Upload
others
View
8
Download
0
Embed Size (px)
Citation preview
OffendingE-learning and Dyslexia: The Good Practice Guide
By Melanie Jameson for the Adult Dyslexia Organisation
E- Enabling Offender Learning and Skills
2007
1
Offending, E-learning and Dyslexia: The Good Practice Guide
by the Adult Dyslexia Organisation
CONTENTS
INTRODUCTION to the Adult Dyslexia Organisation and to the Guide, 2
1. Dyslexia, Offending and ICT 4
2. TheIdentificationofDyslexiainOffenderSettings 10
3. PrinciplesofSupportingLearnerswithDyslexia 16
4. SupportforNumeracyandESOL 23
5. SpecialistTechnologiesandSupportinE-learning 30
6. ADyslexia-friendlyLearningEnvironment 38
7. DisabilityLegislation 43
8. ICTinResettlementandEmployment 46
9. SpotlightonGoodPractice 53
SKILLS CHECK: Strategies for a successful e-learning environment 57
10.ResourceBank: 59
a) AdultDyslexiaOrganisationRevisedChecklist 60
b) ChecklistforVisualStress 62
c) ProjectsonDyslexiaandOffending 63
d) Dyslexia&DisabilityNetworks 65
e) Resources&Publications 68
f) SpecialistTechnologies 72
g)AdditionalLearningSupport 74
• AlthoughDyslexiaisthemainfocusofthisGuide;thereisalsoinformationonDyspraxia/DevelopmentalCo-ordinationDisorder,AttentionDeficitDisorderandDyscalculia.
• PleasenotethatreferencestotheOffender’s Learning Journeyrelatetotheversionproducedin2004
• Contacttheauthoron:[email protected]
2
Offending, E-learning and Dyslexia: The Good Practice Guide
INTRODUCTION TO THE ADULT DYSLEXIA ORGANISATION
TheAdultDyslexiaOrganisation(ADO)isanationalorganisation,withwiderconcerns,runbydyslexicsforadultswithdyslexiaandallthoseconcernedwiththem.ADOadvises,supportsandempowersdyslexicadults,takingaccountoftheirparticularandverydifferentneeds.Itprovidesawiderangeofservicestothepublicandtoprofessionals,supportedbyspecialistconsultantsinavarietyofdisciplinessuchaseducation,employment,policydevelopment,e-learningandInformation&CommunicationTechnologies(ICT).
Priortoitsestablishmentin1991,therewasnospecificvoiceforthelargenumberofadultswithdyslexia–estimatedtobe4%ofthepopulationseverelydyslexic(nearly3millionadults),withafurther6%whoshowsomesignsofdyslexia.
Asfarasweknow,ADOremainstheonlyuser-lednationaldyslexiaorganisationoperatinginEurope.Ithandlesnumerousinquiriesfromadultdyslexics,theirfamilies,professionalsandofficialbodies.Byworkingwithgovernmentdepartments,majororganisations,TradeUnions,educatorsandemployers,ADOworkstoensurerealchangethataffectsthelivesofadultswithdyslexia.ADOhaswrittendefinitiveguidelinesondyslexiafornationalorganisationsandstrivestoensurethatdyslexiaisrecognisedandindividualssupported.Theaimoftheorganisationistodemonstratethat‘user-friendlyfordyslexicscanbeuser-friendlyforeveryone!’.
TO CONTACT ADO:Email:[email protected]: 02072073911Website:adult-dyslexia.org
INTRODUCTION TO THIS GUIDE
Thispublicationisapracticalguideforanyoneworkingwithoffendersinane-learningsetting.Researchindicatesthataconsiderableproportionoftheoffendingpopulationfacedifficultiesduetodyslexiaandrelatedconditions,andareunlikelytomakeprogresswithoutappropriatesupport.Anunderstandingofhowtheseconditionsaffectadultsineducationandtrainingandwhatmethodologiesaremosteffective,willenableyoutohelpyourlearnerstackletheirdifficultiesandmasterICTskills.Fortunatelyadyslexia-friendlyapproachisalsobeneficialforother learners.
E-learninghasbeendescribedasICTskills+learningcontent.ThisGuidewillexaminetheelementsofICTandlearningcontentseparately,inadditiontotheconsiderationofe-learninginoffendersettingsandappropriateassistive/specialisttechnologies.
A‘goodpractice’sectionhighlightswhatcanbeachieved;thereisguidanceonmeetingyourobligationsunderdisabilitylegislationandtherequirementsoftheOffender’sLearningJourney.TheResourceBankincludeschecklistsandinformationontechnologicaltools,networksanduseful organisations.
3”“
TheLeitchReviewhashighlightedtheskillsshortfallthatstillhandicapsoureconomy:§overathirdofadultsintheUKdonothaveabasicschool-leavingqualification–doublethe
proportionofCanadaandGermany§fivemillionpeoplehavenoqualificationsatall§oneinsixadultsdonothavetheliteracyskillsexpectedofan11yearoldandhalfdonot
havetheselevelsoffunctionalnumeracy.Offenders,especiallythosewithdyslexiaandrelatedspecificlearningdifficulties,willbeover-representedintheabove.
Atthesametime,thenewSkillsforLifeICTCurriculumhasraisedtheprofileofthisessentialskill,withtheaimsof:§LinkingtothepurposefuluseofICTineverydaylife§Emphasisingtransferableskills§Fosteringcriticaljudgement§PreparinglearnersforthefutureCanthisapproachsucceedwhereothershavefailed?
ThisGuidehasbenefitedfromaconsultationprocess.ItispartoftheAdultDyslexiaOrganisation’sE- Enabling Offender Learning and Skills (EEOLS) Project.InformationonotherEEOLSprojectscanbefoundon: www.offenderlearning.net
EEOLSProjectManagerandCheifExecutiveoftheAdultDyslexiaOrganisation Donald Scloss
Author Profiles
Melanie Jameson worksasadyslexiaconsultant,trainerandassessor;herspecialinterestsarevisualstress,offendersandpromotingdyslexicstrengths.
E.A. DraffantrainedasaSpeechandLanguageTherapistbuthasbecomeknownforherworkwithdyslexiaandassistivetechnologyatTechDis.
ThankstoJulie SweetingofMedwayDyslexiaAssociationforherhelpandadvice.
ThankstoTom Pittsfordesign,typesettingandillustration.
All dyslexic people need a more dyslexia friendly environment in which to operate and this Guide contains a wealth of information and ideas to help any tutor or trainer, no matter what their level of knowledge, to explore and evaluate dyslexia friendly approaches and technology which can really make a difference to a dyslexic person’s life.
The guide is always positive and seeks to show paths to success rather than dwell on difficulties. It’s going to be a useful resource for people working with offenders.
Jenny Lee, National Adult Dyslexia Coordinator, Dyslexia Action
4
1 DYSLEXIA, OFFENDING AND ICT1 DYSLEXIA,OFFENDINGANDICT
This section explores the nature of dyslexia and the issue of dyslexia and offending behaviour. The challenges and opportunities of ICT in prison and probation settings are introduced.
What is dyslexia?
Dyslexiaisdescribedasa‘familyofdifficulties’whichvaryfrompersontopersonwithinarecognisablepattern.Itischaracterisedbyinherentinefficiencyinprocessinglanguage-basedinformation.There is usually lateness in learning to readandpoorspelling,aweakshort-termmemory,disorganisationandpoortimemanagement.Difficultiessequencingandstructuringinformationarecommon.Somepeoplewithdyslexiaconfuseleft/rightandhaveproblemswithorientation.Somehaveword-findingproblemsorexperienceaslightdelaybetweenhearingwhatissaidandunderstanding it.
Dyslexiacanalsoaffectnumeracy;thefollowingarekeyareasofdifficulty:
• acquiringbasicnumeracyskills,suchasdivision
• workingout/retainingmulti-partcalculations
• rememberingmathematicalfacts• distinguishingmathematicalsymbols,
e.g.+x• understandingmathematical
language,suchasratios• conceptualunderstanding,suchas
negativenumbers• confidenceandmotivation.
Peoplewithdyslexiaareoftenseenasinconsistent,becausetheirabilitytocopecanvarysignificantlyonadaytodaybasis.
Dyslexiaisindependentofintelligence,raceandsocialbackground.Althoughpreviouslythoughttoaffectmoremalesthanfemales,isinfactequallyprevalentinbothsexes.Itisestimatedthatdyslexiaaffects4%ofthe
populationseverely,afurther6%showsomedyslexiccharacteristics.However,asthenextsectionreveals,theincidenceisthoughttobefarhigheramongsttheoffendingpopulation.
Theconditionhasaphysicalbasis,i.e.thebrainsofpeoplewithdyslexiacanbedifferenttothoseofnon-dyslexics,bothanatomicallyandinthewaytheyfunction.Inrecentyearstheadvantagesthiscanconferhavebeenhighlighted-awelcomebalancetothe‘deficitmodel’.
Whataretheseadvantages?Skillsassociatedwithdyslexiaincludeanenhancedabilitytovisualise;innovativethinkingandcreativity;lateralproblemsolvingskills;intuitiveunderstandingofhowthingsworkandanabilitytoseethebiggerpicturetogetherwithanawarenessofunexpectedlinks,associationsandapplications.Arangeofdefinitions,theoreticalbasesapproachestosupportareoutlinedinAFrameworkforUnderstandingDyslexiaDfES(2004).
Itismostimportanttostressthattheareasofabilityanddisabilityvaryfrompersontoperson,forexample,somepeoplewithdyslexiahaveexcellentoralskillswhereasothersfindspokenself-expressiondifficult.Anassessmentoftheindividuallearningprofileisthereforeaprerequisitetoofferingtargetedsupporttothosewhocomeintoeducationandtraining.
Specific Learning Difficulties
AlthoughthefocusofthisGuideisdyslexia,weshallalsoconsiderthree
5
1DYSLEXIA, OFFENDING AND ICT
otherconditionswhichoftenco-existoroverlapwithit:Dyspraxia –alsoknownasDevelopmentalCo-ordinationDisorder(DCD), Attention Deficit Disorder (ADD) and Dyscalculia.Theumbrellaterm-specificlearningdifficulties(SpLDs)– is often used to refer to these related conditions,althoughsomeexpertsregardthisasreferringmoretochildrenratherthanadultswhomaynolongerbeengagedinlearning.Theterm‘hiddendisability’issometimesusedinformally.
There is now sufficient research to recognise that these conditions are not compartmentalised and the needs of the individual need to be addressed rather than simply looking at labels alone. Future research specifically in forensic settings needs to identify levels of specific learning difficulties in all sectors of the prison and the implications of these findings. This is essential in order for appropriate rehabilitation packages to be designed and the outcomes of these measured.(IdentificationandImplicationofSpecificLearningDifficultiesinaPrisonPopulation,DyscoveryCentreresearchpaper,2005)
Itisimportanttounderstandhowtheseconditionsaffectpeopleinadulthood–boththewayinwhichtheyoperatecertainskillsandhowtheycanbedisadvantaged.PossibleimplicationsofSpLDswithinthecriminaljusticesystemarehighlightedonthefollowingpage.
Ithasbeenarguedthatpeoplewithdamagedself-esteemareinitiallyunabletotakeadvantageoflearningopportunitiesbecauseoftheirexpectationoffailure.Thisisverytrueofmanypeoplewithdyslexia.Hopefully,agreaterunderstandingoftheconditionandanincreasein‘dyslexia-friendly’toolswillenableoffenderswithdyslexiaandrelateddifficultiestomakebetterprogressanddevelopusefulskillsthat
willopenmoredoorstothemonrelease.
TheissueofIdentificationofspecificlearningdifficultiesistakenupinthenextchapter;SupportisthefocusofChapters3,4&5.
Is there a link between dyslexia and offending behaviour?
Itisimportanttostatethatdyslexiadoesnotcauseoffendingbehaviour.Howevertheredoesseemtobeanindirectlinkbetweenunaddressed dyslexia and offending. This isexplainedbyJoMatty,magistrateanddyslexiaexpert,asfollows:“Whendyslexicsexperiencelackofappropriatesupportfromtheearlyyearsofeducation,thiscanleadto• poorliteracyandnumeracyskills• lackofconfidenceandlowselfesteem• boredom,disaffection• frustration,anger• behaviouralproblems• truantingorexclusionfromschool• pooremploymentprospectsallofwhichplaytheirpartintheclimateofoffending.”
Anotherconsiderationistheescalationfrom‘gettingintotrouble’toacustodialsentenceinthecontextofdyslexia.Childrenwithdyslexiaaremorelikelytofindschooldifficultthantheirpeersandarethereforemorelikelytotruant.Manypeoplewhotruanttendtogetintolowleveldifficultieswithpolice.Whenpoliceinvestigate,akeycriterionis‘gettingthestorystraight’butmanyoftheseyoungpeoplefinditdifficulttoremembertheorderordateofevents,sotheinformationtheyprovideappearsinconsistentandunreliable,consequentlytheyaremorelikelytoendupbeingprosecuted.Thechart:ImplicationsofSpecificLearningDifficultieswithintheCriminalJusticeSystem,showshowpeoplewiththesedifficultiescanbedisadvantaged.
6
1 DYSLEXIA, OFFENDING AND ICT
Implications of Specific Learning Difficulties within the Criminal Justice System DIFFICULTIES POSSIBLEIMPLICATIONS
PoorreadingskillsReadingaggravatedby‘visualstress’i.e.printseemstobecomedistortedduringreading
Unabletocopewithwritteninformationsuchasnotices,rules,officialletters,checkingastatementandpersonalcommunicationsAvoidanceoftraining/educationoptions
Weak/erraticspelling
Awkwardhandwriting
Cannotrespondtowrittencommunications
Illegiblewriting
Aweakshort-termmemory ForgetsinformationconveyedorallyDoesnotretaininstructions
Difficultytakingininformation Frustration,anger.Misunderstandsoronlygetspartofthepicture(leadingtodisciplineprocedures).Mayneed‘thinkingtime’beforegivingaresponse
Difficultyexpressingmeaningorally Mayappearevasive,uncooperative
Sequencingproblems Getsthingsinthewrongorder(proceduresorwhenrelatingaseriesofevents).
Left/rightconfusionanddisorientation MakesmistakeswhenreferringtoleftandrightEasilybecomeslostinunfamiliarsurroundings
Misinterpretingsituations/instructions/body language
Appearsuncooperativeorcheeky
Shortattentionspan Unabletopayattentionforsustainedperiodssobecomesoverloadedand“switchesoff”.
Highlevelsofdistractibility Distractedbysounds,sights,thoughts-maydistractorannoy others.Maybeveryrestlessandfidgety.
Poor organisation
Poortimemanagement
Failstoturnupattherightplace,attherighttimeorontherightdaywiththerightpapers.
PoorestimationofhowlongsomethingtakesInabilitytoprioritise
Clumsiness Toldoffforknockingthingsover,trippinguporbumpingintoothers.Antagonisespeople.
Low self esteem, lack of confidence Inability to acquire new skills and benefit from new opportunities.
7
1DYSLEXIA, OFFENDING AND ICT
Acombinationofthesefactorsmayhaveledtoafailuretocomplywithprobationprogrammesandprocedures,leadingtoacustodialsentence.Educationandtrainingoptionsmaywellbeavoided.Furtherfactors,suchassubstancemisuse,willalsoaffectbehaviourandmemory.
In2005,inthesameyearthattheprisonpopulationreached75,000,researchfundedbytheLearningandSkillsCouncilinpartnershipwithDyslexiaActioninvestigatedtheincidenceofHiddenDisabilitiesacrossawiderangeofinstitutions.(SeeResourceBank,SectionC,Project15.)Notsurprisingly,justoverhalf(52%)werefoundtohaveliteracydifficultiesbut20%wereidentifiedashavingahiddendisability,affectinglearningandemployment,suchasdyslexia,dyspraxiaandattentiondeficitdisorder.Thiscurrently(2007)calculatesatroughlysixteenthousandoffenders-whenoffendersonnon-custodialsentencesareincluded,thenumbersmorethandouble.
Asecondstudy,lookingatyoungoffendersalone,recordedthatalmostathirdofthesampleshowedsignsofdyslexia.PracticalSolutionstoIdentifyingDyslexiainJuvenile OffendersisProject13intheinventoryofrecentstudiesandprojectsincludedinSectionCoftheResourceBankattheendof this Guide.
TheimplicationsofthousandsofoffenderswithdyslexiaarefarreachingforNationalOffenderManagementService(NOMS)andHomeOfficetargetstogetex-offendersintowork-basedtrainingandemployment.TheAdultDyslexiaOrganisationmaintainsthat,unlessdyslexicdifficultiesandlearningdifferencesaretakenintoaccount,effortstoreduceoffendingbehaviourandincreaseemployabilitywillbeseriouslyundermined.
Overcrowdingaddstothechallengesofaddressingthedyslexicdifficultiesof
offenders.Trainingandeducationaredisruptedasprisonersareincreasinglymovedaround;learningdocumentationstillfailstofollowthelearnersystematically.HopefullythisisbeingaddressedbytheIndividualLearningPlan(ILP)database.
ICT provision in offender settings
TheOffender’sLearningJourneydescribeswhye-learningisimportant:Many offenders are demotivated by traditional learning and are unwilling to participate in traditional classroom environments where learning materials are paper-based…..E-learning has already been successful in engaging offenders who are not willing to take part in traditional learning.(Section10DistanceLearning,Resource-basedLearningande-Learning)
SomeoftheICTprovisioninprisonsandprobationhasbeenvialearndirectinEuropeanSocialFund(ESF)PathwaysprojectsandinPrisonICTAcademies(PICTA).Feedbackechoesthemotivatingeffectofthesecoursesonlearnerswiththemostseverelearningproblems(thisislikelytoincludeindividualswithdyslexia).TheEuropeanComputerDrivingLicencehasprovedtobeparticularlypopular.SeveralinnovativeapproacheshavebeentrialledinthePathwaysinitiative,suchastheappointmentofcertain‘lifers’asmentorstofellowprisoners,withthetitlelearndirectorderlies.Inaddition,learndirectsoftwarehasbeenpraisedforitsaccuracyinassessingbasicskillslevelsandassistingwithrecordkeeping.
Initialproblems,suchasalackofpowerpointsonthewings,havebeenlargelyovercomebytheuseoflaptops.Thesecurityissueofinternetaccesscanberesolvedbysurfcontrolsoftware(internetexplorerlinkingsolelytowww.learndirect.com, for
8
1 DYSLEXIA, OFFENDING AND ICT
example)andthecarefulinstallationofonlytherequiredprogramsintoeachindividuallearningaccount.CDRomsareanothersolutiontocopingwiththerequirementsofthisuniquelearningenvironment(suchastheoffenderNationalLearningNetworkmaterials).GuidanceisissuedbytheICTSecurityTeam,inlinewiththeSecurityAssurancePolicy.EvaluationsofPathwayprogrammeshavestressedtheneedforagoodtechnicalsupportworkerandtheimportanceofenthusiasmamongstprisonofficers-inordertoengageprisonstaff,theyhavealsobeenencouragedtoenrolone-learningcoursestoimprovetheirskills.
Theoffenderlearningwebsite,launchedOctober2006,isakeyon-lineresourcetosupportthedevelopmentofe-learning.Seewww.offenderlearning.net.Atthesametime,£2millionwasallocatedto49e-learningoffenderprojectswhichdemonstrateinnovativeapproachestoupskillingstaffandoffenders,describedasaprogressive programme to support and encourage the use of e-learning in Offender Learning & Skills .Finally,atthetimeofgoingtopress,aLondon-widepilotofPOLARIS(PrisonOffenderLearningandResettlementInformationSystem)isbeinglaunched.E-learningisontheagendatostay!
