Does your mind just go blank once you are sitting a test, even though you studied and prepared for hours?

Complete exhaustion - a major sign is the sheer exhaustion a dyslexic student feels at the end of a school day.

On Fridays do you collapse after a week of school, and in the mid-term break do you just want to sleep?

Students with dyslexia have to work 4 times harder than other students to keep on top of the reading, note-taking, organising and learning, so no wonder they are exhausted.

Good days and bad days - Are there some days when there is just no point in even trying to learn, as your mind is so frazzled by it all? You feel completely overloaded and your difficulties with spelling, reading and remembering get worse with the stress and time pressure you are under.

'I just can't pull the word out of my head.' Ben, Leaving Cert student

So you have dyslexia - what next?

Don't despair. Through brain-scanning techniques, neuroscience has shown how the dyslexic brain is more active in the right hemisphere. This is good news for dyslexic students and explains their abilities that stand out compared to struggles in other areas.

You can tap into these inherent, creative abilities to bolster those weaker areas, primarily that bad short term memory.

'The best thing is having different abilities from other people.' Cian, Leaving Cert student

The key is to find out how you learn. Find your individual learning style. We all learn in slightly different ways. So, think about how you learn - what works best for you? This is the key to find your individual learning style.

Think about - what are you good at remembering? There will be something. Maybe song lyrics, films, dance moves. Ask yourself the following questions:

Are you an auditory (listening) learner?

Are you a visual learner?

Are you a kinaesthetic/tactile learner - do you learn by doing, touching, making?

Check out vark-learn.com for a quick self-test and some ideas on how you could take in information and produce it for your studies.

The best way to study is to be multi-sensory in your revision - this means using some of your senses together - listening, seeing, touching, and even smelling. This way, all the pathways to the brain are being used. Emphasise your learning strengths as well as being multi-sensory to help you process and memorise topics.

Here are some multi-sensory ideas for you to check out. Have a go, try them out, be creative, see what works for you.

Using the auditory learning channel
Are you a listening learner? Do you like to listen and take notes? Do you prefer to have background music to help you concentrate? Do you want to say written words out loud?
Some study techniques for auditory learners:

Read your notes out loud

Recite from memory what you need to learn, for example, quotes for English, Science definitions

Recording notes on to your phone so you can have a quick listen anytime

Create a rhyme, use a nursery rhyme tune to remember facts in Science and Geography.

Mnemonics have their uses when you need to remember a sequence - take the initial letter and make a sentence, for example learning the colours of the rainbow as a young child - Richard of York Gave Battle in Vain.

Is there someone at home who would listen to you explaining photosynthesis without quizzing you? When you explain a difficult topic to another person your own understanding becomes clearer, as you are putting it in your own words.

You can work with music in the background if it helps you block out other distractions, and silence makes you stare into space. Just try to choose gentle, instrumental music, not death metal. Practice doing exam questions without background music as obviously there will be no music allowed when doing exams in your school.

'Music blocks out everybody else in the house.' Josh, Leaving Cert student

Using the visual learning channel
Are you a visual learner? Are you good at seeing things in your 'mind's eye'? Do you enjoy using colour in your notes? Are you good at remembering directions and things in 3D?
Some learning techniques linked to your visual sense.

Keep seeing what you need to learn in your 'mind's eye', picture it.

If you are good at recalling the look of a page make use of colour, highlighting, creating pictures and diagrams and bullet points in your revision notes

Some students find mind maps confusing, just have a go. It takes time but it can be a good way to do a quick review later on, and it helps you to make connections between facts. It can particularly work for Geography and History.

Check out Youtube for further clarification of your topics in Science, Geography, and History.

Have your own whiteboard to test yourself in Maths, Languages, Science.

Watch film adaptations of your studied texts in English

In your study space have posters and 'post-it' notes of topics, keywords, definitions and whatever you find hard to remember

'Mind-maps help me to make connections.' Daniel, Junior Cert student

Using the kinaesthetic/tactile learning channel
Are you a doing, making, touching learner? Do you find it difficult to sit still for very long? Do you like making things, taking things apart, and fixing them? Do you enjoy subjects where you are active and touching objects?
Techniques linked to your kinaesthetic/tactile sense.

Write your notes from memory. Do NOT write out your notes 10 times - that is a lot of time and effort without much success.

Put your key notes and definitions on different coloured flash cards and flick through them regularly

It's good to fidget! Do fidget with pens, elastic bands, blue tac or whatever works for you. It all helps you to concentrate. Also chewing gum or having peppermints helps concentration.

Walking around or going for a walk will help you focus and formulate your knowledge. Walk up and down, reciting your poetry quotes.