CaseStudyKarenwrites:IwasrubbishatschoolsoIstoppedgoing.Istartedbunkingoffandnickingstuffthenmeandmymatesgotintodrugs.IseemedtobereallythickbutI’vealwayslovedscribblingdesignsandamintofashionandhairstylingandallthat.AnywayprobationsentmetoalearndirectcentrewhereIdidsomeliteracyandICTcourses.OnceIgotgoing,IfoundtheywerereallygoodandnowIcanscaninmydesignsandmessaroundwiththemtillI’vegotthemright.AtleastIknowI’mnotstupidandI’mhopingtodoaFashionDesigncourseoneday.
Issues raised by education and training staff
TheseICTande-learninginitiativesareencouragingbutmanychallengesremain.WhencanvassedbytheAdultDyslexiaOrganisation,staffexpressedarangeofconcernsrelatingtoexpertise,funding,accessibilityofe-learningandprisonconditions,namely:• Learnersareencouragedtodeclare
difficultiesanddisabilitiesbutstaffoftenhavenotrainingonhowtofollowthisup
• Evenifwescreenfordyslexia,thereisnottheoptionofanassessmentatourprison
• Itisdifficultandcostlytogetstafftogether for training (sessional staff are notpaidforextratravelcostsnorforattendance)
• Staffturnoverishighsowekeepneedingtoputonmoresessions(andfacetheaboveproblem)
• Thereisnotthefundingforstaffdevelopment
• Wecannotgetholdofappropriatetutortrainersinspecificlearningdifficulties
• Trainingisneededonhowtodealwiththeemotionalissuesthatcansurroundareturntoeducation
• ManystaffareretiredteachersintheirlatefiftieswhodonotnecessarilyhavegoodICTskills
• Thereisapoorunderstandingofwhatassistivetechnologyisallaboutandhowtodecidebetweensimilartechnologies
• Somecoursesarenotdyslexia-friendlyintheirmethodologyandtheirtesting
• Notalle-learningcourseshaveaccessibilityoptions;inthecaseofthosethathave–theoptionsmaynotsuitthelearner
• Untilthestatusofeducationandtrainingisraised,manyoffenderscontinuetochoosebetterpaid‘jobs’suchascleaningoroutsidecontracts.
9
1DYSLEXIA, OFFENDING AND ICT
Despitethechallenges,theGovernmentiscommittedtoextendinge-learningincustodialandcommunitysettingsasakeycomponentofestablishinganintegratedserviceforoffenders.E-learningcanhelpensurecontinuityoflearningbetweendifferentpartsofthesentenceandafterreleasefromcustodyintothecommunity,sohelping……..to create a seamless and coherent service.(Offender’sLearningJourney,IntroductiontoSection10)
OneusefulinitiativeisNIACEE-Guidestraining,whichisdesignedtoenablestaffinvolvedinadultlearningtodeveloptheiruseofe-learningacrossthecurriculumandincreasetheirICTskills.Thefollowingdefinitionofe-learningisused:learning supported or enhanced through the application of Information and Communications Technology(E-learningStandardsLifelongLearningUK).
q giventheirnegativeexperiencesofschooling,offenderswithdyslexiamaywellavoidanythingreminiscentofmainstreameducation
q e-learningpilotshavebeenmetwithgreatenthusiasm
q thegovernmentiscommittedtoexpandinge-learning,integratingcustodialandnon-custodialprovision
10
2 THE IDENTIFICATION OF SPECIFIC LEARNING DIFFICULTIES IN OFFENDER SETTINGS 2 THEIDENTIFICATIONOFSPECIFICLEARNINGDIFFICULTIESINOFFENDERSETTINGS
Identifying a specific learning difficulty is the first step to providing appropriate support. Assessments of areas of strength and difficulty will inform support for education, training and e-learning.
Potential dyslexia indicators should be identified and formal dyslexia assessments should be carried out if required. An effective system for identifying potential dyslexia should be in place and in use. (ServicerequirementsoftheOffender’sLearningJourney,Section2:AssessingtheLearner’sNeeds.)
Giventhelikelynumbersofoffenderswithdyslexiaandrelatedconditions,itisclearlyadvantageoustoidentifythemasearlyaspossibleinthesentence.Thisprocesscouldbeintegratedintoliteracyandnumeracyinductionprogrammes,or–betterstill–takeplaceatthepre-sentencereportstage.Identificationoflearningneedsgenerallybeginswithscreening;thiscanbepaper-basedorcomputerised.Howeveranumberofchallengesarise,notleastarelackofexpertise,under-staffingandinadequatefunding.
Theconceptof‘screening’impliesthatthosewhoshowacertainnumberofindicatorsareregardedas‘screeningpositive’andinneedofafullassessmenttoconfirmorruleoutthecondition.Inthecaseofdyslexia,manyofthebasicskillsscreeningmaterialspilotedinprisonsintheearlydaysofSkillsforLifedidnothaveadyslexiascreeningcomponent.DyslexiadiagnosticassessmentmaterialswerelatercommissionedbuttheserelatesolelytotheSkillsforLiferemitofbasicskills.Tofurthercomplicatematters,theterm‘diagnosticassessment’asusedwithinSkillsforLife,doesnotequatewiththeacceptedmeaningofthetermi.e.anexplorationofallaspectsofcognitivefunctioninginordertoobtainapictureoftheindividual’sareasofstrengthandweakness.
Atthetimeofgoingtopress(Spring2007)newtoolshavebeendevelopedbytheSkillsforLifeStrategyUnit;thesearedescribedasscreeningtools(skillscheck)andinitialassessmenttoolsforliteracyandnumeracy,coveringalllevelsuptoandincludinglevel2.Theyhavebeentrialledinprisons.Howeverthereisnosystematicprovisionofassessmentsforoffenderswhocomeontoeducationscreeningpositivefordyslexia,letaloneforthefargreaternumbersthatonewouldexpect,statistically,toshowupaspositivebutwhochoosetosteerwellclearofclasses.Therangeofspecificlearningdifficultieswhichoverlapwithdyslexiahavereceivedevenlessattention,eventhoughtheymayactuallyhaveagreaterimpactonanti-socialbehaviour.Researchsuggeststhatindividualswithdifficultiesinsocialandcommunicationskillsmaybemoredisadvantagedbecausetheyfailtopickupsocialcuesandmisinterpretinstructions.Maladaptivebehaviourcandevelop;whenthey get into trouble (for reasons they do notunderstand)responsesoffrustration,angerorviolencearecommon.Intermsofeducationandemployment,thisbehaviourbecomesmoreproblematicthanliteracyandnumeracyshortcomings.
Partoftheresponseofthe(former)Prisoners’LearningandSkillsUnittoissuesofdisabilityandlearningdifficultywastoprovideahandbookforprisontutors:Reaching All(2003).Itcontainsafewpagesoneachdisabilitygroupandgenericsectionsondisabilitiesandlearningstyles.ThefinalsectionThe Way Ahead,recommendedtheestablishmentofaninclusivelearningpolicy,nowadoptedbyOLASS.Itwassuggestedthatprisonersarrivingwithoutanevaluation
11
2THE IDENTIFICATION OF SPECIFIC LEARNING DIFFICULTIES IN OFFENDER SETTINGS
oflearningneedsshouldbeinterviewedduringtheinductionprocess,priortobasicskillstesting.Inthisway,thoseunabletoundertakethetestcouldbeidentifiedanddirectedtohelp.Unfortunatelythelogisticsof‘processing’increasingnumbersinanovercrowdedsystemhastendedtounderminetheseaims.
Why screen for dyslexia?
Thereasonswhyindividualsfailtoacquirenewskillsareoftencomplexandvaryfrompersontoperson.Screeningfordyslexiaisparticularlyimportantinordertodiscountorconsiderawidespreadconditionthathasaprofoundimpactontheabilitytobenefitfromlearningortraining.Ifthisisignored,frustrationmaybeexperiencedbybothlearnerandtutor/trainer,leadingtolackofprogressandimpairedchancesofsuccess.
Adultswithdyslexiaandrelatedspecificlearningdifficultiesareveryawareoftheirdifficultiesandapproachtrainingandlearningopportunitieswarily.Someareadeptatconcealingtheirdifficulties,most,ifnotall,lackconfidenceintheirabilities.Othersfeelthattechnologymaybethewayforwardforthemanddonotexpectdyslexicdifficultiestoimpactinthissetting.However,asthisGuideexplains,problemsmaystillariseine-learning.
Atrainerortutormayneedtohandlethesensitiveissueofsuggestingthatsomeonecouldbedyslexic.Onewayofapproachingthisisbyaskingifs/hehasconsidereddyslexiaasapossibilityandofferingtogothroughachecklist,suchastheAdultDyslexiaOrganisationtool.Highratesoftruancyamongstoffendersingeneralwillmakeitharderforatrainer/tutorwithouttrainingindyslexiatodistinguishbetweentheeffectsofmissedschoolingandthoseofdyslexia.Substanceabusecanalsocomplicateidentification,effectsofdrugson
thebrainmimickingsomedyslexicindicators.Screening approaches for dyslexia(Identification of other specific learning difficulties comes later in this chapter)
Methodsofscreeningadultsforpossibledyslexiaaimtoidentifythose‘whoshowsignsofdyslexia’oraredescribedasbeing‘atrisk’ofdyslexia.Theycanbeself-administeredchecklistsorusedbyuntrainedpeoplewhoarenotnecessarilyspecialisttutorsorpsychologists.Screeningmayofferanexplanationforarangeofdifficultiesbutdoesnotcountasaconclusivediagnosis.Thenextstage-assessmentordiagnosis-isaspecialisedarea;dyslexiamayoverlapwithotherspecificlearningdifficultiessuchasdyspraxiaandattentiondeficitdisorderbothofwhichhaveimplicationsforanylearning/trainingprogramme.
Therehaslongbeenconcernaboutscreeningfordyslexiainthoseprisonandprobationsettingswherethereisnooptionofafollow-onassessment.Togetroundthisissue,an‘unobtrusive’dyslexiascreeningchecklist(Jameson,1998)wasdesignedwhichoffersthepossibilityofscreeningfordyslexiawithoutitbeingmentioned(theapproachisoneofHelp us to help you). Inthisway,theestablishmentobtainsinformationonthelikelyprevalenceofdyslexiaandtheneedsofthosecomingontoeducationalortrainingprogrammesarehighlighted.Educationmanagersareprovidedwithdatainordertoadvancetheircaseforaprovidingacomprehensiveservice.
Anotherapproach,forthosewithinternetaccess,istheLearningStylesandDyslexia online tool (see www.outsider.co-uk.com).Thisweb-basedscreeningusesacombinationofthequestionnairedevelopedfortheAdultDyslexiaOrganisationchecklistandinteractivelearningstylesscreeningtoprovidefeedbackinvisualorwritten
12
2 THE IDENTIFICATION OF SPECIFIC LEARNING DIFFICULTIES IN OFFENDER SETTINGS
formwithoutdyslexiabeingopenlyflaggedup.Tutorscanusethistoinformlearningsupport.
Thefollowingtoolsovertlyscreenfordyslexia:TherevisedAdult Dyslexia Organisation Screeningtoolisaneasilyadministeredticklist.Themoretickssomeonehas,themorelikelyitisthats/heisdyslexicbutonlyanassessmentcanconfirmthis.ThischecklististhefirstitemintheResourceBank.
Anotherusefulscreeningtoolisthetwopagechecklistincludedinthepublication:Making the (Skills for Life) Curriculum Work for Dyslexic Learners. The Dyslexia Adult Screening Test (DAST)claimstobe‘accurateatdiscriminatingbetweendyslexicsandotherswithliteracydifficulties,easy-to-useevenbyuntrainednon-professionals,fast,funandnon-patronising.’Carefulstudyoftheinstructions,testadministrationandmarkingschemesisnecessary.DASTandthefollowingthreeprogramseachtakeabouthalfanhourtoadminister.
Thescreeningtoolsbelowareallcomputer-based Instines coversawiderangeofdyslexicproblemareasandstrengthstogetherwithatutorialandtestforthescreeningsupervisor;thecomponentsubtestshavebeendeemed‘highlyrelevantinthedetectionofdyslexia’.Itcanbeusedbyspecialistandnon-specialisttrainedstaffalike.
Quickscanisacomputerisedchecklistwithprintoutwhichindicateslearningstylesandalsotakesabouthalfanhourtorunthrough.Theresultingprintouthasbeendescribedasbeing‘intutors’language’andsuggeststheextenttowhichtheindividualisdyslexic.ItwasdesignedtoleadtoStudyscan –amuchlongerprogram,developedforuniversitystudents.
Lucid Adult Dyslexia Screening (LADS)and LADS Plustakeseveralkeydyslexicindicators–wordrecognition,wordconstructionandshort-termmemory-andpresentsthemonscreen.Individualresultsareprintedout.Testingbysomeadultdyslexiagroupshavefoundsomeareasfailtodistinguishbetweendyslexicandliteracyproblems.
Assessment of dyslexia
Assessmentisusuallyundertakenbyaspecialisttutor,engagedbytheeducationcontractor.Otheroptionsareaneducationalpsychologistorspeciallyqualifiedspeechandlanguagetherapists–experienceofadultsisessential.TheAdultDyslexiaOrganisationisabletomakerecommendationsandprovideguidanceandinformation.
Testingusuallycoversbothverbalandnon-verbaltasksinarangeofareas;psychologistsgenerallyusestandardised‘IQ’tests,whichproducescoresforanumberof‘verbal’and‘performance’skills.Followingtherecommendationsofanumberofexpertbodies,theemphasisisonestablishingtheindividual’sstrengthsandweaknessesratherthanproducinganIQscore.Assessmentresultshaveoftenbeendescribedasa‘spikyprofile’withunexpectedpeaksandtroughswhichhighlightthediscrepancybetweenperformanceinareasofstrengthandspecificareasofweakness.Theweaknessesusuallyfallwithintherealmsofshort-termmemoryandprocessingspeed.Areportshouldincludeindividualrecommendationsforspecificsupportstrategies.
Assessmentofdyslexiacanbemoredifficultiftheindividualhaspoorliteracy,missedschooling,experienceofsubstancemisuse,hassomephysicalorpsychologicalimpairment,orifEnglishisnothis/herfirst
13
2THE IDENTIFICATION OF SPECIFIC LEARNING DIFFICULTIES IN OFFENDER SETTINGS
language. Identification of Other Related Specific Learning Difficulties
Features of Dyspraxia / Developmental Co-ordination Disorder The information below is provided by the Developmental Adults Neuro-Diversity Association (DANDA).
Dyspraxiahasbeendescribedasanimpairmentoftheorganisationofmovement,oftenaccompaniedbyproblemswithlanguage,perceptionandthought.Thepatternofdifficultiesindyspraxia(orDevelopmentalCo-ordinationDisorder)mayvaryfrompersontoperson,aswithdyslexia.
Keyareasofdifficulty,experiencedbypeoplewithdyspraxia,arelistedbelow:
Planning movement and being aware of the space around them:Theyfrequentlybumpintothingsandtripoverobjects.Theymayhaveaclumsypostureandpoormuscletone.
Perception:Theyfinditdifficulttojudgeheightsanddistances,makingthemappeartobemoreclumsy.
Co-ordinating different parts of the body:Theymayfindithardtocatch,throwandbalanceaswellasmovingthedifferentpartsoftheirbodywithoutlooking.
Manual and practical work:Theymayfinditdifficulttohandlekeyboards,tools,cookingequipmentetc.safelyandeasily.Theytendtoknockoverandspillthings.
Writing:Theytendtowritelaboriouslyslowlyand/oruntidilyandillegibly.Accuratecopyingcanbedifficultandword-processingslowandlaborious.
Language:Theymayfinditdifficultto
pronouncesomewordsandsomemaystutter.Theremayalsobegeneraldifficultieswithself-expression.
Concentration Theymaytakealongtimetocompleteataskandfinditdifficulttodomorethanonethingatatime.
Short-term memory and sequencing tasks:Theymayfindithardtomakesenseofinformationwhenlisteningorreadinginstructionsanddealingwithmapsandcharts.
Organisation and thought:Theymayoperateinamuddledway,havinglittlesenseofdirectionortime.Theymayconstantlymissappointmentsandkeepforgettingandmisplacingthings.
Response to external stimulation:Theymaybeoverorundersensitivetonoise,touch,lightandtaste.
Relationships:Theycanfinditdifficulttorelatetoothers,especiallyingroupsandmaymisreadsocialcues.
AlltheabovecanleadtoEmotional Problems,causingfeelingsofdepression,anger, frustration and anxiety. These difficultieswillbecomemoreapparentintimesofstress.Peoplewithdyspraxiaalsotendtobeerraticandhave‘goodandbaddays’withoutapparentcause.
Features of Attention Deficit Disorder (ADD)ThefollowinginformationisprovidedbytwoADDcharities:ADDISSandADDept
Attentiondeficitdisorderisthoughttoaffectupto10%oftheadultpopulation,onacontinuumofmildtosevere.An‘attentiondeficit’meansaninabilitytofocusattentionratherthan‘attentionseeking’.Whilstmany
14
2 THE IDENTIFICATION OF SPECIFIC LEARNING DIFFICULTIES IN OFFENDER SETTINGS
peoplewithADDseemnottopayattention,theyare,infact,becomingdistractedbypayingattentiontoeverythinggoingonaroundthem.
Threecoresymptomsareassociatedwithattentiondeficitdisorder:Hyperactivity, Impulsivity and Attentional problemsInadultswiththiscondition,signsofhyperactivitytendtodiminishbutthefollowingdifficultiesremain:
• Difficultiesstayingontaskandswitchingtasks
• Poorlisteningskills• Daydreaming,appearing‘spacedout’• Veryeasilydistracted• Poorshort-termmemory;difficultyin
followinginstructions• Poorinhibition/Impulsivity-nosenseof
danger• Failuretotakeaccountofthe
consequencesofactionsandtobenefitfromfeedback
• Restlessness,beingonthegoatalltimes,difficultyremainingseated
• Tappingfeet/fingers;fidgety• Disorganisation• Difficultyseeingaprojectthroughto
completion• Selfregulationdifficultye.g.blurtingout
inappropriateremarks,interruptingothers• Poorcontroloftoneandvolumeofvoice• Maytendtodothingstoexcesse.g.
drivingfast,drinkingexcessalcohol
Althoughsomepeopledevelopcopingstrategies,manycontinuetoliveintotalconfusionandfrustration.SomepeoplewithADDareperfectionistswithobsessivetendencies.Theytendtorepeatcertainactionsbecausetheycannotrememberiftheyhavedoneataskornot.
Features of Dyscalculia
Manydyslexicpeoplehavedifficultieswithnumeracy(60%isthefigureoftenquoted)butthereareasmallnumberoflearnerswhodonotmanifestdyslexicdifficultiesinotherareasbutfinditparticularlychallengingtomakeprogressinnumberskills.Thismaybeduetodyscalculia,definedbytheDfESas:a condition that affects the ability to acquire mathematical skills. It has also been referred toas‘dyslexiawithnumbers’.
Threekeychallengeshavebeenidentified:
• difficultyinprocessingnumerical/mathematicalinformation
• aninabilitytointernalisemathematicalconcepts
• nograspof'numerosity'i.e.recognisingtherelativesizeandvalueofnumbers.
Dyscalculiaeffectsmanyareasofeverydaylife,theseinclude:
• timetelling • handlingmoneyandusingpin
numbers • rememberingpersonaldates(suchas
dateofbirth,dateofmarriage) • recallingpersonalnumberssuchas
phonenumbers,postalcode • travel-mistakeswithbus,platformor
roadnumbers • followingarecipe • diallingphonenumbers • weighingandmeasuring • writingdownappointmenttimesand
datescorrectly • gamesinvolvingdiceorcounting.
Researchonchildrenindicatesthat1.3%havespecificdifficultieswithnumeracy.Wecanonlyassumethatatleastequalnumbersofadultshavethesamespecificdifficulties.StudiesintheUSindicateapproximately
15
2THE IDENTIFICATION OF SPECIFIC LEARNING DIFFICULTIES IN OFFENDER SETTINGS
4%ofstudentswithclassicalsymptomsofdyscalculia.Thefollowingwebsitesareinformative:www.dyscalculia.me/uk(includesa25pointchecklist)www.dyscalculia.orgwww.crme/soton.ac.uk/dyscalculia
Assessment of Specific Learning Difficulties
TheDyscoveryCentre,Cardiffhasdevelopedascreening/profilingtoolthatidentifiesbarrierstolearningacrossthespreadofspecificlearningdifficultiesratherthanscreeningforaparticularcondition.TheDyscoveryProfilerisavailableinacomputerisedversionwithtailoredfeedbackforindividualsrelevanttotheirspecificenvironments(includingprison).Arangeofsupportmaterialshasalsobeenproduced.
Atpresent,assessmentsofdyspraxia,attentiondeficitdisorderordyscalculiaarerarelycarriedoutinprisons.Eveninthecommunity,thisserviceisverypatchyduetothelackofmultidisciplinaryteamswithexpertiseacrosstherangeofspecificlearningdifficulties.Inthecaseofdyspraxia,forexample,thereshouldbesomeOccupationalTherapyinvolvementtoassessmotorskills.OnewayforwardisdevelopinginWales:theUnifiedandFairSystemforAssessingandManagingCare(UACM).
The impact of diagnosis
Althoughmanypeoplearerelievedtohaveanexplanationfortheirdifficulties,adiagnosisofdyslexia,dyspraxia,attentiondeficitdisorderordyscalculiacancomeasashock,leadingtoarangeofreactionssuchasanger,distressorfeelingsofbewilderment.Forthisreason,counsellingmaybehelpfuland/orthesupportofan
adultdyslexiagroup.TheAdultDyslexiaOrganisationhasproducedseveralinformationsheetstohelppeopleatthisdifficulttime,inrecognitionofthefactthatlittleornosupportisgenerallyprovided.
Duetolackofcounsellors,tutors/trainersmayneedtotakeonsomeaspectsofthecounsellingrole.Theywillneedgoodlisteningandcommunicationskillstoenableoffenderswithspecificlearningdifficultiestofeel‘safe’enoughtoidentifyandarticulatetheirneeds.Tutorswillprobablyhavetohelpcombattheindividual’snegativeself-conceptsandhelpovercomelearningblocks.Acrucialaspectofaneffectivediagnosticprocessisdiscussingwiththeindividualtheirstrengthsandweaknessesandensuringthatthey‘owntheprocess’,ratherthanfeelthatithasbeendonetothem.
Realisticaimsshouldbeset,basedonasupportivebuthonestappraisalofthelearner’sstrengthsandweaknesses.Respectmustbeshownfortheindividual’scultureandpreferredwaysoflearning.
TheidentificationofforeignnationalswithdyslexiaisconsideredinChapter4.
q although screening is now more widespread, many offenders with dyslexia do not have the opportunity of an assessment
q a range of paper-based and computerised tools is available
q other specific learning difficulties are not well catered for
q counselling may be required for those who are newly diagnosed
16
3 PRINCIPLES OF SUPPORTING LEARNERS WITH DYSLEXIA 3 PRINCIPLESOFSUPPORTINGLEARNERSWITHDYSLEXIA
This chapter explores a range of barriers to learning and how they might be overcome; the focus is on approaches to supporting offenders with dyslexia, dyspraxia and ADD in education & training and raising confidence levels.
Barriers to learning
Asstaffworkingwithoffendersarealltooaware,theoffendingpopulationoftenhasmultipledisadvantages;thesecaninclude:
• lackofeducationalopportunities• mentalhealthproblems• emotionalandbehaviouralproblems• theeffectsofsubstancemisuse• chaoticanddisorganisedlives
Ifdyslexiaand/orotherlearningdifficultiesarealsopresent,itcompoundsthesedifficulties.Despitebravado,thereisoftentheissueoflowselfesteemwhichmustbeaddressedbeforesuccessfullearningcantakeplace.Howeveronceanindividualhassettledintolearning,heorshecouldwelldemonstratesomeofthepositiveabilitiesassociatedwithdyslexia.
Givennegativeexperiencesofschooling,theseindividualsmaywellavoidclass-basedlearningbutbeattractedtoworkshoptrainingandtechnology.One of the attractions of ICT is that it can be an enabling technology; it can remove barriers and allow learners, who might otherwise be excluded to access the Skills for Life(ICTSkillsforLifeCurriculum).
Somemayprefertoworkontheirwingratherthanattendclasses;flexiblelearningopportunities,oftentechnology-based,arenowmakingthispossibleinsomeinstitutions.Supportwillthereforebenecessaryinallthesespheres.Increasingnumbersareengagedinpreparationforwork programmessuchasEntrytoEmployment(E2E).ICThasanimportantparttoplayinupskillingandincreasingemployability.
Freddy’sstoryillustrateshowoneindividualwashelpedtoovercomehisbarrierstolearningthroughICTwhileservingaterminanopenprison.Hehadalwayswonderedifhewasdyslexic.
AblowtomyselfrespectwasthatwhenIwasinschoolIcouldneverwriteastorydownalthoughIhadtheminmyhead.Itwassomethingaboutpenandpaperandspellingandhandwriting.ButIlearnedtousecomputerswhileIwasinside.Thishaschangedmylife.NowIcangetmystoriesdownandgetthemtidiedup.I’veevenstartedwritingpoems.
Effects of stress
Weallexperiencestresstosomeextentbuttheeffectsaremoredebilitatingtopeoplewithdyslexia.Oneexplanationforthisisthatmostpeoplewithdyslexiaarealreadyusingtheircopingstrategiestotheirfullestextentjusttomanagethechallengesofeverydaylife,sohavenoreserveslefttodrawonindemandingsituations.
Oneexpertwhohadexperienceofdyslexicpeopleinthecourts,putitlikethis:A dyslexic can appear completely incompetent in situations of stress.Inprisons,anxietyisoftenrelatedtoproblemsathomeortensionconcerningon-goinglegalprocedures.Inthesesituations,absorbinginformationorcarryingoutmentalworkbecomesalmostimpossible.
17
3PRINCIPLES OF SUPPORTING LEARNERS WITH DYSLEXIA
APrisonOfficerdescribesanoffenderunderstress:
I’dknownTomforabit.Hewasaclumsylad,bigandallovertheplacesomehow.Whenhesatdownhisheadwouldhangforwardandhewasquitemumbly.Anywayhe’dgotquitewoundupabouttheadjudication.WhenthegovernoraskedhimsomequestionstoclarifythesituationTomdidn’tseemabletoanswerwithoutstridingabouttheroom(despiterequeststostaystill)withwildarmmovementsasthoughhehadtousehiswholebodytohelpthewordsout.AndIdon’tknowwhathappenedtohisvolumecontrol.Hisvoicecameouttooloudandherambledonandonasthoughhewastryingtoavoidthequestion.Hekeptstaringatthesescruffynoteshe’dbroughtinwithhimbutdidn’tseemtobeabletomakesenseofthem.Bytheendhewasweepingwithfrustration.Ireallyfeltquitesorryforhim.IwonderedifhewasdyslexicorsomethingbutIknowhecouldread,infacthewasoftengettingstufffromthelibrary.
(FeaturesofTom’sbehaviourindicatethatheislikelytobedyspraxic)
Suggestionsforloweringstresslevelsincludeyoga,breathingandrelaxationexercises(thePhoenixTrustsuppliesfreebookletsonyoga,relaxationandmeditationtopeopleinprison:www.prisonphoenixtrust.org.uk).Anotheroptionisasupportgroup(suchasthePrisonFellowship-aChristiangroup,contactablethroughtheChaplaincy).IfthereisaQuakerchaplains/hemightorganiseactivitiesthatprovidespiritualratherthanChristiansupport,suchas(non-judgemental)ActiveListeningsessions.
Support strategies
Thefocusofthischapterisarangeofsupportstrategiesforlearnerswithdyslexia.Issuesrelatingspecificallytonumeracy and foreign nationalsarecoveredinthenextchapterwhereasadiscussionofspecialisttechnologiescanbefoundinChapter5.ArangeofusefultechniquesandstrategiesarepresentedintwoSkills for Lifepublications:Access for All and A Framework for Understanding Dyslexia
InkeepingwiththeAdultDyslexiaOrganisation’smessage‘dyslexia-friendly,user-friendly’,theseapproacheswillalsobenefitotherlearners.Foremostofthesetechniquesisa‘structuredmultisensoryapproach’,atermoftenquotedinrelationtodyslexiasupport.Thetwocomponentscanbedescribedseparately:
a) ‘A structured approach’ i.e.• teachingonethingatatime,then
combiningthestepsinacumulativeway• beingawareoftheskillsandsubskills
involved• fosteringmotivationbyachievable‘bite
size’targetswhichareclearlydefined
b) ‘A multisensory approach’Thisentailsintroducingthesameitem(s)indifferentways,usingdifferentsenses,thusreinforcingthelearning.Ideallyauditory,visualandhands-onapproachesshouldallbe used. Visualtechniquesincludecolourcoding,diagrams.Auditory strategiesincludeCDs,voicerecorders,oralwork.Hands-onlearningcouldincluderoleplay,handlingorsortingcards/objectsorusingacomputer.
The Touch-type, Read and Spellpackageisaninnovativemultisensoryapproachtolearningspelling,reading,touchtypingandcomputingskills. FirsttriedinPentonvillePrison,itwasfoundtoraiseskillslevelsand
18
3 PRINCIPLES OF SUPPORTING LEARNERS WITH DYSLEXIA
self-esteemsohasbeenrecommendedtootherinstitutions.Dailypracticeisnecessarytomakeprogressandinitialtrainingonthesystemisneeded.
Support for reading
Readingisadifficultactivityformanypeoplewithdyslexiaandpartofthereasonforpoorliteracyratesinoffenders.Somewillnothavemasteredthesubskillsnecessarytoreadeffectively.Otherswillhavenostrategiesforworkingoutunfamiliarwordssowillrelyoncontexttomakepredictions.Theremaybedifficultiestrackingalongalineoftextandkeepingtheplace.Itisalwaysbeneficialtohavesomediscussionbeforeandaftertacklingreadingmatter.
Ifawhiteboardoroverheadprojectoris used, it is essential to ensure that all studentsareabletoseetheboardorscreenproperlyandthattextissufficientlyenlarged(fontsize20atleast).Learnersmaylacktheconfidencetodrawattentiontothemselvesifthisisaproblem.
Somelearnersmayfinditdifficulttoreadhandoutsandpreferauditoryback-up.Inwellequippedcentresthereshouldbetheoptionofaccessinginformationonacomputerviaascreenreader.Keypointsofgoodpractice,relatingtofeaturesofwrittenmaterialsandminimisingvisualstress,aregivenattheendofChapter6,ADyslexia-friendlylearningenvironment.
Support for spelling
Unlikepoormaths,whichseemsalmostacceptable,poorspellingcausesgreatembarrassment.Theissueshouldthereforebeapproachedwithsensitivity.
Whenteachingacoursewhichcontainsanelementofspellingtuition,itiscounterproductivetouseonesystem
withalllearnersbecausethismaynotmatchpreferredwaysoflearningandactuallyexacerbateweaknesses.Again,amulitisensoryapproachisrecommended,togetherwithsomedemystificationofaspectsoftheEnglishspellingsystem.Learningismorelikelytoberetainedifitismaderelevanttothelearner.
Memorytechniquesneedtobetaughtandthenappliedaccordingtotheindividual’sspecificstrengthsandthewordwhichisbeingtackled.The‘Look-Cover-Write-Checkmethod’maybehelpfulforwordstheindividualcommonlyneeds(theprocessisfullydescribedinUnscrambling Spelling by Millar&Klein).
Spellcheckersareusefultools.Hand-heldspellcheckersshouldbephoneticsuchasthoseproducedbyFranklin,ratherthannonphonetic(assomeelectronicdictionaries/thesaurusare).ComputerspellcheckersmustbesettoUKEnglish.Beawarethatdistinguishingbetweensimilaroptionspresentedbyaspellcheckermaybeproblematic.Fortunatelyweakspellingislessofabarrierine-learning.
Support for writing
Iflearnershavetocopydowninformation,ensurethattheyaresittinginacomfortablepositiontowrite,mostroomscontainingbanksofcomputershaveverylittledeskspacefacingthefront.Copyingposesanadditionalproblemforsomeonewithdyslexiabecauseoftheloaditplacesonshorttermmemory.Lookingupattheboard/screen,copyingdowntheinformationandthentryingtofindtheplacetakestimeandagreatdealofconcentration.AlternativessuchashandoutsorICToptionsarepreferable.
Theuseofassistivetechnology,suchasspellcheckers,predictivewordbanksorcomputerscreen-readersmustbepresentedasskillacquisitionratherthanlearningaid.
19
3PRINCIPLES OF SUPPORTING LEARNERS WITH DYSLEXIA
Dyslexicwritersshouldbeencouragedtoconcentrateonrecordingtheirideasbeforeaddressingtheformatoftheirtext.Thiscouldentailwritersdictatingtheirideastoascribe,ontoarecordingmachineorthroughacomputervoice-inputsystem.Itisbesttomakeaquicklistofideasbeforefleshingthemout.Thethemeofpersonalisinglearningarisesagainhere:dyslexicwritersshouldlearnandpractisewriting/wordprocessingskillsusingtheirownwritingassourcematerial.
AnotherusefulwritingtoolistheMindmap.Thesearesimilartospidergrams;theyenable learners to organise their ideas using aminimumofkeywords,supportedbyavisuallayout,usingcolourandmemorypegs.Inorderfordyslexiclearnerstogetthebestoutofthistechnique,itshouldbethoroughlytaughtandpractised.MindmappingisoneofthemanystrategiesandsystemsdescribedindetailinTonyBuzan’sbooks,videos,programmesandtrainingcourses,tomaximiselearning.Mindmappingcanbeapaperbasedactivityorcomputerised,
usingprogrammessuchasInspirationandMindManager.
Providing feedback
Providingfeedbackontheworkofdyslexiclearnersmustbehandledsensitivelysinceselfesteemisoftenfragile.Ifhandledwell,itcanbeapositivesourceofencouragementandlearning.Itisimportanttogivefeedbackforworkasquicklyaspossibleafterithasbeencompleted.Inthecaseofnumeracy,itisnecessarytodiscoverwhythelearnerhasgotitwrong–isitaproceduralerrororacalculatingmistake?
Manye-learningprogrammeshaveself-checkingexerciseswhichprovideinstantfeedbackandprotectself-esteem.Anexampleofthisisacollationofasetofe-learningmaterialsintheformofCDstakenfromtheNationalLearningNetworktosupporttheOffenderLearning&SkillsProgramme.Featuresincludebite-sizedlearning,awiderangeoftopics,gamesand
Thismindmap,producedbytheChorletonDyslexiaWorkshop,illustrateslearningtools.
20
3 PRINCIPLES OF SUPPORTING LEARNERS WITH DYSLEXIA
quizzesforreinforcementandbuilt-intutorguides.Areascoveredcomprise:KeySkillsandSkillsforLife,PreparationforWork,LeisureandAdvancedStudy.Customableoptionsarehelpfulforlearnerswithdyslexia.
Support for organisation
Manypeoplewithdyslexia,dyspraxiaandADDfindorganisationalskillschallengingandlivechaoticlives.Thisareabecomescrucialforthoseservingcommunityorderswheretwobreachesleadtoacourtappearanceandre-sentencing.Thecomplexityofappointmentswitharangeofagenciesontopofattendanceatdrugrehabcentresandprobationprogrammesorunpaidworkcommitmentsmakesconsiderabledemandsonorganisationabilities.Asaresult,manyoffenderswillendupinprisonforacrimethathasbeenjudgedsuitableforacommunitysentence.Thistrendhasincreasedmassively,leadingtocriticismfromtheChiefInspectorofPrisons.
Forthisreason,itisvitalthatlearningsupportincludestraininginselforganisation.ICTsolutions,whereavailable,willworkwellforsomelearnersandhavetheadvantageofappearing‘cool’.Teachersandtrainerswoulddowelltoanticipatetheinherentdisorganisationoftheirlearnersbykeepingasupplyofsparematerials.Theyshouldassistlearners/traineestoconstructasimpletimetableofwhatisneededeachtimetheyattendasession.Amindmap,whichdisplayswhatisneededinvisualformat,maybeanother solution.
Donotassumethatpeoplewithspecificlearningdifficultieshaveanautomaticgraspofdaysoftheweekormonthsoftheyear,especiallywhenthesearereferredtoout of sequence,forexampleknowingwhichmonthitwillbeinthreemonthstimeorwhichwasthedaybeforeyesterday.AmoduleonpromotingcompetencyinthiswholeareaisincludinginthedistancelearningpartofthetutortrainingcourseSupporting Dyslexic
Learners(OffendingContext:OrganisationSkillsModule),producedbytheCentreforBritishTeachers(CfBT)EducationTrust.(Seetheirwebsiteforfurtherinformation).
Supporting learners with Dyspraxia
Theadultdyspraxianetworkprovidesthefollowingadvice:• Learnaboutdyspraxiaandacknowledge
theproblem• Anticipatedifficultiesinthefollowing
areas:manualandpracticaltasks;workthatrequiresspatialskillsandgoodorientation;operatingundertimeconstraintsandmakeallowances
• Beawarethatpeoplewithdyspraxiamightfinditdifficulttoexpressthemselves,interruptinappropriatelyandcanseemrude,abruptordemanding
• Donotoverloadthemwithinformation• Repeatandsummarisethemainpointsof
the session• Allowhelpfromotherlearners• Sinceproducinglegiblehandwritingmay
beimpossible,considerotherwaysofworking(suchasusingascribe)
• Allowstudentstouseavoicerecorder(ifpossible).
AdvicerelatingtotechnologyisgiveninChapter5.
IgotsofrustratedontheoutcosIcouldonlygetmenialjobsdoingphysicalworkwhichisthehardestformecosofmydyspraxia.IdecidedtogooneducationandgetsomequalificationssoIcouldgetajobthatusedmybrain.ThetutordidnotknowaboutdyspraxiabutshewashelpfulandcouldseeIwantedtolearn.Gavin
21
3PRINCIPLES OF SUPPORTING LEARNERS WITH DYSLEXIA
Supporting learners with attentional difficulties / ADD
Progresswillbemorechallengingiflearnershaveattentionaldifficultiessuchaspoorconcentration,highlevelsofdistractibilityand/orashortattentionspan.Theoutcomeisthattheycannotremainfocusedonanyactivityforverylong.Thefollowingguidelineshelptocaterfortheseoffenders:
• Engagewiththelearners'experienceand interest to gain attention
• Checkfrequently,butdiplomatically,thatlearnersunderstandthetask
• Buildinbreaks,asnecessary,ratherthanrisklosingthefocusofthesession
• Keepinstructionstoaminimumandprovideavisualcopythatcanbereferredbackto
• ‘Chunk’theinformationanddon’tspendtoolongonanyoneitem
• Linkyourpointsandprovidememorypegs
• Usehumour,ifpossible.