Location mnemonics - take a sequence of facts you need to learn and relate each one to a specific point on a regular journey you do, like to school. Then picture that journey and review those facts at each point, for example the shop on the corner, the traffic lights, that big tree and so on.

Be creative - use different materials to help you learn and remember - like paper making origami, a sand tray, play-dough, clay or wire.

Have 'post-its' of key words from your Shakespeare quotes around your room. Walk around reciting these quotes triggered from those key words.

Doodling - research has shown that doodling helps concentration and formulating your thoughts

Move beyond your comfort zone when it comes to studying and just have a go at some of these multi-sensory techniques. The aim is to make life a little easier and less tiring for the dyslexic student.

Finally, keep reviewing topics, keep practicing exam questions and keep it varied.

And one last thing - watch 'Kara Tointon: Don't Call Me Stupid', an hour long BBC4 documentary on the actor Kara Tointon exploring her own dyslexia, multi-sensory learning and much easier ways to learn her lines.

Play to your strengths, and best of luck.

Update May 2020:

Sascha and Una Buckley from Blosson4life hosted a Webinar during the COVID-19 lockdown where they gave advice to students with dyslexia on how to handle learning from home, you can view the recording of the webinar below:
Sascha Roos
You can find out more about Sascha Roos at Dyslexia Support Ireland

email sascha.roos@dyslexiasupport.ie or check out Dyslexia Support Ireland's www.dyslexiasupport.ie or Facebook page.

Sascha has written a brilliant book directed at parents with children who have dyslexia, ' At Home With Dyslexia: A Parent's Guide to Supporting Your Child'. You can buy this from Waterstones, Easons and other bookshops as well as on Amazon, or watch/listen to Sascha chat through some important chapters on her YouTube Channel:

Share this post

# data[].attributes.attachment_link.title
Leaving cert & Junior cert Exam Revision | Studyclix makes exams easier

# data[].attributes.attachment_link.description
Dyslexia affects approximately 8% of the population meaning that there's likely to be at least two students per class who have this different way of learning and processing information. In this Studyclix guide, Dyslexia expert and founder of dyslexiasupport.ie, Sascha Roos explains that the key to studying effectively for a Dyslexic student is to get an understanding of your learning style.

# data[].attributes.body
Crash Course is a YouTube channel which is aimed at students and taught by teachers from around the globe. Subjects such as History, Biology, Economics and Physics as well as so many more are all available from this one place.

# data[].attributes.body
Ms Stouts History Class is a collection of videos on YouTube for both Junior Cycle and Senior Cycle students - Ms Stout is also the co-author of the Junior Cycle Textbook in which we use a SHSS.

# data[].attributes.body
Studyclix is a very valuable website for students as there a a large variety of short videos for all subjects.

# data[].attributes.attachment_link.title
Leaving cert & Junior cert Exam Revision | Studyclix makes exams easier

# data[].attributes.attachment_link.description
Leaving Cert and Junior Cert exam paper questions and marking schemes listed by topic. Studyclix makes exam revision and study easier

# data[].attributes.body
According to the SEC, the purpose of reasonable accommodations is to reduce the impact of a physical or learning difficulty on a candidate’s performance as much as possible so that they can demonstrate their level of attainment in state exams.

# data[].attributes.attachment_link.readable_text
Improving Communication Skills

Communication is key to human interaction. Children and adults with communication issues often lack the information and/or skills to communicate effectively which can lead to a variety of social and behavioral difficulties. This section is designed to target some of the most basic functions of communication that need individualized, direct instruction and support.

It is important to recognize that for individuals with communication disorders, these skills generally are not "picked up" over time by watching others. Instead, they should be systematically addressed by offering the student a chance to understand the purpose for the skill and teaching the steps to take in order to execute the skill. The use of graphic organizers and other visual aids can be extremely helpful in making this abstract concept more concrete and easier to understand.

For those of us that do not have communication difficulties, we often take for granted just how difficult it can be to learn and generalize these types of skills. Practice of the skill in a variety of situations with various people will offer the student a chance to master their communication skills and promote confidence that may lead to using these skills more independently.

# data[].attributes.attachment_link.keywords[]
picture exchange communication system cards

# data[].attributes.attachment_link.title
Do2Learn: Educational Resources for Special Needs

# data[].attributes.attachment_link.description
Improving Communication Skills Communication is key to human interaction. Children and adults with communication issues often lack the information and/or skills to communicate effectively which can lead to a variety of social and behavioral difficulties. This section is designed to target some of the most basic functions of communication that need individualized, direct instruction and support.