Minimisingdistractions,wherepossible,willalsohelp,sinceindividualswithsevereADDlearnbetterwiththeminimumofvisualandauraldistractions,ideallyinaone-to-onesituation.Considerthefollowing:Can you arrange seating so that learners are facingawayfromwindows?Isthereanywayofreducingbackgroundorexternalnoise?Canyouvarythepaceofthesessiontohelpmaintainconcentration?
Somelearnersareabletomaintainconcentrationforlongerperiodsonthecomputer,especiallyiftheyhaveheadphonesonaswell,andfindthisamoreproductivewayofworking.Programsideallyincorporatepointsmadeinlastfourbulletpointsabove.
Issues of confidence and motivation
Confidenceandmotivationareessentialingredientsofprogressinallaspectsoflearningandtraining.Alearnerwhohastastedsuccessinthepastwillknowthattomakemistakesisoneofthewayswelearnandwillnotbetoodisheartenedbyfailure.Butlearnerswithspecificlearningdifficulties,especiallythoseinanoffendersetting,oftenhavelittleexperienceofsuccess,feelthattheyarebeyondhelpandareheldbackbythefearthattheywillexposetheirweaknesses.
Motivationisaveryindividualaspectoflearning.Mostlearnerswillhavetheirownideasofwhattheywanttoachievebutnotalwaysknowhowtogetthere.Asmentioned,manydyslexicpeoplefinditveryhardtobemotivatedunlessthereisanelementofpersonalinterestandchoiceinwhattheystudy.Inaddition,learningbasedonwhatismeaningfultothelearnerismorelikelytoberetained.Aselectionoftopicsshouldthereforebeofferedwherepossible.
Sometimesadifferentapproachtoteaching/trainingisneeded,onemoreintunewiththelearner’swayofacquiringskills.Someoffendershavesaidthatthey‘cannothandlelearninginagroup’butwillengagewithindividuale-learning.Othersfindthesupportofpeermentorshelpsthemmakebetterprogress.
AccordingtotheOffender’s Learning Journey,successfulapproachescan help to improve the physical and mental well-being of offenders, encouraging reflection and increasing self confidence.(IntroductiontoSection09)
22
3 PRINCIPLES OF SUPPORTING LEARNERS WITH DYSLEXIA
Confidenceandmotivationcanbepromotedinthefollowingways:
• Listeningtothelearner• Encouragingthelearner• Praisingeffortaswellasresults• Offeringincentives,ifappropriate• Guidingthelearnertowardsrealistic
goals• Keepingthestepssmalland
attainable• Celebratingsuccess.
Oneparticularcourse,whichraninanumberofprisons,hasconfidenceandmotivationatitscore.Learning to Succeedwasdevelopedbythe(former)DyslexiaAdvice&ResourceCentretoencouragedyslexiccopingstrategiesandfosterskilldevelopment.Componentsinclude:ListeningSkillsandEmotionalDevelopment.
JennyLee’sMaking the Curriculum Work for Learners with Dyslexia containsahelpfulsectiononraisingself-esteem.
q Offenders often face multiple barriers to learning
q Raising self esteem is a pre-requisite of learning
q Since learners learn in different ways, a range of approaches and options is needed
q Some of the options offered by ICT are particularly appropriate to learners with specific learning difficulties
23
4SUPPORT FOR NUMERACY and ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) 4SUPPORT FOR NUMERACY and ENGLISH FOR
SPEAKERS OF OTHER LANGUAGES (ESOL)
SUPPORT FOR NUMERACY
Everydayaspectsofprisonliferequirebasicnumeracyskillsandtheabilitytoretainnumbersequences:thecanteenformhastobecompleted;financialaspectsofIncentivesandEarnedPrivileges(IEPs)needtobeworkedout;importantnumbershavetoberecalledsuchasthepinnumberforphoningandthenumbersyouwishtocall.Thecombinationofdigitsandlettersthatmakeuptheirprisonnumbermustbeenteredcorrectlyonallforms.Mostoffendersinthecommunityhavetotacklenumerousformstoclaimbenefitsandgrants,requiringarangeofcalculations.
Demandingnumeracyskillsareoftenrequiredinvocationaltraining.Thefollowingexample,takenfromanIndustrialCleaningcourse,illustratesarangeofnumeracytasks.The skills you will need for this Activity are:• designing a data collection sheet• reading and calculating quantities• calculations of ratio, fraction or percentage• drawing a line graph.KeySkillssuchasUnderstanding and measuring dilution ratios,cropupinanumberofvocationalareas(suchasIndustrialCleaning,Construction,Painting&Decorating,Hair&Beauty)andrequireacombinationofarithmetic,manualdexterityandreadingskillsany(orall)ofwhichmaybechallengingforlearnerswithdyslexiaordyspraxia.Itisthereforenecessaryforworkshopinstructors,aswellastutorsineducationalsettings,tobeabletosupportthesetrainees/studentsandunderstandtheirdifficulties.
TheDfESSkillsforLifeSurvey(2003)reportedthat:the connection between numeracy skills and earnings is more significant than the connection between literacy skills and earnings......difficulties with numeracy impact more negatively on job prospects than literacy difficulties. Maths certainly does matter. By supporting dyslexic learners who have maths difficulties we will be improving their life chances, earning potential and career opportunities.’
Key aspects of support for numeracy
Thefollowingareas,thefirstofwhichwashighlightedinthepreviouschapter,arecrucialtosupportingdyslexiclearnersinnumeracytasks:• Structuredmultisensorytechniques• Concretelearning• Identifyingandteachingthesubskills• Exploringthelanguageofmaths• Providingmemorysupport• Drawingonareasofstrength
Structured multisensory techniques.
Structuredentailsbreakingmathematicaloperationsdownintosmallstepssothatlearnersarenotoverwhelmedanddemoralisedbutgainasenseofachievementalongtheway.Theremustbealogicalprogressionbetweenthesesteps.Inthenumeracysphere,multisensory techniquesincludeverbalisingtheactivity,encouraginglearnerstousetheirvoices(makinguseofrhythmwhereappropriate).Colourisusefultodistinguishbetweenor
People with dyslexia often need support in the area of numeracy. These skills may be required for vocational training and are a key factor in employability. The second part of this chapter focuses on foreign nationals whose language problems may mask dyslexic difficulties.
24
4 SUPPORT FOR NUMERACY and ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)
tohighlightdifferentfeatures:workwithlearnerstohighlightkeywordsandimportantnumericaldata;thiswillhelpthemtofocustheirattentionandcouldbefollowedbydiscussion.Provideahands-onelement,usingconcretelearning(seenextitem).Itmaybenecessarytocoverormaskquestionsnotbeingworkedon,inordertofocusattention
Concrete learning
Concretelearning(asopposedtoabstractlearning)ismostlikelytobenefitdyslexiclearners. This entails learning by doing, ideallywithvisualorauditorysupport.Newconceptsshouldbeintroducedinapracticalway,suchasundertakingasurveyofeyecoloursinthegrouptoillustrateratios. The topicthereforebecomesmeaningful–animportantaspectofadultlearning.Reallifesituationsarealwayspreferable.Awidevarietyofconcrete,educational,numeracymaterialsareavailabletoillustratebasicconcepts.TheSkills for Life Numeracy Core Curriculum hasgoodexamplesofconcreteapproachesinallthreeEntrylevelsections.Whenmovingfromtheconcretetotheabstract/symbolic,providelinks,turna‘worded’problemintoasumwithdigitsandgivesufficientpracticethroughgradedexercises.Anexampleofausefullinkiscolourcodingtoaidunderstandingofplacevalue;thesamecodingcanbecarriedthroughfromconcretematerialstoabstractsums.
Identifying and teaching the subskills
Thiscanbesummarisedasfollows:• trackbacktothemostbasicareaof
difficulty• provideplentyof'over-learning'ineachof
therelevantsubskills• combinesubskillscarefully,checking
understandingbeforeproceeding• groupalternativenamesforthesame
operationtogether• startwitheverydaylanguagethen
introducemathematicalterminologyalongside it
• linkvisualimages/symbolswithlanguageterms
Remembertorevisitwhathasbeencoveredinprevioussessions.Access For All,p213,providesinformationonthetopicofsubskills.UsefultoolsincludetheNumbers Disc (availablefromtheBasicSkillsAgency).
The language of maths
Numeracyvocabularyisinherentlyconfusingwithdifferentwordsbeingusedforthesameoperation,forinstance,plus, add, the sum of all relate to addition.Discussionisagoodwaytoexplorethislanguage.Rephrasingaquestionwillopenupmeaningtothosewhohavenotunderstoodtheformatorlanguageused.Amathsdictionary(suchasthatbyRobson)canbeusefulforsomelearners.Itisimportanttocheckcomprehensionbeforethelearnerattemptsawrittennumeracytask,tolessenthechanceoferrors.Thebestwayofdoingthisistoencouragelearnerstotalkthroughthestepsofataskandtourgethemtothinkaloud.Thishasseveralbenefits,namely:• revealingiftheyhaveunderstood/read
thequestioncorrectly• helpingtodeveloporganisedthinking• providingauditoryfeedback.
Memory support
‘Overlearning’isnecessarytosupportaweakshort-termmemory.Onewaytodothisisthroughgames.Thesecanprovideawelcomebreak,whilereinforcingaspectsofnumeracy.Therearesuggestionsinthe Skills for Life Learner Materials Pack: Numeracy (Entry 2 Unit 1)
25
4SUPPORT FOR NUMERACY and ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)
Memorycardsareagoodsupportstrategy;theseconsistofsmallcardsorindexcardsonwhichtowritethenumericalinformationthelearnerneedstoaccessfrequentlybuthasdifficultyremembering.Thecardscanthenbeusedforpracticebetweenlessons.Learnerswillretaininformationbestiftheymaketheirownassociationsandmemoryaids. Checklistsandreferencesheetsarealsohelpfulasameansoflesseningtheloadonthememory.
Drawing on areas of strength
Providinganoverviewisanapproachwhichacknowledgestheholisticwayoflearning,commontomanypeoplewithdyslexia.Inthisway,learnerscanseewhattheyareaimingforwithoutgettingboggeddowninthemechanicsofmaths.Furthertechniqueswhichdrawondyslexicareasofstrengthincludeencouraginglearnerstomakeassociationswhicharemeaningfultothemandlookingforlinksorpatterns.Iflearnersarehelpedtoseehowdifferentpiecesofinformationareconnectedandstarttorecognisemathematicalpatterns,theymaywellfindthatthisisthemostnaturalwayintounderstandingtheconceptsofmaths.Duetothevarietywithindyslexia,itisworthpointingoutthatsomelearnerswillfindithardtomakethelinksthemselves.
WormwoodScrubsrunsActiveLearningSessionsinICTwhichincorporatepracticalaspectsofeverydaylifeintothetraining.Oneexampleofanactivityisusingspreadsheetstodeterminethelearners’canteenforthecomingweeks.Inthiswaynumeracyisseenasusefulskillwithpracticalapplicationslinkedtotheabilitytoproduceprofessionallookingspreadsheetswhichhelpbuildconfidence.
26
4 SUPPORT FOR NUMERACY and ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)
Use of calculators
The following issues should be borne in mind:CalculatorsthatdisplaythecalculationthathasbeeninputarehelpfulSpeakingcalculatorsprovideaudiofeedbackonwhichkeyhasbeenpressedLearnerswithpoorco-ordinationordyspraxicdifficultieswillneedacalculatorwithlargerkeys.Drawattentiontosymbolswhicharevisuallysimilar,i.e+andx,minussignanddividesignItmaybepossibletocolourcodethe4operationsbyusingcolouredstickersontheoperationkeyswiththesymbolwrittenonthemAdviselearnerstocrosseachitemoffthepagewhentransferringittothecalculator.Learnerswithvisualperceptualorspatialproblemswillhavetotakeextracarewhentransferringinformationfromthepageorverbalinstructiontothecalculator.Learnersshouldinitiallyverbalisetheoperationtheyareperformingwiththecalculatorandtheanswer,sothatthetutorcanchecktheirunderstanding.
Support for dyscalculia
Thereisstillalackofinformationaboutthisspecialistareabut,ingeneralterms,techniquesusedfordyslexiclearnersarehelpful.Howeverprogresswillbeslowerasthedifficultiesaremoreintractable.Suitableapproachesinclude:
• associatingthenameofthenumberwiththesymbol.
• matchingcardswiththesamenumbers.
• countingwithadult‘tools’e.g.dominoesandobjects(suchasplasticmoney)
• developing'numerosity'bysimplenumbersequencingactivities,e.g.identifying the fifthitemonatillreceipt
• linkingcoinswithnumbersbylookingatthenumberwrittenonthecoin.
• sequencingcoinsaccordingtovalue.
FurtherinformationAccess For Allpp250&255Mathematical Solutions: an introduction to dyscalculiabyJanProustie(NextGenerationBooks)
Summary of Learning and Teaching styles for Numeracy
Clarifythelanguageofmaths.Encouragethelearnertotalkthroughnumeracytasks.Talkingaloudhelpstodeveloporganisedthinkingandwillrevealanydifficulties.Workatalevelwheresuccessislikely.Useconcretematerials(suchasblocksorcoins)whenlearnerisunsureof,orlearning,anewnumeracyskill.Workwithconcretematerialsbeforetacklingpaper-basedtasks.Usereallifesituationsasmuchaspossibletoaidunderstandingofconcepts.
Furtherinformation:Adult Dyslexia: A guide for Learndirect tutors and support staff,Chapter6Dyslexia, Dyspraxia & Mathematics by DorianYeo(Whurrpublishers)
27
4SUPPORT FOR NUMERACY and ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)
FOREIGN NATIONALS / ENGLISH for SPEAKERS of OTHER LANGUAGES
Withinthecriminaljusticesystem,offendersfromothercountriesaregenerallytermed‘foreignnationals’.Bytheendof2006theyrepresentedoneineightoftheprisonpopulation–a152%increasecomparedwithtenyearspreviously(Britishnationalshadincreasedby55%overthesameperiod).HomeOfficestatisticsalsorecordedthatatleastoneinfivewomeninprisonwasaforeignnational.WhereEnglish,WelshorJamaicanEnglishisnotthefirstlanguage,thereisaconfusingarrayofacronymsforanyonewhocomesontoeducationalprogrammes:• ESLlearner(EnglishasaSecond
Language,nowlesscommon)• EALlearner(EnglishasanAdditional
Language)• ESOLlearner(EnglishforSpeakersof
OtherLanguages).ThefinaltermreflectsthefactthatEnglishmaybethethirdorevenfourthlanguage.SinceSkills for LifereferstoESOL,thisGuidewilldothesame.
The Skills for LifeinitiativehashighlightedthespecificneedsofthisgroupbydevisinganESOLcurriculum,laidoutlikeitsbasicskillscounterpart.ItmaybethatsomelearnersareinappropriatelyworkingthroughtheliteracycurriculumunawarethatESOLprogrammesareavailable.SomeSkills for LifeESOLcoursesareavailableon-line.Forthoseincommunityprovision,somelearndirectcentresoffertheEnglishLanguageLearningInformationSystem(ELLIS),acomprehensivecourseofferedatseveralintermediatelevelswithmultimediasupportinawiderangeoflanguages.
Factors for consideration
ItisalltooeasytoattributethedifficultiesofESOLlearnerstotheirincompletegraspof
English,plusvariouscultural,educationalandemotionalfactors,ratherthanexploringwhethertheremightbecomplicationssuchas dyslexia.
Lara’ssituationillustratesthispoint.
LaraisfromtheUkraineandregardsherselfasanentrepreneur.HerspokenEnglishisadequateforeverydaypurposesbutsheneveracquiredwrittenEnglishatschoolandwasunsuccessfulacademically.IntheSkills for Lifeclass,sheseemedunabletoretainthelettersymbolsandwouldoftenproduceamirrorimagewhencopyingletters–notonly‘b’and‘d’but‘m’and‘w’.ThiswasputdowntodifferencesbetweentheRussianandEnglishalphabetsbutfurtherdyslexicindicatorsemergedinoralsessionssuchasconfusingleftandrightandmuddlingnumbersequences,includingherprisonnumber.Asimplechecklistshowedseveralkeydyslexiaindicators.
Identifying the dyslexic ESOL learner
DyslexiascreeningandtestingmaterialsthatrefermainlytothereadingandwritingofEnglishskillsareclearlynotappropriatefor these learners. Instead, staff need toconsiderdyslexiaindicatorsthatareindependentofliteracyandperformanceinthefirstlanguage.
Progressmaybeaffectedbythreefurtherfactors:1) thelevelofliteracyinthehomelanguage2) ‘languageinterference’,i.e.featuresof
theindividual’sownlanguagewhichcancontributetothedifficultiesmasteringanother language
3) thenatureofthefirstlanguage;forexampletherearelanguageskillsrequiredinEnglish(suchasrhyming)whichdonotariseinthesamewayinother languages.
Inconclusion,thesedifficultiesmaymaskdyslexia,compounditorsimulateit.
28
4 SUPPORT FOR NUMERACY and ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)
Thisisclearlyaspecialistarea.Astartcanbemade,however,byusingachecklist,butcaremustbetakenbecausethemajorityofscreeningandassessmenttoolsaredesignedsolelyfornativeEnglishspeakers.Ideallyscreening/testingshouldbecarriedoutbothinEnglishandinthehomelanguage:iftheindividualisdyslexictheunderlyingcognitivedifficultiesremainthesame,thoughthewaytheyshowinreadingandwritingwilldependuponthelanguage(andscript)used.
UsefulguidanceisprovidedinDyslexia and the Bilingual Learner; thispublicationincludesthefollowingfeatures:• achecklist,suggestingthequestionsthat
tutorsshouldpose• atenpagediagnosticinterviewformat• gradedreadingpassagesformiscue
analysis• diagnosticspellingdictationsandsample
assessmentreports.Furthersectionscoverapproachestoteachingandstrategiesforlearners.
Iflearnersfindthatthemajorityofthedyslexiachecklistitemsrelatetothem,theyareregardedas‘showingsignsofdyslexia’.Onlyadiagnosticassessmentwillconfirmwhetherdyslexiaisindeedanissue.Forthosewithweaklanguageskills,theassessmentshouldbecarriedoutinthehomelanguage.Unfortunatelythisserviceisseldomavailableinoffendersettings.
OnegroupofforeignnationalsthathasbeengrowinginWomen’sPrisonsinrecentyearsareJamaicanwomen,convictedofbringingindrugs(sometimesreferredtoas‘drugmules’).AlthoughtheywouldnotseemtofittheESOLcategory,theirlanguageisclearlydiffersfromStandardEnglishinmanyrespects;thegrammar,phonicsystem,pronunciationandspellingalldemonstratethisfact.DifficultiesingainingEnglishliteracyskillscouldbemistakenlyattributedtodyslexiaratherthanthedifferencebetweenJamaicanandStandardEnglish.
What does ‘Dyslexia’ mean to foreign nationals / ESOL learners?
Theterms‘dyslexia’or‘SpecificLearningDifficulties’mayhavedifferentimplicationsinotherlanguagesandcultures.InRussia,forexample,‘dyslexia’and‘dysgraphia’refertothereadingandwritingabilitiesofslowlearners–theterm‘secondarydyslexia’isgenerallyusedtoconveywhatwemeanbydyslexia.Theissueofleft-handednessfeaturesprominentlyinsomecountriesandspecialisedprogrammesareavailable.Usefulguidanceonthesedifferencesinapproachisgiveninthefollowingpublications:• ESOL Access for All• It's Not as Simple as you Think; cultural
viewpoints around disability (Learning for Living Pathfinder)
• The International Book of Dyslexia.SeeResourceBankandwww.dfes.gov.uk/readwriteplus
Itisimportanttobeawareofthestigmasurroundinglearningdifficultiesanddisabilitiesinmanyculturalcontexts.Forthatreasonitmaybebettertoreferto‘yourlearnerprofile’,‘learningstyle’or‘differencesinlearning’whendiscussinglearningproblemswithindividualswhodisplaydyslexiccharacteristics.
Support for ESOL learners
Manyoftheprinciplesonsupportinglearnerswithdyslexiaapplytoforeignnationalsbutsomeadditionalpointsareworthnoting.Informationonwhylanguageisthewayitis,sometimesreferredtoasmetacognition,canbehelpful.
Itisimportanttocorrectfaultysoundpatternsinpronunciationbecausethesecanaffectspelling.Letternames,soundsymbolrelationships,commonblends,segmentationskillsandrhymingskillsneedtobetaughtsystematicallyandwiththeaid
29
4SUPPORT FOR NUMERACY and ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)
ofvisualprompts.Flashcardsorothertypesofvisualpromptsarealsouseful,inordertointroducenewlearningitemsandrecallknownvocabulary.Culturallyrelevantimageshaveagreaterimpactonlearningthannon-relevantmaterial.
ESOLlearnersshouldbesuppliedwithreferencematerialsofvarioustypes,suchaschartscontaininggrammaticalinformationandbi-linguallistsofsequencessuchasmonthsoftheyear(sincetheymaynotbesecurewiththeseintheirownlanguage).Buildingupapersonaldictionarywillhelpreinforcespellings.
Itisimportantforthedyslexicindividualto‘overlearn’itemsofpersonaldifficulty;thiscanbecometiresomeifpracticeisnotundertakeninavarietyofstimulatingcontexts.Gamesareoftenincorporatedintolanguageteachingprogramsforreinforcement.Computerprogramsallowforindividualprogressionratesandtheoptionofrevisitingdifficultlanguageitems.
Inconclusion,itisclearlymoredifficulttoseparateouttheunderlyingcausesofdifficultieswithlearninginthemultilingualindividual.Butwiththeappropriateexpertiseandassessmenttoolsitispossibletodeterminekeyareasofdyslexicdifficulty,andprovideasuitablelearningsupportprogramme.
FurtherinformationAdult Dyslexia: A guide for Learndirect tutors and support staff, Chapter7NIACEe-guidelines8:E-learning for teaching English for Speakers of Other Languages
q a Skills for Life ESOL curriculum and associated learning materials have been developed
q it is possible to identify dyslexia in ESOL learners
q screening and assessment materials must be appropriate
q be aware of a possible stigma associated with learning difficulties
30
5 SPECIALIST TECHNOLOGIES & SUPPORT IN E-LEARNING
TheNIACEe-guidelinesbooklet:Supporting adult learners with dyslexia: harnessing the power of technologylistssomeofthebenefitsofe-learning;thisapproachcan:• attractlearners• createapositivelearningenvironment• extendtherangeofteachingandlearning
methods• motivateandempowerlearners• givelearnerstransferableskills• offerextraskillsforemployment.
Security Issues
Althoughthereareobviouslyissuesofsecuritywhendeliveringe-learninginsecuresettings,thesehavebeenlargelyovercomebypioneeringprojectwork(seechapter9).Anevaluationoflearndirectworkinprisonsconcluded:A robust, secure internet based e-learning solution for offenders is possible – if managed correctly. (ExecutiveSummaryofAnEvaluationofthelearndirectESFPathwaysProjectinPrisons&ProbationbyProfDWilsonandMLogan,2007)
Unfortunatelythebenefitsoftheseinnovativeapproachesarenotavailablethroughouttheprisonandprobationservice,norareallthespecialisttechnologiesdiscussedbelow.Thepurposeofthischapteristoshowhowspecialisttechnologiescansupportthelearnerwithdyslexia,howtochoosebetweendifferentoptionsandhowtoaccessthemthroughAdditionalLearningSupport.
5 SPECIALIST TECHNOLOGIES & SUPPORT IN E-LEARNING
This chapter describes the various technological aids which are currently available to assist people with dyslexia when they are working with e-learning or materials that are shared across a network. Specialist technologies are a useful way of compensating for literacy difficulties and accessing learning materials at the level of interest and ability. Procedures for procurement are outlined.
Manyindividualswithdyslexiahavefoundtechnology,intheformofacomputerwithwordprocessingfacilities,agreathelpinlearningsituations.ThelinkbetweenlearningandtechnologyisstressedinaNIACEsurveywhichfound:a correlation between access to and use of technology and participation in education.(ParticipationinLearning,2003):
Whatfactorscontributetothesuccessofcomputer-aidedlearningforpeoplewithdyslexia?Firstly,thecomputerisever-patientandallowsonetostructureandreframeinformationintoanacceptableformat.Inaddition,itcanprovideawiderangeofsupportmechanismssuchasreadingtextaloud,enablingdictationfromspeechtotext,spellchecking,planningandorganisationalassistance.
Accessingacomputerandmakingthemostofe-learningopportunitiescannecessitatesupportatboththecurriculumandtechnologicallevels.Somepeoplefinditeasiertoworkwithcomputersthanothersanddyslexicindividualsarenodifferent,buttheyoftenhavetheaddedcomplicationofrequiringaccesstolearningmaterialsthroughtheuseoftext-to-speechreaders,magnification,changesindesktopsettingsandvariousmethodstohelpwithtextinput.Theseaddedtechnologiescanbeliberating,butonlyiftheyhavebeenchosenwiththespecificrequirementsofthatparticularindividualinmindand he or she has gained adequateskillstomakethemostoftheirattributes.
31
5SPECIALIST TECHNOLOGIES & SUPPORT IN E-LEARNING
ADVANTAGES OF USING ICT WITH DYSLEXIC LEARNERS
→ICT can be interactive §thisisgoodforthosewithakinaesthetic/
hands-onpreference§ithelpstokeepthelearneractively
engaged§itcanprovideinstantfeedback
→ICT can be multisensory§multisensorylearningisrecommended
for dyslexia§words,sound,graphics,colourcanbe
presentedsimultaneously§auditory,visualandhands-onlearning
stylesarecateredfor
→ICT can enable you to work at your own pace /preserve self esteem§itisnon-criticalandpatient§youcanworkatyourownpace,taking
breaksasnecessary§youcanrepeatsectionsasoftenasyou
like
→ICT can provide compensation for poor literacy skills§viaread-backsoftwareand/orspeech
input§viatexthighlighting§viaautomaticspell-checking§viapredictivesoftware
→ICT can help with organisation§throughuseofelectronicorganisers§bydraftingandre-draftingfacilitiessuch
ascutandpaste§bymind-mappingprogrammes
→ICT can accommodate individual learning preferences§byadaptingbackgroundandforeground
colours§bychangingfontsizeandtype§viaarangeofsettingsandadaptations
Assessing technology needs
ICTisnota‘onesizefitsall’solutionfordyslexiclearners,moreacaseof‘HorsesforCourses’.AnICTtoolisappropriateonlyifitcanenhanceorenablethelearningexperienceand‘fit’thelearningstyleofthedyslexicuser.Inappropriatetechnologycanactuallyformafurtherbarriertolearning.The ICT Skills for Life curriculumexpressesthisasfollows:Judging when and how to use ICT is an essential skill. Learners need to be critical about the ICT tools that they use, to know when to use them and to recognise that there are different ways of doing the same thing
Atthetimeofgoingtopress,technologyassessmentswereunlikelywithinaprisonsettingbutoffendersinthecommunitycouldhavetheopportunitytovisitanAssessmentCentre(seeResourceBankforcontactdetails).Theevaluationprocessallowsthelearnertoexplorethedifferenttypesofassistiveorspecialisttechnologies.Itisalwaysadvisabletocheckcostsbeforeproceeding.Itisalsoimportanttocheckwhichspecialisttechnologiesworkwiththeproposede-learningmodules.
Restrictions,linkedtosecurityissues,continuetocounterthemovetowardsgreateraccessibilityinprisonsettings.Whichtypesofequipmentareallowedinseemstovaryfromestablishmenttoestablishment,accordingtoaccountsfromtutors,whorelateinstancesofbeingabletotakefarmoreitemsoftechnologyintoaCategoryAprisonthan a Category D.
Itmustbestressedthatthereisanobligationoneducationandtrainingproviderstoensureaccessibilityforlearnerswithdisabilities,asfarasisreasonablypossible.TheADOEEOLSCDprovidespracticalguidanceandexamples.Fundingforassistivetechnology/learningsupportand
32
5 SPECIALIST TECHNOLOGIES & SUPPORT IN E-LEARNING
technologyprocurementproceduresarecoveredattheendofthischapter.
Preparing for e-learning
Beforealearnergetstoworkonacomputeritisimportanttocheckthatseatingandmonitorheightareappropriatefortheuser.Thekeyboardandmousemustbesuitableand,iftexttospeechorspeechrecognitionsoftwareistobeused,aheadsetmustbeavailable.Desktopsettingsmayneedtobeadaptedtosuitlearnerpreferencessuchaschangingbackgroundcolours,fonttypes,sizesandlinespacing–muchofwhichcanbeachievedthroughtheFormatmenu.AccessibilitypagesontheMicrosoftandApplewebsites(whereinternetconnectionsareallowed)guideonethroughtheprocess.
The following sections explore technological solutions to supporting e-learners in literacy areas
Reading from the screen
Thenatureofthecomputerscreengivessomelearnerswithdyslexiaparticulardifficulties:thescreenmayseemtoobrightandtheslightflickermaymakeithardtolookatforalongperiodoftime.Sinceitisatadifferentangletopaper,itmayprovedifficultfortheeyestotrackalongthetext(andadultsfeelembarrassediftheyhavetotrackalongthescreenwiththeirfinger).Onelearnerdescribesherproblems:
Ihavesomedifficultyreadingthecomputerscreen.ItseemstoobrightandmyeyesgetreallysoreandIhavetostopworkingafteraveryshortlengthoftime.IfthelettersaretoosmallthenIfinditdifficulttokeeptheplaceandhavetoputmyfingeronthescreentohelp.Theseproblemsaffectmyabilitytoconcentrate.TheothertroubleIhaveisthatoncethetexthasleftthescreenIcannotrememberitsoIhavetoprinteverythingouttoreaditproperlyandkeepmyplace.Text-to-speech,withachoiceofsynthesised
computervoices,isthemostcommonlyusedsoftwaretoassistdyslexicindividualswithreadingfromacomputerscreen.Agoodassessmentwillindicatehowsomeonelikestoreadfromthescreen,andprogramssuchasTextHelp Read and Write Standard or Gold, Kurzweil 3000 or ClaroRead and ClaroRead Plus canbeconfiguredtospeakeachword,sentenceorparagraph.Speechcanbeusedatwillinsomeprograms(usefulforthosewhoprefertoviewtextwithoutthedistractionofspeechunlesstheyencounterdifficulties)andtheselectedtextcanbehighlighted as it is heard. There are free alternativesthatcanbedownloadedfromthewebsuchasReadPlease 2003 but these requiretexttobepastedintoaseparatewindow.
BoththeWindows XP and Mac OS systemsoffertexttospeechfortheirsimpletextprogramsbutwithoutwordhighlighting.TextHelp Read and Write Gold, Kurzweil 3000 and ClaroRead Pluscanalsobeusedwithscannedpaper-basedtextwithopticalcharacterrecognition,notjustwithitemstakenfromtheweb.
SomelearningmaterialsarepresentedinAdobeAcrobatPDFformatandthesecanbereadwithPdf AloudinTextHelpReadandWrite Gold, ClaroRead Plus and Kurzweil 3000, whichusesitsvirtualprintertopresentfiles.ItisimportanttonotethatPDFfileshavetobesavedinanaccessibleformatandcanbeadaptedforeasierreadingusingPDFaccessibilityeditor.
A useful handheld tool is the Reading Pen. DesignedforuserswithreadingorlearningdisabilitiesorthoselearningEnglishasasecondlanguagethishand-helddeviseprovidesadefinitionofascannedwordorlineoftext.Individualwordsareenlargedonthedisplayandmaybespelledout,orbrokenintosyllables.Scannedwordsanddefinitioncanbereadaloudwiththeproduct’sminiaturisedtext-to-speechtechnology.
33
5SPECIALIST TECHNOLOGIES & SUPPORT IN E-LEARNING
Writing on to the screen
Thiscanposeproblemsiftypingskillsareinsufficientlyadvancedtotheextentthattheyholdupthoughtprocesses.Forthosewithmemorydifficultiesitisalltooeasytoforgetwhatneedstobewrittenwhilstsearchingforthecorrectletterkeysonthekeyboard.However,forsomeindividuals,thetactilenatureofspellingthroughthekeyboardpatterns,ratherthanthroughpenstrokes,canbeveryhelpful.GoodkeyboardingprogramssuchasKas or Typing Instructor Encorecanencouragereluctanttypists.Mavis Beacon Teaches Typing(availableinchildren’sandadultversions)isalsopopular.Forthosewhoprefertolearntouchtypingfromamanual,Easy Type is handy and clearlylaidout.Anotherusefulprogrammeisthecomputer-basedTouch Type Read and Spell whichiswellestablishedinanumberofoffendersettingsanddescribedinChapter9.
Speechrecognitionisanotheroptionifdictatingisthepreferredmethodoftextinputandthelearningmaterialsallowtheuseofexternaltextinputprograms(suchastheDragonPadapplicationusedwithDragon NaturallySpeaking or iListen on the Mac),ortheformscantakedirectdictation.Usingspeechrecognitionrequirestrainingandanabilitytoworkwithcontinuousflowingsentencesplusspokenpunctuation.Dictatingisaskillinitsownrightandperfectresultsmaynotbeachievedovernight.Itisoftenassumedthatdictationsoftwarewillinsertcorrectgrammar,punctuationandthelayoutofthetextautomatically;unfortunatelythisisnotthecase.
Takingbreaksbecomesanessentialpartoftheprocesstopreventoverload.Itisalsoessentialtobeabletoproofreadaccuratelyasthespeechrecognitionpackagedoesnotmakespellingmistakesbutmayinsertwordsthatsoundsimilartothosechosenbytheuser.Thesewordscancausesentencestobecomeunintelligibleandtheusermay,on
re-reading,becomeconfusedbytheresult,andbeunabletorecallwhatwasoriginallyintended.However,itshouldbestressedthat,forotherindividuals,thisformoftextinputcanbehighlysuccessfulwithexcellentaccuracyrates.
Ifthereisarequirementtomakenotesorwriteanswerswhilstleavingthelearningmaterialsonthescreen,itmaybehelpfultouseadigitalrecordingdevicesuchasanOlympus, Sony or Philipsrecorder,whichcanbeusedtotranscribetheaudiofileintoaspeechrecognitionpackagelaterintheday.
E-learningmaterialsarerarelyfoundwithprogramsthatofferfullspellchecking,dictionaryorthesaurusfacilities.HoweverTextHelp Read and Write Standard or Goldcanprovidethesefacilitieswithmostprograms.SpellcatcheroffersspellcheckingfromthetaskbarandWrite Outloud offers similarfacilitieswithinitsownprogram.
SeparateCD-baseddictionariesareavailable,thatoffersupportwithsubjectspecificitemssuchasbusinessstudies.BloomsburyPublishinghasawiderange,and the Oxford Talking DictionaryisavailablefromOxfordUniversityPress.Attimesitmaybeusefultohaveahandheldspellcheckeranddictionarynearby,suchasthoseproducedbytheFranklinDivisionofSeikoUKLtd.Thesepockethandheldscanbeusefulifthee-learningmaterialstakeprecedenceonthescreenandthereisnoaccesstoalternativespellcheckers.
Ahandheldcalculatormaybemoreuser-friendlythantheon-screenversionwhenworkingwithscienceornumeracybasedlearningmaterials.Alternativelytoolswithspeechandcolouroptionsmaybepreferable,suchasthosefoundinTextHelp Read and Write Gold or the Big Calculator for WindowswithspeechandmagnificationfromSensory Software.
Whenworkingatamoreadvancedlevel,
34
5 SPECIALIST TECHNOLOGIES & SUPPORT IN E-LEARNING
outlinersandbrainstormingsoftwarecanbeusedtocollectandorganiseideaswhilstworkingwithon-linematerials.Inspiration, MindManager, Mind Genius, the linear Jot notesorscreenbasedstickynotesareallusefultoolstoaidmemoryandtheorganisationofideas.Theseprogramsallowforthecontenttobeexportedintoawordprocessingpackageandsomeprovideanoutlineversiontoformtheshapeofaprojector essay. Microsoft PowerPointcanalsobeusedinthiswayandtheslidescanbeshuffledlikecardstohelpwithsortingideasandprioritising.
Howeveritisimportanttobeawarethatthe‘hightech’optionsmaynotsuitalldyslexiclearners,asGinaexplains.
SomeonesuggestedthatItriedvoice-activatedsoftwarebutIfoundthatfarfromeasy.Ifounditquitedifficulttoslowdownmythoughtstospeakthemclearlyenoughintothecomputeranditwasafurtherordealtryingtorememberallthecommands.IntheendIdecidedthatIwouldperseverewiththetyping.AlthoughIstillgetmanyofthelettersjumbledandoutoforder,Icanusuallyspotmymistakeswiththeaidofaspellcheckerandbyreadingmyworkoutaloudafterwards.
E-learning and Dyspraxia
Onthewhole,hardwareismoreimportantthansoftwarewhenitcomestodyspraxia.Havingthecorrectergonomickeyboardwithlargekeys,atleasta17inchmonitor,therightchairandtherightmouseforaparticularindividualcanmakealotofdifference.Alltheequipmentneedstobeplacedintherightpositionfortheindividualconcerned;feetshouldbeabletotouchthegroundandthemonitorshouldnotbetoohighorlow.
Micecanbesloweddowntomakethemeasiertocontrolespeciallywhenhighlighting
apieceofwork.Somepeoplemayfinditeasiertocontrolarollerballmouseandothersananirmouse(shapedlikeajoystick).
Softwaresuchastexthelpcanalsobebeneficial,aswellasmanystrategiesthatareusedfordyslexiclearners(peoplewithdyspraxia,liketheirdyslexiccounterparts,tendtohaveshorttermmemoryproblems).Organisationofworkcanbehelpedwithmindmapprograms(seeprevioussectiononoutlinersandbrainstormingsoftware).
E-learning and Attention Deficit Disorder
ThefollowingtoolshavebeenfoundparticularlyappropriatetolearnerswithADD:Mindmappingsoftwarewithpictureshelpsindividualstostructuretheirthoughtsandtoremembertheirideas.Microsoft PowerPoint canbeusedinasimilarway,toorganisethoughtsandideascoherently.Dragon Naturally Speaking assistsindividualswhothinkandspeakmorequicklythantheycanwrite;thisalsosupportstheweakshort-termmemoryandchaoticthoughtprocessesofpeoplewithADD.
Further Factors
Itshouldbestressedthatambientlightingandcomfortableseatingcanimprovecomfortandconcentrationlevels.Someindividualsfindreadingfromscreendifficultbecauseofglareorreflections,andtheseissuesneedtobe addressed.