# data[].attributes.attachment_link.description
Memorize information in a fun and engaging way. Students can share flashcards and StudyStack automatically creates other games and activities for them.

# data[].attributes.body
This is a free online resource for students with pre made flashcards on almost every topic - students can just read the cards or play games to help them learn.

See Example below: based on Income in business studies this is a matching activity than is timed to see if the students can match the term and the definition.

# data[].attributes.body
1. Start with a subject that you like. Do an easy one, then a hard one, then an easy one.
2. One of the best ways to study is to re-write your notes, drawings, mind maps and study cards. Do this from memory. Then check to see how well you remembered them.
3. Some study better with a friend. If you do it right, you can share the work and learn from each other and test each other.
4. If there are specific facts, names, dates or words that you must know for a subject, try making study cards. Write each new thing onto a small card.

# data[].attributes.body
1. Don’t study when you are hungry or tired. It is very hard to learn when you are hungry or tired.
2. Find a time that suits you - some pupils find the morning is the best time to study.
3. Take a 5 minute break for every 30 minutes that you study.
4. Do not study for too long at any one time.
5. Use your spare time - while you are waiting for a bus. Carry your study cards with you.
6. Keep a calendar where you study. Mark in the dates of tests and exams.

# data[].attributes.body
1. Try to study in the same place and at the same time each day.
2. Study in a room that is quiet.
3. Sit in a chair. Study at a desk or table rather than on your bed.
4. Work under good light to reduce eye strain
5. Be organised - if you are doing math's have all the materials you will need eg math's set or calculator.
6. Remove any distractions from your study environment eg phones.

# data[].attributes.headline
Benefits of using Mind Maps for students

# data[].attributes.subject
Benefits of using Mind Maps for students

# data[].attributes.body
1. Create a revision timetable with manageable sections eg Monday - 15 minutes on types of household income.
2. Create a master sheet of all the topics which are on the course and mark them off as you go - this will allow you to see the progress that you are making.

# data[].attributes.body
1. Create a colour coded timetable - make sure to include subject, room and teachers name.
2. Use coloured tabs or folders for your books and copies which correspond with your timetable.
3. Put a title and date on everything - this makes finding the information much easier at a later time.

# data[].attributes.headline
How to change your attitude to learning?

# data[].attributes.subject
How to change your attitude to learning?

# data[].attributes.attachment_link.readable_text
Social interaction: May not spontaneously share interest or enjoyment. May not make friends with peers. May have absent or unusual eye contact.

Social Communication: May not initiate conversation. May find it difficult to sustain a conversation. May have delayed language development. May use repetitive language.

Social Imagination: May be unable to predict what will happen next. May affect the ability to move from one activitty or environment to another. May lack a meaningful framework to store and access memories relating to personal experience. May have limited skills in creative and imaginative play.

All of the above behaviours should be out of keeping with the individuals' chronological age. Individual manifestations vary with the individual degree of intelligence, individual personality and presence of additional disorders. In addition, changes in the way the disorder presents itself occur with age, especially in more able individuals. Many children, young people and adults with ASD (Autism Spectrum Disorder) also have an over-sensitivity to sound, smell, touch, taste and visual stimulation.
(Adapted from HMIE 2006).

# data[].attributes.attachment_link.title
What Is Autism - Irish Society for Autism

# data[].attributes.attachment_link.description
Social interaction: May not spontaneously share interest or enjoyment. May not make friends with peers. May have absent or unusual eye contact. Social Communication: May not initiate conversation. May find it difficult to sustain a conversation. May have delayed language development. May use repetitive language.

# data[].attributes.headline
Dyscalculia / Maths Difficulties information

# data[].attributes.subject
Dyscalculia / Maths Difficulties information

# data[].attributes.attachment_link.readable_text
Defining Dyscalculia

Dyscalculia is a learning difference that can cause difficulties with core mathematics. It affects approximately 6-8% of the population. It occurs on a spectrum with some people mildly affected and others more severely. With the right understanding, accommodations and support, people with dyscalculia can achieve success in education, the workplace and in wider society.
People with dyscalculia lack an intuitive grasp of simple number concepts or 'number sense'. They have difficulties estimating the magnitude of numbers, exhibit poor understanding of number relationships, and lack fluency with simple numerical operations. Often if the right answer is achieved or the correct procedure followed, it is done so mechanically, with great effort and without confidence.
Dyscalculia is not a general difficulty with learning, it impacts specific skill areas. Dyscalculia is distinct from mathematical difficulties arising from literacy or other learning difficulties, or maths anxiety but can co-occur with these difficulties. The impact of dyscalculia can change according to the environment (i.e. what a dyscalculic person is being asked to do and under what circumstances).