Mostlearnerswithspecificlearningdifficultiesfindinterruptionsorextraneousnoiseshighlydistracting,preferringtoworkwithheadphonesorintheirownsurroundings. ICT issues and solutions Thetablebelowhighlightssomeoftheskillsrequiredwhenworkinginane-learningenvironment.Itofferscomputerbasedideasforsupportingtheseskillswiththetypesofequipmentavailable.
35
5SPECIALIST TECHNOLOGIES & SUPPORT IN E-LEARNING
How ICT can support dyslexic learners Equipment
READING
Assistivetechnologycanbypassthelabourof‘decoding’textbyreadingitaloud.ICTcanallowthelearnertofocusoncontent.Writtenworkcanbeproofreadaloud,enablingthewritertohearmistakes
Readbacksoftware/texttospeechreadersScanners/opticalcharacterrecognitionthatcanscan,displayand read text aloud.ReadingPensforscanningsinglewordsorphrases–oftenprovidingmeanings.
WRITING
Goodtypingskillsareveryhelpful.Wordpredictionsoftwareisuseful.Voicedictationintothecomputerispossiblebutlearnersneedtheabilitytoarticulatetheirthoughts,supplypunctuationandmanagetheprogram.
SpeechorVoicerecognitionsoftware.Digitalrecordersanddictaphonesideallywithacomputerlink-up.WordpredictionsoftwareTypingprograms
SPELLING
Goodvisualdiscriminationisneededforspellcheckers.Learnersmustbeabletorecognisethecorrectwordfromthealternativesgenerated.
Hand-heldorintegralspellcheckersElectronicdictionaries(thatreadthewordsaloud)
ORGANISATION
ICTcanhelporganisetheideasofvisual,holisticthinkersbycreatingavisualmapofthelearner’sideas,incorporatingsymbols,shapesandpictures.Lendsitselftomakinglinks/hyperlinks.
Dyslexicpeopleneedaremindersystemduetoshort-termmemoryproblems.Thosewholikealogical,systematicapproachoftentaketoelectronicpersonalorganisers..
Mindmappingprograms/creativesoftwaresuchasInspiration,MindGeniusandMindManager.
Personalorganisers/mobilephonesforaddresses,remindersetc.Map-readingsoftware(GPSnavigationsystems)
SPEAKING&LISTENING
Manydyslexicsneedtopracticetheirskillsrepeatedly.ICTisidealasitnevergetsboredorimpatient.Texttospeechprogrammescansometimescausedifficultyasthelearnerhastotuneintotheroboticvoicebuttheseareimprovingastechnologyadvances.Usingadigitalrecorderorthewindowsrecordercanhelplearnerswiththeirpronunciation.
Earobicsforadults–phonologicalawarenessprogramme.Windowsrecorder–recordsavoicefromamicrophonetoa.wav/MP3fileDragonNaturallySpeaking–speechrecognitionprogrammeFastForWordlanguageprogramme.www.speegle.co.uk(talkingsearchengine)
NUMERACYICTisidealtodemonstratenumeracyconcepts,whichcanthenberepeatedandreviewed.
Calculator,Excel,Numbershark3,MathTalkforspeechrecognitionandMaths.
InformationonallthetechnologiesmentionedinthisChaptermaybefoundontheEmpoweringTechnologiesDatabase:www.emptech.infoorontheADOEEOLSCD.
36
5 SPECIALIST TECHNOLOGIES & SUPPORT IN E-LEARNING
Procurement and Additional Learning Support
Section14oftheOffender’sLearningJourneyoutlinestheprinciplesofInclusiveLearningandAdditionalLearningSupportandreferstoanumberofkeydocuments.Withtheincreaseofe-learningandtherecognisedneedforassistivetechnologythesituationhasbecomeverycomplex.
Atthetimeofgoingtopress(early2007)thebestchanceofacquiringtheassistanceofenablingtechnologieswasthroughparticipationinPrisonICTAcademies(PICTA);ICTPathfinders;ICTprojects(suchasthelearndirectESFPathwaysProject)ortrialsinvolvinguseofICT(suchastheProgrammeforOffenderLearningAndResettlement-POLARIS).Sinceeducationandworkshoptrainingaretechnically‘employment’(prisonersreceivepayinbothinstances)theDisabilityEmploymentAdviser(DEA)fromJobCentrePlusshouldbecomeinvolved.Chapter8containsinformationontheroleoftheDEAandAccesstoWorkintheworkplace.InProbationprogrammes,provisionofassistivetechnologycurrentlydependsontheETEprovider.
Themainstreamfundingmechanismforprovidingextrasupportforlearnerswithlearningdifficultiesand/ordisabilitiesisAdditionalLearningSupport(ALS),providedthroughtheLearningandSkillsCouncil;theirwebsitecontainsup-to-dateguidanceonprocedures.TheauthorsofthisGuidehavebeenreferredtoFUNDINGGUIDANCEFORFURTHEREDUCATIONIN2006/07;relevantsectionsare:Section 8:ALSFundingArrangements(paragraphs431–487)Annex K:GuidanceonCompletingtheALScostsformforproviders(thisincludesarepetitionofparagraphs475–487fromSection8)Annex L:ALSBands
KeyextractsaregiveninAppendixg,at
theendofthisGuide.TheALSprocessisoutlinedonthepageopposite.TheoutcomeofthereviewofALSisthatoffendersaretreatedinthesamewayasotherlearners.
q specialist technologies are not an instant solution to dyslexic difficulties
q however they can greatly enhance an individual’s ability to access e-learning
q it is vital to match the technologies with both the user and the tasks to be undertaken
q the use of appropriate technology needs to be taught and practised in order to become a useful tool
q there is an obligation on education providers to ensure accessibility for learners with disabilities, as far as is reasonably possible
37
5SPECIALIST TECHNOLOGIES & SUPPORT IN E-LEARNING
Flowchart of ALS Funding Mechanism
38
6 A DYSLEXIA-FRIENDLY LEARNING ENVIRONMENT6 A DYSLEXIA-FRIENDLY LEARNING ENVIRONMENT
Is ‘user-friendly’ for dyslexics ‘user-friendly’ for everyone?
TheAdultDyslexiaOrganisationwasaskedwhethersupporttechniquesandlearningtoolswhichweredevelopedasuser-friendlyforthosewithdyslexiawouldbenefitotherlearners.Theansweris‘Yes’ingeneralterms,becausetheseapproachesincreaseaccessibilityandimprovechancesofsuccess.
Howevertwofactorsshouldbeborneinmind:Firstly,givenadyslexia-friendlyenvironment,anabledyslexiclearnershouldmakegoodprogresswhereasanon-dyslexicslowlearnermaynotmovebeyondmasteringthebasics.Secondly,peoplewithavisualimpairmentneeddifferentadaptationsfrompeoplewithdyslexiainordertomaximisethevisibilityoftext.
AlthoughthisGuidefocusesondeliveryofICTande-learning,manyoftheserecommendationshaveageneralapplication.Westartwiththedevastatingeffectsofanondyslexia-friendlyapproach,asdescribedbyKathy
IdidsomecomputinginsidebutwasreleasedbeforeIcouldgetveryfarsoIdecidedtojoinaCLAITclass.Itwasthemostembarrassingthinginmyadultlife.Ifounditquitehardtokeepupandrememberwhattodofromoneweektothenext.IaskedtheteachertojotdownthelistofthekeysIneededtopressbuthedidnotgivemethepaperworkIneededsoItriedtokeepupbyscribblingeverythingdownbuthewentfartoofast.
WhenIaskedforhelphetoldmeitwasquiteobviousandlogical.Icouldseenothingobviousorlogicalaboutwhichfunctionkeystopressorkeepingtrackofwhentoclickontherightorleftsideofthemouse.Indeedworkingoutwhichsideofthemousewasrightorlefttookmeafewseconds,asIhadtolookatmywatchandweddingringtoworkout left or right.
Bythethirdsession,IwassolostthatIaskedthetutorifhewouldgothrougheverythingwithmesothatIcouldwritedowntheinstructions.Ithoughtno-onewouldnoticecoseveryoneelseseemedtobefinishingoffreadytogoforcoffee.“Butit’ssoobvious,”hesaidinaloudvoicewhichcausedeveryonetostopandstare,“allyouneedissomecommonsense”..Iwalkedoutofthatclassandhaveneverreturnedtocollege,Ifeltsoembarrassed.AllthememoriesofthetimesIhadstruggledinmychildhoodcamefloodingback.IttookmedaystofeelmoreconfidentandIwouldnotwishasimilarexperienceonanyone.
This chapter guides us through aspects of learning, identifying ways in which they can be made accessible and dyslexia-friendly. Topics include web accessibility and making your presentations dyslexia-friendly.
39
6A DYSLEXIA-FRIENDLY LEARNING ENVIRONMENT
The main features of a dyslexia-friendly learning environment
(i) Staff awarenessStaffneedanawarenessoflikelyproblemareasandsuitableapproachestolearningsupportiftheyaretoshowthenecessaryunderstandingandskills.Infactadultswithdyslexiahaveoftensaidthatclasses/courseswhichdonotshowawarenessofdyslexicdifficultiesandstrengthsareawasteoftimeandcandamagetheirconfidence.
Dyslexia-friendly approaches Tutors,trainersandsupportstaffrequiretrainingonadultdyslexia-boththedifficultiesandthestrengths,andhowthesecanaffectlearning/e-learning.
(ii) Giving instructionsBeawarethatpeoplewithdyslexiahavedifficultyretaininglong/compoundinstructions–whetherspokenorwritten.Theselearnersaremorelikelytoforgetpasswordsandusernames.
Dyslexia-friendly approaches Whengivingspokeninstructions,breakthemdownintologicalsectionsratherthangivingthemallatonce.Reassurethelearnerthatitisfinetocomebackandcheckasnecessary.Givepositivenotnegativeinstructions,•"Don'tforgettoturnthecomputeroffatthewall"becomes:Remember to turn the computer off at the wall.•"Makesureyoudon'tleaveyourfolderintheworkshop"becomes: Remember to bring your folder back here.Usequestionstocheckthatlistenerhasretainedkeyinformation,ratherthanasking“Anyquestions?”Writedownanynames,times,addresses.Useabuddysysteminclass,wherebyoffenderswithmoreexperienceofICTcanassistnewmembersofthegroup.Recordpasswordsandusernamesonacardwhichcanbeproducedasnecessary.Writteninstructionsshouldbeclearlydisplayed,followingtheguidelinesforMinimisingVisualStress(below).
MINIMISINGVISUALSTRESS:ISSUESofGOODPRACTICEandACCESSIBILITY
Incorporate, where possible: Avoid:
adequatespacing smallfonts(belowsize12)
justifyleft(leaveanunjustifiedrightmargin) ‘fancy’orunusualfontsanditalics
selectiveuseofboldandbulletpoints wholewordsorphrasesincapitalsthis undermines whole word recognition
diagrams,charts,iconsbrightwhiteorshinypapercream, or pale blue-grey are popular shades
pictogramsandgraphicsforsignposting
text in either red or greenthis is also an issue for colour-blind readers
illustrationswhichenhancemeaning illustrationswhichdistractthereader
40
6 A DYSLEXIA-FRIENDLY LEARNING ENVIRONMENT
(iii) Induction and administrative proceduresManyadultswithdyslexiadreadhavingtocompleteforms-especiallyinfrontofothers.TheymayhavechosenICTbecausetheyexpecttogetstraightontoacomputerandbypasswriting.Unfortunatelythedrivetoimprovestandardshasledtoanincreaseindocumentationsuchaslearnercontractsandinductionpaperworkwhichmustoftenbecompletedbeforeacoursecanbegin.
Dyslexia-friendly approachesAservicerequirementoftheOffender’sLearningJourneystates:Enrolment processes will fully support equality of opportunity for all learners to enrol on courses appropriate to their needs and preferences. (0603)Routinelyask(discreetly)whetherhelpisneededwithform-filling.Haveasampleformonshow,withtheanswerscompletedforaMR/MRSSMITH.Allowtimetotalkthroughoptionsandaspectsofthecourseofstudywithpotentiallearners. Encouragethemtoairanyconcerns,providingprivacyifpossible,andcomebacktoyouasquestionsarise.
(iv) Providing support in learningSupportmaybeneededinarangeoflearningenvironments:one-to-one,classes,workshops,openlearning(suchaslearndirectcourses)anddistancelearning.The suggestions in this Guide should promotegoodpractice.
Dyslexia-friendly approaches Aimtoensureanelementofearlysuccesstobuildupconfidence.Bepreparedtoexplainterminology(possiblymorethanonce)-forexampledistinguishingbetweendatabasesandspreadsheets.Itmaybenecessarytobreakcomplextasksintoshorterchunks.Dyslexiclearnerswillprobablyneedmorepracticethantheirpeersbeforeproceduresbecomeautomatic.Checkwhethertheirlearningprogramwillneedcustomising.Wherepossible,buildinelementsofpersonalchoice.Wherepossible,encourageflexibilityinwaysofworkingsothatlearnerscantakebreaksandimplementcopingstrategiesWherepossible,offerheadphonesforthosewhowishtolistentotextastheyreadit.
(v) Learning materialsThefollowingrecommendationsrelatetopaper-basedandon-linelearningmaterials.The issue of learning styles arises here, as learnerswillvaryconsiderably.
Dyslexia-friendly approachesContentmustbesequentialandprogresslogicallyfromonestagetothenext.Languageshouldbestraightforward,conciseandnon-patronising;children’smaterialsmustbeavoidedatallcost!Contextualisedmaterialsaregenerallymoreinteresting,aslongaslearnerscanrelatetothem.AllmaterialsshouldfollowguidelinesforreducingVisualStressandbefreefromdistractingfeatures.Duetodifferentstylesoflearning,somepeoplepreferadivergentmindmapping/spidergramformat,othersfindalinearformatmorehelpfulwithflowcharts,bulletpointsandlistedprocedures.Consistentuseofgraphics/iconsprovidesausefulmarker,enablinglearnerstoanticipatewhatiscomingnextandfindtheirwayroundmaterialsmoreeasily.
41
6A DYSLEXIA-FRIENDLY LEARNING ENVIRONMENT
(vi) AccreditationStaffmustbearinmindthatmanylearnerswithdyslexiabecomeveryanxiousabouttestsituations.Theymayhavehadpastexperiencesoffailureandfearthattheirdyslexicproblemswillhandicapthem,asEdexplains:
IfeelIamverydisadvantagedifIamgiventestsorhavetocompletetimedexercisesonthecomputer.Ifailedmyveryfirstexam(aboutspreadsheets)becauseIhadtocopynumbersacrossandplacethemintherightcolumn-Ikeptlosingtheplaceandhavingto start again.NowIrealiseIcanhaveextratime,Iaskforit.ItmeansIcangoreallyslowlyandnotstarttopanicandmakemistakes.
Dyslexia-friendly approachesWeoweittothosewhohavefailedfirsttimeroundtodoallwecantoensuresuccess.Findoutwhetherthereisflexibilityinthemethodofcourseaccreditation.Multiplechoicequestions,forexample,donotgenerallysuitlearnerswithdyslexiawhofindittrickytodistinguishbetweensimilaroptionsandcannotholdthequestionintheirheadwhileconsideringthealternativesolutions.Checkwhetheralearnerwithdyslexiaispermitted‘accessarrangements’suchasextratimeortheuseofareader.Ifso,theissueofprovidingaseparateroommayarisesos/heisnotdisturbedbythecomingsandgoingsofothercandidatesanddoesnotdisturbthemifareaderisused.
Unfortunatelysomee-learningcoursesandqualificationsarenotdyslexia-friendly.Themaincomplaintfromcandidatesisthattheyarenottestedonwhattheyhadexpectedfromthecontentofthecourse.Dyslexia-friendlyfeaturesoftestinginclude:• selfcheckingexercises,whichprotect
selfesteem.• tickboxes• matchingexercises(whichdrawonthe
skillofwordrecognitionratherthanthemoredemandingskillofrecall)
Alltheabovearewelcomefeaturesofon-linelearning.
Web-based materials: issues of accessibility• Informationshouldbeprovidedaboutthe
site’slayout,e.g.sitemap• Navigationmechanismsshouldbe
consistent• Largeblocksofinformationshouldbe
dividedintomanageablesections• Thetarget/destinationofeachlinkshould
beclearlyidentifiedbyahighlightedlabelorphrase
• Provideatextequivalentforeverynon-textelement,e.g.images
• Labelsandtextequivalentsofnon-textelementsshouldbeclearlyidentified
• Languageshouldbeclearandstraightforward
• Multimediapresentationsshouldincludeanaudiodescriptionofimportantvisualinformation.
• Interactivecontentshouldbecompatiblewithnon-standardinputdevices(e.g.switchaccess)andspecialisttechnologies(e.g.screenreaders)
• Pagesshouldbeusablewheninteractiveelements(e.g.scripts)arenotsupported
• Users should be able to turn off the following:flickering,blinking,movingcontent,pop-upwindows,changingcontentinopenwindows
• Ifyoucannotmakeapageaccessible,providealinktoanalternativepagethathasequivalentinformationand/orfunctionality,andisupdatedasoftenastheinaccessible(original)page
42
6 A DYSLEXIA-FRIENDLY LEARNING ENVIRONMENT
Making a presentation ‘dyslexia-friendly’
ThissectionisparticularlyrelevanttoInductionandResettlementstaff,InformationAdvice&Guidance(IAG)personnelandtrainers.
Thefollowingaspectsofgoodpracticeshouldbeborninmind.Ømakethepresentationmultisensoryi.e.
spokeninformation,reinforcedbyvisualinputand,ifpossible,aparticipatoryelement
Øprovideasimplehandout,containingoutlineinformationandanycontactdetails
Øusegraphicsaswellaswordsontheslides and handout
Øuseadyslexia-friendlyfontsuchasComicSansorArielinatleast12pointforhandouts,aslargeaspossibleforslides
Ø‘chunk’theinformation,iegiveabitatatime,thensummariseorcheckwithquestionsbeforecontinuing
Ømakeitpersonal-useacasestudytheycanidentifywith
Øinvitequeriesasyougoalongratherthanat the end
Ødrawonanyexperiencefromwithinyouraudienceinordertoinvolvethem
Ødon’trush,givetheoffenderstimetogather their thoughts
Ensuretheaudienceunderstandswheretheycangoforfurtherhelpe.g.PersonalOfficer,SOVA,JobcentrePluspersonaladviser,ProbationOfficer,CitizensAdviceBureau.
q staff awareness of likely problem areas is essential
q course induction requires particular sensitivity
q always be ready to listen to the learner
q dyslexia-friendly features will benefit other learners
43
7COMPLYING WITH DISABILITY LEGISLATION 7COMPLYING WITH DISABILITY LEGISLATION
The Disability Discrimination Act
In1995thedutiestowardspeoplewithdisabilitieswereenshrinedintheDisabilityDiscriminationAct(DDA)whichdefinessomeonewithadisabilityasfollows:a person has a disability if he has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day to day activities. DisabilityDiscriminationAct(1995)Part1.
TheDDAinitiallydealtwiththesphereofemployment,outliningareasofpotentialdiscriminationand‘reasonable adjustments‘tohelpoffsettheeffectsofdisability;theserequirementswillbediscussedinthefollowingchapteronResettlementandEmployment.ThestipulationsoftheActhavesincebeenextendedtoincludeaccesstogoods,facilities, servicesandproperty,togetherwithasectiononeducationandtraining.PartIVoftheAct(alsoknownastheSpecialEducationalNeeds&DisabilityActorSENDA,2001)putsanobligationonprovidersofeducationortrainingtomakeanefforttocaterforlearnerswithdisabilities. Inthisarena,theconceptofdiscriminationhingesontreatingsomeonewithadisabilitylessfavourablythananon-disabledlearner.Allfull-time,part-timeandtemporarystaffmustcomply.Placesofeducationandtrainingmusthaveidentificationandsupportstrategiesinplaceand,crucially,anticipate specialneeds-inspectionswillassesstheseareas.‘Reasonable adjustments’shouldbeworkedouttoensureaccessibilityforlearnerswithdisabilities.
The contexts of dyslexia and offending
Inthecontextofdyslexia,thefollowingprovisionsareappropriate:§Providersmustmakeanefforttofindout
aboutlearners’disabilitiesandlearningdifficulties.
§Thesedifficultiesshouldbeassessedandoutcomesshouldfeedintoalearningplan.
§Classes,learningprogrammesandtrainingshouldbeaccessibletodyslexiclearners.
§Learningsupportand‘reasonable adjustments’shouldbeavailable.
§Obligationsextendtoallstaffinvolvedinlearningprovision.
Examplesofreasonable adjustments mightincludeassistivetechnologysuchasreadbacksoftwarewithheadphones;extratimeintests/exams;theavailabilityoftestpapersinalternativeformats.
PrisonServiceOrder(PSO)2855Prisoners with DisabilitiesstatesthatallgovernorsandprisonstaffmustabidebytheDDAandprovideopportunitiesfordisclosure,assessmentandconfidentialrecordingofinformationaboutanindividual’sdisability.
TheissueofassessmentispickedupintheOffender’sLearningJourney:The learning provider will assess learners’ needs for additional support(ServiceAgreement0403)butthisserviceisnotalwaysavailableforyoungoffendersoradultprisoners.Youngpeople/Juvenilesenjoyagoodstaff-pupilratiooneducationmaystilllackspecialisedhelporassistivetechnology.Itisunfortunatethatsomeofthelearnerswhomostneedthiskindofassistance
We need to be aware of our obligations to offenders with dyslexia and other Specific Learning Difficulties under mainstream disability legislation. Two principle pieces of legislation are considered here – the Disability Discrimination Act and the Disability Equality Duty
44
7 COMPLYING WITH DISABILITY LEGISLATION
maybedenieditbythechallengesoffullyresourcingoffendereducationandtraining.
Fortunatelytherearepocketsofgoodpracticeastheinsertsbelowillustrate:
Staff preparations
PartIVoftheDDArequireseducationmanagerstoplanaheadforlearnerswithadditionalneeds.Whatcaneducationdepartmentsandprobationtutors/trainersdotocomply?Ausefulchecklistisprovidedin Supporting adult learners with dyslexia (NIACEe-guidelines,9),pp18,19.Therole of differentiated learning is stressed, togetherwiththepreparationspractitionersandmanagerscanmaketosupporttheselearners.Examplesofpreparationinclude:Look up websites about dyslexiaEnsure that tutors can change the background colours in Word and Powerpoint.
Thetwoprisonsshowcasedbelowaregettingtogripswiththeissues.
IntheEducationDepartmentofHMPMaidstoneafulltimememberofstaffhasbeenappointedtoensureappropriateidentificationofandprovisionforoffenderswithspecificlearningdifficulties.Alleducationstaffhaveattended‘inhouse’dyslexiaawarenesstrainingandsomehavetakentheCfBTSupporting Dyslexic Learners course.Thistraining,togetherwithawellstockedbankofdyslexia-friendlyresources,isbeginningtoproduceawealthofgoodpractice.
AtHMYOIRochester,alloffendersareroutinelyscreenedfordyslexiausingtheADOchecklistduringtheirinductioninterview.Thosewhoareconsideredtobe‘atrisk’arethenscreenedusingthecomputerbasedLADSPlusscreeningtool.Iftheyarescreenedasbeingatmoderateoraboveriskofbeingdyslexic,theyareofferedaplaceonaTouchTypeReadandSpell(TTRS)coursewhichalsoincludesweeklyindividualtuitionwithaspecialisttutor.This prisonalsoarrangedforanOCNaccreditedcourseonsupportingthedyslexiclearnertoberunforagroupofitsstaff.
MoreaboutTTRSinchapter9
The Disability Equality Duty
FromDecember2006,theDDAhasbeenamendedbytheDisabilityEqualityDuty,whichplacesadutyonallpublicbodiestopromotedisabilityequality.Althoughnospecificinformationwasavailableaboutoffendersettingsatthetimeofpublication,thisDutyislikelytoincludetheeducationandtrainingservicesprovidedbycollegesinthedrivetomainstreamprovisionforoffenders.
ThestepstakentobringaboutdisabilityequalityareenshrinedinaDisabilityEqualityScheme;thiswilllayouthowtheorganisation/institutionwillarriveatanActionPlanwhichwillbetteraddresstheneedsofthisdiversegroup;howpeoplewithdisabilitiesaretobeinvolvedintheproductionofthisplan;howinformationwillbegatheredandanalysed;whattheimpactofproposedactivitieswillbeonpeoplewithdisabilities;progressandreviewarrangements.
TheprisonservicehasproducedanoverallDisabilityEqualityDutywhichindividualprisonscancustomise.
45
7COMPLYING WITH DISABILITY LEGISLATION
TheDisabilityRightsCommissionisoverseeingthisprocessandhasthepowertoissuecompliancenoticesasappropriate.
FurtherInformationTheDisabilityRightsCommissionproducearangeofpublications.SENDAisdealtwithin their Code of Practice Post-16. Disability Discrimination Act: Part 4. www.drc-gb.orgInformationisalsoprovidedontheSKILLwebsite:www.skill.org.ukTheDDAcanbeviewedon www.opsi.gov.uk/acts/acts1995/199550SENDAcanbeviewedon www.opsi.gov.uk/acts/acts2001/20010010NOMSproducesaquarterlypublicationcalled‘InsideDisability’whichpromotesbestpracticewithregardtodisabilityinoffendersettings.TheTechDiswebsitecontainsawealthofinformationonaccessibilityissues.www.techdis.ac.ukTheResourceBankinthisGuidelistsusefulorganisationsandmaterials.TheCentreforBritishTeachers(CfBT)EducationTrustcourseSupporting Dyslexic Learners,whichisdeliveredpartlyorwhollybydistancelearning,hasasuiteofmodulesinthecontextofOffending.www.cfbt.com
q people with disabilities have rights in education and training
q preparation should be made in anticipation of learning needs
q ‘accessibility’ is a key issue
q people with disabilities should be involved in discussions on provision
46
8 ICT IN RESETTLEMENT AND EMPLOYMENT8 ICT IN RESETTLEMENT AND EMPLOYMENT
TheSocialExclusionUnitreportof2002(Reducing Re-offending by Ex-Prisoners) estimatedthatre-offendingcostthecountry£11billionayear;thisfigurehasincreasedyear by year. It is therefore essential to establishwhattheriskfactorsare.
Reducing Re-Offending Through Skills and Employment summarisesthegovernment’skeyaiminitstitlealoneandstressestheneedforgreaterconsistencyinworkpreparationprogrammes.Thisdocumenthasnowbeenrefinedandfocusedbyaprogressreport,Reducing Re-Offending Through Skills and Employment: Next Steps,whichidentifiesthefollowingprioritiesupto2010:• engagingemployersthroughthe ReducingRe-offendingCorporate Alliance• buildingonOLASS,includingviathe campusmodel• reinforcingtheemphasisonskillsand jobsinbothprisonsandprobation.
TheOffender’sLearningJourneyquotessomerecentstudies,concluding:Research has shown that employment can reduce the risk of re-offending by between a third and a half.(Section06Introduction).Butthechallengeisimmensewhen,accordingtothePrisonReformTrust;half of all prisoners do not have the skills required for 96% of jobs and only one in five is able to complete a job application form(PrisonFactfile,Nov2006).
Resettlementworknowcomesearlierinthesentenceandemployerinvolvementisseenascrucialateverystage.Howwilldyslexicdifficultiesimpactinaworkplacesetting?Firstwemusttakeastepbackandconsiderworkpreparationandtraining.
Work preparation and training
ThesupportissuesdiscussedearlierinthisGuidearealsoessentialforsettingssuchasworkshopsandvocationaltraining(whichincreasinglyincludesembeddedlearningcomponents).Ifthedeliverymethodsandlearningmaterialsarenotdyslexia-friendly,adaptationsmayneedtobemade,asoutlinedinChapter6.Chapter4highlightedtheimpactofkeyskillrequirementsonweaknumeracyskills;thiswillaffectaconsiderableproportionofoffendersbutthosewithdyslexiaordyscalculiawillfacemoreintractabledifficulties.
Alargerangeofcoursesarenowavailablewhichdevelopemployabilityskillsoflearnerswithbasicskillsneeds.Examplesincludethe Skills and Workmaterials,whichfocusondifferentoccupations;CDRomsfromthe Adult Financial Capacity Framework andaselectionofPlusmaterialsdevelopedonbehalfoftheYouthJusticeBoardwhichengagelearners’intereststhroughprojectworkinfashion,digitalmusic,environmentalconstructionetc.AlltheaboveareavailablefromtheBasicSkillsAgency.
Entry to Employment(E2E)isinwidespreadusefortrainingadolescents.Itisdescribedasaflexible,learner-centredcourse,designedtomotivatedisaffectedlearnersandimproveskillsinthefollowingareas:Personal and Social skills; Skills for Life and Key Skills; ‘Employability’.Itcanbedeliveredinadyslexia-friendlywayusingtheteacherguidanceanddifferentiationadviceintheDfESEmbeddedLearningMaterialspack,whichaimtoincreaseaccessibility.EmployabilityresourcesfromTribalincludeWorking Knowledge: Getting a Job whichhelpsdevelopICTskills.
Work-based training, work experience, resettlement and settled employment are key focuses of reducing re-offending strategies. In these important areas dyslexia can be an issue. Appropriate provisions often include ICT.
47
8ICT IN RESETTLEMENT AND EMPLOYMENT
In the Offender’s Learning Journey learning providersareencouragedto:work to raise standards in work-related learning by developing new approaches to meet the needs of offenders(Section06Introduction).NewapproachesareincreasinglyexpectedtoincludeICTande-learninginordertomotivatelearnersandprepareforaworkplacethatislargelycomputerliterate.Recentfiguressuggestthat90%ofalljobsnowrequireICTskills(NIACEfigure
Speaking and Listening Skills
AlthoughtheoverallfocusforthisGuideissupportine-learning,skilldevelopmentintwolinkedareasmustnotbeneglectedifoffendersaretobesuccessfullyreintegratedintosocietyandtheworkplace.TheseskillsareSpeakingandListening,alsoreferredtoasCommunicationSkills.TheirimportancehasbeenflaggedupbyinclusionintheSkills for LifecurriculumandbyresearchundertakenbytheDyscoveryCentre,Cardiff,whichcomparedthepopulationofacertainprisonwithacontrolgroup,intermsofsocial&communicationskills,co-ordination,literacyandattention&concentrationdifficulties.The HMP group showed a generally higher score profile across all domains than the control group. The area of social and communication difficulties is the one that stands out and may not have been considered routinely in profiling individuals coming into the prison, which may in fact pose the greatest problem when leaving prison…. Social and communication difficulties, coupled with poor literacy skills, may have a cumulative effect on the outcome in a range of settings socially, educationally and in employment. In the context of this research these difficulties may have a considerable influence on recidivism rates. A lack of social and communication skills affects individuals in all areas of their lives. Individuals may present as angry, reluctant, aggressive or as loners, because a lack of understanding of the nuances of their social setting and what is then expected of
them. This may be misconstrued by others and this consequently may lead them into further troubles.(IdentificationandImplicationofSpecificLearningDifficultiesinaPrisonPopulation,2005)CoursesbytheEnglishSpeakingBoardhaveprovedpopularinprisonsasawayofimprovingself-expression.Afurtherreporthashighlightedthebenefitsofspeechtherapy.Communicationwithpotentialemployersisdoublydifficultforsomeoffenderswhofacedisclosureofunspentconvictionsand the issueofdisclosingdyslexia.Discussioninasafeenvironmentisagoodwayofopeninguptheseareas.Thepotentialemployeeshouldbeguidedthroughwhatquestionstoexpect,howtheymightexplaintheirdyslexia-emphasisinghowtheycompensatefortheirdifficulties.Learnersshouldhavethechancetopractiseansweringthesequestions,startinginaninformalrelaxedwaybyencouragementtothinkaloud.Oncethey are enabled to organise their thoughts andformulateresponses,interviewpracticeshouldbecomemoreformal.Thelearnerisnowseatedbehindatable.Guidanceshouldbegivenonconventionssuchasgreetingswhenenteringaroom,shakinghandsattheendoftheinterviewetc.Anotheraspectofinterviewsispsychometrictestingwhichisincreasinglyusedandoftencomputer-based.APhDstudyformulatedthehypothesis‘Dyslexics are disadvantaged if they have to sit psychometric tests as part of the job selection process’andconcludedthat this wasthecasefortheobviousreasonsoftimeconstraints/lackofbreaksbutalsobecausetestsprobedareasofdifficultybutseldomtouchedonareasofstrength(suchaslateralproblemsolvingorspatialreasoning).Physicalfactorssuchasfluorescentlightinganddistractionswerealsoproblematic.Thestudyfoundthatemployersliketothinktheyaccommodateemployeeswithdisabilitiesbuttheirlackofknowledgemayunderminethisaim.
48
8 ICT IN RESETTLEMENT AND EMPLOYMENT
Skills for form filling
Ex-offendersareconfrontedwithamassiveamountofform-fillingiftheyaretoapplyforbenefits,grants,accommodationandjobs.Thisactivityimpingesonclassicareasofdifficultyforthedyslexicadult.Thechartbelowsummariseslikelyproblemareasalongsideanoverviewofsupportstrategies.Again,preparationworkshouldbeginwellbeforerelease.
SKILLS FOR FORM FILLING STRATEGIES FOR SUPPORT
Comprehension Discussreasonforfillinginform.Scanformforanoverview.Discussindividualquestions.
Reading Readthroughformwith/forlearner.Usecolouredhighlighterforkeywords.
Writingandspelling Practiseconstructinganswersonroughpaper.Useanelectronicspellcheckerordictionary.Discussconventionsofformfilling.
Clearhandwritinginblackink Photocopyform,learnercanpractisefillinginadraft. Fillinformforlearner.
Organisation Scanformforanoverview.Markanyoptionalorconditionalquestions.
Sequencing Scanformforanoverview.Highlighttricky/optionalquestionswithstickymarkers.
Informationprocessing Offeraprivate,supportiveenvironmentsothelearnerisnotunderpressureandallowplentyoftimeforthought.
Visualperception Photocopyform,enlargeandprintonpaletintedpaper.
Attention/concentration Takefrequentbreaks.Usecolouredhighlighterforkeywords.
49
8ICT IN RESETTLEMENT AND EMPLOYMENT
Disability Legislation
Itisworthknowingthat employersdisplayingthe Two Ticks symbol should offer an interviewtoanyonewithadisabilitywhohastheminimalqualificationsforthepost.
TheDisabilityDiscriminationAct(DDA)hasbeenmentionedinthecontextofeducationandtraining(previouschapter).Thislegislationgivespeoplewithadisability(suchasdyslexia)certainrightsinemployment.Anemployermustnotdiscriminateagainstadisabledpersonforareasonrelatingtothedisabilityinthefollowingareas:recruitment,workpractices,promotion,transfers,training,professionaldevelopmentandthedismissalprocess.Discriminationincludestheunderminingofcopingstrategies.
Thefollowingexample,takenfromDisabilityDiscriminationActdocumentation,relatestotheinterviewprocess.
Amanwhoisdisabledbydyslexiaappliesforajobwhichinvolveswritingletterswithinfairlylongdeadlines.Theemployergivesallapplicantsatestoftheirletterwritingability.Themancangenerallywritelettersverywellbutfindsitdifficulttodoso in stressful situations. The employer’s arrangementswouldmeanhehadtobeginhistestimmediatelyonarrivalandtodoitinashorttime.Hewouldbesubstantially disadvantaged compared to non-disabled peoplewhowouldnotfindsucharrangementsstressfulor,iftheydid,wouldnotbesoaffectedbythem.Theemployerthereforegiveshimalittletimetosettleinandlongertowritetheletter.
TheDDArequiresanemployertotrytoaccommodatethedisabledemployee.Itisphrasedthatitistheemployer’sduty to do so but only in so far as it is reasonable. Thesearrangementsarereferredtoasreasonable adjustments. The Disability RightsCommissiondistinguishesbetween reasonable and unreasonable adjustments, providingthefollowinginstanceofanemployeewithdyslexia:
Asmallmanufacturingcompanyusuallyhandsoutwrittencopiesofallitspoliciesbywayofinductiontonewemployeesandgivesthemhalfadaytoreadthedocumentationandtoraiseanyquestionswiththeirlinemanager.Anewemployeehasdyslexiaandtheemployerarrangesforhersupervisortospendamorningwithhertalkingthroughtherelevantpolicies.Thisislikelytobeareasonableadjustment.
Otherexamplesofreasonable adjustments couldbethesupplyofadictaphonefororalnotesorread-backsoftware.
Inthesphereofpsychometrictestingduringrecruitmentitwouldbereasonabletoallowextratime(normallyfifteenminutesperhourofthetest),breaks,questionsreproducedontintedpaperandwellspaced.Insomesituations,audioversionsofquestionsmaybeprovided,asintheTheoryDrivingTest.
Sometimesreasonable adjustments are paidforbyAccess to Work-apartnershipbetweenJobcentrePlusandtheEmployerwhichcanpayfortechnologicalaids,trainingintheiruseandhumansupport(asnecessary).ContactshouldbemadewiththeDisabilityEmploymentAdvisoratthelocalJobCentrePlus.AssistanceisdependentonanappraisalofworkplaceneedswhichisgenerallycarriedoutatoneoftheregionalAccesstoWorkBusinessCentres.TheAccesstoWorkAdvisorisabletoprovideinformationabouttheprocessinvolvedandaboutappropriatesupport/equipment.AccesstoWorkappliestoanypaidjob,part-
50
8 ICT IN RESETTLEMENT AND EMPLOYMENT
timeorfull-time,permanentortemporary.Inthecaseofthosewhohavedyslexia,thesupportislikelytoincludecomputer-basedtechnologies.
Akeyissueindeterminingwhatresourcesaresuppliedistheextenttowhichtheemployeeisableandwillingtoworkwithtechnology.Somewillprefertousecalendars,diaries,stickynotesandlistswhereasothersarereadytoembracetechnologicalinnovationsandfindthattheabilityoftechnologytoassistwithreading,writing,calculationsandnavigationsuitthemwell.Theauditoryandgraphicalfeedback,whichisincreasinglyafeatureofICTsolutions,providesamulti-sensoryapproachthatisanappropriatewayforadultswithdyslexiatocopewithvariousaspectsoftheirwork.
ThefollowingsectionsexploreICTsolutionstoanumberofwork-relatedareas.Webeginwithsupportfororganisationalskillsandshort-termmemory.