Language, Recognition and Rights

Some people prefer the wording 'a person with dyscalculia', while others prefer the term 'a dyscalculic person'. When working with individuals it is important to use the terminology that the person is most comfortable with. When communicating with a wider audience the terms may be used interchangeably to reflect the variation of preference that exists.

Dyscalculia is a recognised disability under Irish and EU law (such as under equalities, accessibility and disability legislation). However, many dyscalculic people do not consider themselves 'disabled' and this view should be respected.

What difficulties might be experienced by a student with Dyscalculia?

These students often experience difficulties with basic mathematical or numerical tasks or processes such as adding, subtracting, multiplying or dividing. Students can also experience difficulty knowing which mathematical process should be employed based on context.

Other challenges can include telling the time using an analogue watch or clock, handling money or calculating change.

There is a high incidence of co-diagnosis of dyslexia with dyscalculia. This obviously leads to greater challenges for these students.

Students with dyscalculia will often experience a lack of confidence or low self-esteem as a result of previous experiences with trying to study maths.

What can you do to support these students?

New concepts should be introduced using concrete examples only moving to more abstract concepts after these examples have been thoroughly understood by the student.

Multi-sensory teaching can help students who have difficulty with a particular delivery method e.g. visual or aural.

Present mathematical processes or procedures in a number of ways - often students will grasp a concept if it is approached in an alternative way.

Encourage students to ask questions at all stages if they are having difficulty.

Maths teaching should be structured and cumulative and the use of multi-sensory methods employed.

Simple examples should be used for new concepts and concepts should always be introduced at the concrete level with materials before going to maths problems in number, symbol and word form.

The language used should be transparent and students should be encouraged to put mathematical terms into their own words.

Appropriate aids such as number lines, number squares, and calculators should be available, and students should be taught how to use them.

Computer programmes can be useful to help consolidate learning.

Metacognitive strategies will be particularly useful for problem-solving.

The book 'Teaching Numeracy to Children with Dyslexia' by Pauline Clayton may be useful for further strategies.

Have a plan or strategy, which works in any math word problem situation. When a student is presented with a question that requires mathematical calculation, they may benefit from following the 12 steps provided:

1. Read the problem carefully looking for clues and important information. Write down the clues, underline, or highlight the clues.

2. If necessary, rewrite the problem to help find these clues.

3. Look for clues to determine which math operation is needed to solve the problem, for example, addition, subtraction, etc. Look for keywords like sum, difference, product, perimeter, area, etc. They lead to the operation needed to solve the problem.

4. Look for what is needed to solve the problem, for example: how many will are left, the total will be, everyone gets red, everyone gets one of each, etc.

5. Use variable symbols, such as "X" for missing information.

6. Eliminate all non-essential information by drawing a line through distracting information.

7. Draw sketches, drawings, and models to see the problem.

8. Is the word problem similar to previous work, if so how was it solved?

9. Develop a plan based on the information determined to be important for solving the problem.

10. Carry out the plan using the math operations which were determined would find the answer.

11. Does the answer seem reasonable, if it does then it is probably ok - if not then check the work.

12. Work the problem in reverse or backwards, starting with the answer to see if you wind up with your original problem.

Useful Websites

https://ie.ixl.com/math/ provides Irish curriculum-based support from Junior Infants up to 6th year for Maths and English subjects.

Further information and videos which may be helpful can be accessed at http://www.stevechinn.co.uk/

Free multisensory maths tutorials can be accessed at www.alison.com.

www.helpmykidlearn.ie - provides ideas for parents of children aged 0 - 12 to learn on a number of topics, from numeracy, literacy, and communication skills.

http://www.primarygames.com/math.php and http://www.mathplayground.com/ - maths games for children.

Equatio works on Windows, Mac and Chromebook. It lets the user type, handwrite or dictate equations, formulas and more directly to the computer of Chromebook to create mathematical expressions digitally. With intuitive prediction, it can speed up the accuracy of simple and more complex maths expressions.

Books

"What to do when you can't..." series by Steve Chinn.

"Power of 2" series by David J. Sharp (2001).

"The Trouble with Maths: A Practical Guide to Helping Learners with Numeracy Difficulties" by Steve Chinn (2004).

"The Math Handbook; For students with maths difficulties, Dyscalculia, Dyslexia or ADHD" by Helmy Faber (2017).

Dyslexia and Maths Difficulties

Maths difficulties are common in students with Dyslexia. The areas of maths that students with dyslexia find the most difficult are:

The language of maths: Some students struggles to read and understand the vocabulary in maths questions, and therefore do not know what task they are being asked to do. Many different words can be used to describe the same action, e.g. add, increase, plus, total.

Sequencing: The learning of maths is very sequential, but to successfully complete many maths problems a very strict sequence must be followed. Learning multiplication tables is all about learning a strict sequence of information.

Orientation: Difficulties with orientation and direction can lead to confusion of maths symbols. Some people with dyslexia show weakness in the Coding subtest in the assessment, meaning that they struggle to decode symbols accurately and quickly.

Memory: There are many facts, figures, tables, and formulas which have to be learnt and recalled accurately.

Confidence: A lack of confidence in their own maths ability can worsen the above difficulties.

For more information on strategies for dyslexia and maths you can download our handout below:
Dyslexia and Maths Difficulties (PDF)

# data[].attributes.attachment_link.title
Dyscalculia and Maths Difficulties | Dyslexia Ireland

# data[].attributes.attachment_link.description
Dyscalculia is a learning difference that can cause difficulties with core mathematics. It affects approximately 6-8% of the population. It occurs on a spectrum with some people mildly affected and others more severely. With the right understanding, accommodations and support, people with dyscalculia can achieve success in education, the workplace and in wider society.

# data[].attributes.attachment_link.readable_text
Movement clumsiness has gained increasing recognition as an important condition of childhood; however, its diagnosis is uncertain. Approaches to assessment and treatment vary depending on theoretical assumptions about etiology and its developmental course.

Over the past century, many terms have been used to describe children with clumsy motor behavior. The wide variation in labeling has depended to a large extent on cultural or professional backgrounds. For example, medical professionals use medical terms (eg, clumsy child syndrome or minimal brain dysfunction), whereas educational professionals use educational terms (eg, poorly coordinated children, movement-skill problems, or physical awkwardness).

In addition, the various labels used have embodied assumptions about the etiology. Examples include developmental dyspraxia (which suggests underlying difficulties in motor planning), perceptual motor difficulties (which suggests problems in perceptual motor integration), minor neurologic dysfunction (MND), and sensory integrative dysfunction.

In response to the confusing and counterproductive heterogeneity of the labels, participants at an international multidisciplinary consensus meeting in 1994 agreed to use the term developmental coordination disorder (DCD), as described in theDiagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV).[1]In 2013, the diagnostic criteria were further refined with the publication of theDiagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5).[2]

The currently available data are insufficient to permit clear definition of the parameters of motor coordination difficulties in children. Various grades of severity and comorbidity seem to exist. Some children have only a relatively minor form of motor dyscoordination, whereas others have associated learning disabilities, attention deficit, and other difficulties.

In 1996, Fox and Lent reported that in contrast to the common belief that children grow out of motor coordination difficulties, such difficulties in fact tend to linger if no intervention takes place.[3] Intervention can be beneficial if initiated during the first years of life, while the brain is changing dramatically and new connections and abilities are being acquired.

Children with multiple conditions are at greatest risk for developing behavioral difficulties over time. Some evidence supports dividing DCD into subtypes on the basis of main features, such as ability to manipulate objects, speed of movement, ability to catch objects (eg, balls thrown, struck, or kicked during sports activities), or writing ability.

A discussion about including DCD, as currently defined, into the cerebral palsy category was held.[4] This inclusion would put DCD on the low end of the continuum of neuromotor disabilities, also described as minimal cerebral palsy, and result in a 20-fold increased incidence.[5]

Diagnostic criteria (DSM-5)

DSM-5 classifies DCD as a discrete motor disorder under the broader heading of neurodevelopmental disorders.[2] The specific DSM-5 criteria for DCD are as follows:

Acquisition and execution of coordinated motor skills are below what would be expected at a given chronologic age and opportunity for skill learning and use; difficulties are manifested as clumsiness (eg, dropping or bumping into objects) and as slowness and inaccuracy of performance of motor skills (eg, catching an object, using scissors, handwriting, riding a bike, or participating in sports)

The motor skills deficit significantly or persistently interferes with activities of daily living appropriate to the chronologic age (eg, self-care and self-maintenance) and impacts academic/school productivity, prevocational and vocational activities, leisure, and play

The onset of symptoms is in the early developmental period

The motor skills deficits cannot be better explained by intellectual disability or visual impairment and are not attributable to a neurologic condition affecting movement (eg, cerebral palsy, muscular dystrophy, or a degenerative disorder)

# data[].attributes.attachment_link.description
Movement clumsiness has gained increasing recognition as an important condition of childhood; however, its diagnosis is uncertain. Approaches to assessment and treatment vary depending on theoretical assumptions about etiology and its developmental course. Over the past century, many terms have been used to describe children with clumsy motor behavior.