Support for organisation and memory
TheissueoforganisationwasraisedinChapter3andshowntobeacoreaspectofthechallengemany(ex-)offendersface,letalonethosewithdyslexiaorrelateddifficulties.Technicalaidsincludethefollowing:Microsoft Outlook,whichcomesaspartoftheMicrosoftOfficepackage,canhelpwithorganisationbytakingonfunctionssimilartoanappointmentdiary,addressbook,tasklistsandnotesthatcanbeupdatedatanytime.Soundalertscanbeaddedtoappointmentsasremindersandthesecanbesynchronisedwithsomemobilephonesorpersonaldigitalassistants(PDAs)sothattheuserhasacopyoftheentirediarysystemwhenonthemove.However,thesedevicestendtofollowahierarchicalpatternofreminderswithlinearlayout;thismaynotbethebestwayofworkingforsomewith
dyslexia.
Sinceshort-termmemoryisgenerallylimitedinpeoplewithdyslexia,theyshouldalwaysbeadvisedtomakenotesofphoneconversations.Thesecanthenbereadbacktothespeaker,inordertochecktheinformationhasbeenrelayedcorrectly.Usingarecordertorecallimportantconversationsorphonemessagescanbeveryhelpfulforthosewhoneedtore-listentoinformationinordertoretainit(andmaylackliteracyskills).Digitalrecordersarediscrete,produceverygoodsoundoutputandcanbeusedtorecordone’sownspeech;thereisalsotheoptionofconversiontotextviaspeechrecognitionsoftware.
Support for navigation
Whenitcomestonavigationaids,therearemanychoicesincludingtheHandheld Global Positioning Systems(GPS).ThesetoolsmaybepartofaPDAsuchastheHP: iPAQ Pocket PC hx4700orjustmappingsoftwarewhichoffersacheapersolutionbutdoesnotactuallyguidetheuserlikeinteractiveGPS.TheAAandRACofferjourneydetailswithhighlightedmapsontheinternetandmultimap.com or streetmap.co.uk offer precisedetailsofabuilding’sposition,withaerialviewsaswellasmaps.
Support for calculations
Sequencingerrors,transposing/reversingnumbersorjumpinglinesofcalculationsareoftenhighlightedasdyslexic-typeerrors.Usingspreadsheetswithtexttospeechcanhelp,ascantalkinghandheldcalculators.Howeverboththetypicalhandheldcalculatorsandthecomplexgraphicalonesusedinmostoffices,sometimesfailtohelpthosewithdyslexiabecausethetextistoosmall,thesmallscreensunclearandthelefttorightlayoutunhelpful.
51
8ICT IN RESETTLEMENT AND EMPLOYMENT
Computer-basedonscreencalculatorsusuallyallowforadaptationsinfontandbackgroundcolourandevenadescendinglayoutforsumsandatalkingmode.Therearealsoseveralfreetalkingcalculatorsthatcanbedownloaded(e.g.BigCalculatorfromSensorySoftwareInternational).
Support for reading
Evenifreadinghasbeenmastered,adultswithdyslexiagenerallylacktheabilitytoskimorscaninformation.Ifthereisnosupportstrategy,ploughingthroughdocumentationislaboriousandexhausting.Oneapproachislisteningtotextsthroughaudiomeans;itishelpfultohavethewrittenversionavailableatthesametimetoenablethereadertohighlightkeypointsandmarksectionsthatrequirefurtherattention.
ICTsolutionstoreadingincludescanningtextbymeansofOpticalCharacterRecognition(OCR)andthenreadingitbackwithsynthesisedspeech;itisthenpossibletofollowthetextwhilstlistening.Readingandscanningpenscanalsobeusedwhenonthemove,totakeinshortamountsoftextthatcanbereadbackortotakeinonewordsothatthemeaningcanbereadbackthroughthepen’sdictionary.Thescanningpensoperateinconjunctionwithacomputerandsomehavediariesandaddressbooks.
ProgramssuchasMicrosoft Reader (http://www.microsoft.com/reader/) canbedownloadedtoacomputer,toprovideafreetext-to-speechprogram,dictionaryandhighlightingforcertainfileformats.AnotherfreeprogramisWordTalk (http://www.wordtalk.org.uk/)whichworkswithMicrosoftWord.Headphoneswillbenecessarysothatread-backsoftwaredoesnotdisturbcolleagues;thesearealsoaninvaluableaidtoconcentrationbecausetheycutoutbackgroundnoise.
Connectiontotheinternetcanbeimmensely
helpfulbutalsosomewhatstressfulduetoinformationoverload.SearchenginessuchasGoogle, Yahoo, Ask Jeeves offer endlesstrawlingfacilitiesfortheWorldWideWeband,bycombiningwiththetexttospeechprograms,theresultscanbereadback.AScottishcompanyhasnowproducedaspeakingversioncalledSpeegleandKarTOOoffersagraphical,insteadofalinearformat.
Support for writing
ICToffersdifferentwaysofpresentingideasingraphicalratherthanwrittenform,suchasmindmappingorconceptmapping.AlltheseprogramshaveoutlineversionswithgoodexportfacilitiesintootherMicrosoftOfficeprogramssuchasWordandPowerPoint.Theyworkinslightlydifferentwayssotheuserhastotrybeforebuyingthem;acomparisoncanbefoundonIansyst’swebsite,www.dyslexia.com.
Speechorvoicerecognitionsoftware,thatallowstheusertodictatetextintothecomputer,hasdevelopedrapidlyandtrainingtimeshavebeencutdrasticallyonpowerfulmachineswithamplememoryandagoodhead-setmicrophone.Theproblemisthattheuserneedstoknowhowtodictateandhavesomeunderstandingofpunctuationandwrittenlanguagesentencestructurewhichisdifferentfromspokenlanguage.Itmaybethatthesoftwareisusedfortheinitialdraftsandnotemakingandthenthekeyboardisusedforthefinalstages.
SpellcheckersareincorporatedwithinmostwordprocessingpackagesandhandheldpocketspellcheckersareavailablewithavarietyofdictionariesincludingCollins.Somehavethesaurus,dictionaryandhomophonefacilities.Themoreexpensiveversionshavespeechandlargerscreenswithbiggerkeys.
Accurateproofreadingisessentialas
52
8 ICT IN RESETTLEMENT AND EMPLOYMENT
incorrectwordscanbemissedbecausetheymaysoundsimilartotheintendedwordwhenthescreenreaderisbeingused,forthisreasonhumanhelpispreferable.Trainingisessentialiffulluseofallthecommandsandshortcutsaretobelearntandtipsaretriedbeforefrustrationandvaluabletimeislost.Itisimportanttoallowtimebetweenwritingandreading–otherwisereadersonlyseewhattheyremembertheywrote.
AfteralongsentenceMartinwasreleasedfromprison.HehaddonearangeofICTcoursesthentrainedtomendcomputersinaPrisonICTAcademyestablishment(seeChapter9),duringwhichtimehewasscreenedaspossiblydyslexic.Ongettingworkasacomputerengineer,hecontactedthelocalDisabilityEmploymentAdviserandunderwentanassessmentbyaWorksPsychologist;theprocessincludedaworkplaceassessmentofhisneeds.UnderAccess to Work,Martinreceivedalaptopwithspeechinputandascreenreader.Inordertoassisthimwithorganisationandorientationhewasgivenanelectronicpersonalorganiserandasatellitenavigationsystem.Martinfeelshehasbeenwellsupportedandisworkinghardtomakeasuccessofhisjob.
Women into Work
AseriesofESFfundedprojectsbySOVA(SupportingOthersthroughVolunteerAction)focusedonidentifyingbarrierstoemploymentforfemaleex-offendersthroughpeerresearch.Keyfactorsinaddressingmultipledisadvantagesemergedasempowerment,anearlystarttoresettlementwork;partnershipworking;engagingemployers;recruitmentissues.Atoolkitwasproducedtohighlightdifferentaspectsofthework-emailwiw@sova.org.uk.ExecutivesummariesofthefiveWomenintoWorkpilotprojectsareonthewebsite:www.wiw.org.uk
Conclusion
ResearchfromtheNationalResearchandDevelopmentCentre(Research Resources: Working with Young Offenders)confirmsthatemploymentisakeyaimforyoungoffendersbutnotesthatalackofskillsisasmuchofabarriertoanex-offendergainingemploymentashis/hercriminalrecord.TheSocialExclusionUnitreport,Reducing Re-offending by Ex-Prisoners (2002)confirmsthatbecomingemployedisthebiggestfactorin‘positivecommunityre-integration’
ForinformationonaprojectbetweenRemployandDyslexiaActiontosupportworkerswithdyslexia,seewww.onrec.com/newsstories/15104.asp
q reducing re-offending through upskilling and employment and is a government priority
q speaking and listening skills are essential aspects of employability
q a wide range of technologies are available to assist people with dyslexia in the workplace
q the entitlements of employees with disabilities are laid out in the Disability Discrimination Act
53
9SPOTLIGHT ON GOOD PRACTICE 9SPOTLIGHT ON GOOD PRACTICE
Thedeliveryplanforoffenderlearningcontainsanumberofchallengingcommitments,theseinclude:
• providinglearninginprisonscomparabletothatavailableinthecommunity;
• offeringimprovedaccesstoeducation,enablingoffenderstogaintheskillsandqualificationsneededtofindajob;
• creatingalearningenvironmentwithinprisonswhichencouragestheuseofe-learning.
Thischapterwilllookatanumberofinitiativesthatarerisingtothechallengeinthesphereofe-learning.
The European Social Fund / learndirect Pathways Project
learndirecthasbeenworkinginprisonssince2002.Theorganisationaimstosetupanetworkofcentresinprisonstoenableprisonerstocontinuetolearnandprogresswhentheyaremovedtonewlocations.Onrelease,theycanaccesstheircoursesinalocallearndirectcentre.Oneparticularprojecthasstartedtomakethisaimareality:
TheESFPathwaysProjectconcentratedondeliveringqualificationsinSkills for Life andITtoprisonersdueforreleasewithintwoyears.Prisonswerepartneredwithlocallearndirectcentrestoestablishclearroutesforprisonerstoprogresswiththeirlearning,forthedurationoftheirsentenceandthenonrelease.Forthefirsttime,learnersalsohadtheopportunitytoworkwiththesametutorbothpre-andpost-releasetoeasetransitionintoprobationandthecommunity.Alsonewwasthefactthatlearningrecordswere
transferred to the offender on release, along withauseridentificationnameandpasswordenablingthemtoaccesstheirlearningviathe internet.
Inthelifetimeofthisproject(Jan2005–Dec2006),learndirectdeliveredover300learndirectcoursestooffendersin12prisonsandcounty-basedprobationoffices.OneinstitutionthatbecameinvolvedwasHMPSwaleside,whichboastedanewon-sitecentre,thefirstofitskindinaclosedprison.
DennistookSkills for Lifecoursesalongsidehisworkshoptraining.
Ileftschoolearly,andbythattimeIwasalreadyintroublewiththepolice.IknowwhatI’mcapableof,butthefactisifyou’venotdoneitsinceschoolyougetrusty.Besides,youneedgoodmathsandEnglishtogetanywherenow–andyouneedtoknowaboutcomputers.Iwasinairconditioningmaintenancebefore,andI’dliketogobacktoit,maybesetupmyownbusiness.IfirstwantedtocomewhenIsawlearndirectdidawastemanagementcourse,whichwouldberelevant,andI’dliketogoontodowebpublishingsoIcanbuildabusinesswebsite.“Ididn’tthinkI’dlikebeingstuckinfrontofacomputer,butitactuallysuitsmetogoatmyownpace.It’snotlikeanylearningI’vedonebefore,andattheendofthedayI’mgettingsomethingoutofit.You’vegottothinkaboutgettingoutandwhatyou’regoingtododifferently,andyou’vegottograbwhateveryoucantohelpyoudoit.
ThelearndirectcentreatSwalesideallowslearnerstofollowarangeofcoursesonlineviaasecurewebconnectiontothe
There are a range of examples of good practice in delivering e-learning to offenders.Several projects will be highlighted which bring out different aspects and approaches. Useful materials will be discussed.
54
9 SPOTLIGHT ON GOOD PRACTICE
learndirectdomainbutwithoutbeingabletoaccessthewiderinternet.It’sanidealfitforoffenders,whoareoftenatdifferentstages-workingone-to-onewithacomputertheycanlearndifferentthingsatdifferentspeeds,withoutcompetingwithpeersorbeingembarrassedinfrontthem–thisisvitalforlearnerswithdyslexia.Themodularstructureofcoursesgivesaquickresultandsenseofachievement. MikeHarrison,HeadofLearningandSkillsatHMPSwaleside,waspleasedwiththeuptake:“Wehopetheinformalityoflearndirectwillmakeitafirststepbackintolearningmanymightnototherwisehavetaken.”
Touch Type Read and Spell at HMYOI RochesterTTRS(TouchTypeReadandSpell)wasfirstintroducedintoHMYOIRochesterthroughstaffattheprisonChapelandwasrunintheeveningsbyvolunteers.Theprisonsoonrealisedthebenefitsoftheprogrammeandadopteditaspartoftheirmainstreameducationprovision.Itisnowruninthelearndirectcomputersuite,enablingatleast20offendersaweektotakepart.TTRSisofferedaspartoftheprovisionforthoseoffenderswhoareidentified‘atrisk’ofbeingdyslexicorwhohavelowerliteracyskills.Prisonerscometothesessionforanhourandahalf.Theycannottouch-typeforthatlengthoftime,sootherliteracybasedactivitiesareofferedaswell,includingindividualtuitiondevelopingreadingandspellingskillswithaspecialistdyslexiatutor.Itworksverywell.
Michelle,thecurrentTTRStutorsaid‘TTRSdoesnotsuiteverybody,butforthoseitdoes,theyenjoyitandreallybenefit.Itnotonlyteachesthemtouch-typingskillsbutalsotoreadandspellinastructuredwayusingasmanyoftheirsensesaspossible.Thekinaestheticapproachiseffective.The
computerscreenandheadphonesoftenhelpthelearnerstoconcentrateandfocusonthetask.’
SomeofthecurrentgroupofTTRSstudentshadthesecommentstomake:Chris:‘Yeh,it’sdefinitelyuseful.Verybeneficial!ThedyslexiateachinghelpsmetolistentosoundsandIcanusethattohelpmereadandspellinotherlessons.TTRSteachesmetoreadandspell,andtousethekeyboard;Itrynottolookatmyhands!’Kevin:‘It’shelpedmetoread.Iusedtojustlookatthepicturesonpage3,nowIcanreadthepaper!’Ross:‘TTRS-it’sinteractivelearning.Itallowsyoutolearnactively.Ilikecomputersandlearningonthecomputeriseasyforme.IdootherITcoursesaswell.’Sedleytyped:‘IlikeT.T.R.S.becauseithelpsmytypingskills.Italsohelpsmetospellwordsandpronouncethemproperly.Ithasmadememoreconfidentwithmyreading.InthesessionsIhavealsolearntaboutpunctuation,forexample,commas,fullstopsandwheretoputexclamationmarks.WithalltheseskillsIfinditmucheasiertoreadandwriteletterstomyfriendsandfamily!’
NEARIS (Northern Education & Resettlement Information Services)
NEARIShadtheideaoftakinglaptopsouttolearnersinplaceswheretheyliveormeetregularly-thefirstsetof10laptopswerereadyforactionatthebeginningof2002.NEARIStutorssoonbeganrunningcomputercoursesusingthese“wirelesslaptops”inhostelsandday-centresinManchester,BoltonandOldham.ThefactthatthelaptopswerebatteryoperatedandcoulduseradiolinkstosendsignalstoandfromprintersandInternetconnectionsmeantthattherewasnoneedtohavewirestrailingroundtheroom.NEARISworkedinpartnershipwithagenciesprovidinghelptoadultsundergoingsomeformofresettlementorrehabilitationprocess.Ex-offendersmade
55
9SPOTLIGHT ON GOOD PRACTICE
upasizeableproportionoftheclientbase.WiththehelpofaNationalLotterygranttheworkwasextendedtocommunityandvoluntarygroups.Thisoutreachworkwassoonoperatingat30differentlocationsprovidingcoursesforover700learners.AselectionofLearnersStorieshavebeenpublishedasOpening Windows Opening Doors(seewww.nearis.com).
Theopeningcontributortothepublication,Darren,writes:
Iam36,sittingatatablewiththelaptopwritingyouthisscript.Forme,anachievement,averybigone.ImanagedtogethelpfromtheworkersatprobationonwherewecouldlookforacourseandwithabitofpushingandshovingwefoundNEARIS.IwasaskedtogotoaninterviewwhereIwasasked‘howmuchdoyouknow?’.Itoldthem,‘Ihaven’tgotaclueaboutcomputers’.Myfirstsessionwasfortwohours,feltlikeone.I’mreallyinterestedtoimproveandmoveonandlearn.IalsogotloadsofhelpfromChriswhohelpedmetogetmyselfalibrarycardwhichgivesameachancetousetheircomputers.I’mhopingtogetsomekindofcertificateattheend.ThethingsI’mdoingnowmakemewanttolearn.There’ssomuchIthoughthadpassedmeby.IWASSOWRONG!NevermindWINDOWS,IhaveloadsmoreDOORSopenedforme.
A European-wide ICT initiative: the Grundtvig Pipeline projectThe extract below is adapted from their website: www.pipeline-project.org
ThemainaimofthisprojectistoimproveprisoneducationinEuropebymakingICTavailabletolearnersandteachersinprisons.Bypreparingprisonersfore-citizenshipandbridgingthegapbetweenprisonandlifeinthecommunity,theprojectaimstoreducere-offending.Peopleneedtobemultiliterateintoday’ssociety,thisincludestheabilityto
navigatewithinandlocatedigitalresourcesforprofessionalaswellasprivateuse.Target groups Theprimarytargetgroupisprisoners,bothmenandwomen.Prisonteacherswillalsobenefitbydevelopingtheirprofessionalexpertiseinthisarea.Furthermore,theprisonasanorganisation,willbenefitbyenagingwithICT.Main Activities Theseareasfollows:developingasocio-technicalsystem,developingICT-basededucationalactivities,engagingprisonsandprisonersinlearningandteachingthatlookstothefutureandproducingdisseminationmaterials.Expected outcomes Theseincludeasocio-technicalsystemcomprisingVirtualPrivateNetworks(VPN),aLearningManagementSystem(LMS),firewallsanddedicatedserversadaptedtoorganisationalandeducationalneedswhilecomplyingwithsecurityrequirements.Examplesofgoodpractice,teleteachingmaterial,manuals,aprojectwebsiteanddisseminationmaterialwillbeproduced.Theprojectrunstilltheautumnof2007.
Good practice publication
Goodpracticeindeliveringe-learningtodyslexicadultsispresentedintheNIACEe-guidelinesbookletSupporting adults with Dyslexia: harnessing the power of technology (2006).Chapter6containsgoodexamplesofactivitieswhichfamiliariselearnerswiththetoolsavailableonacomputerandprovidealternativestopaper-basedteaching.Chapter8,Good Skills for Learners,providesclearguidanceone-learningtoolsandstressestheimportanceofmovinglearnerson,oncetheyhavefoundconfidenceintheirabilitytohandleICT.AchapterisdedicatedtoMaking Reading Easier,andthebookletitselfisanexampleofaccessibilityandclearpresentation.
56
9 SPOTLIGHT ON GOOD PRACTICE
Research into good practice
AkeymessagefromstudiescommissionedbytheNationalResearch&DevelopmentCentre (NRDC) is that contextualised or embedded literacy and numeracy tend to be associated with higher levels of learner engagement.(ResearchResources:WorkingwithYoungOffenders,2006).TheexampleisgivenofajointsessiondeliveredbyanITtutorandapersonalandsocialskillstutorinacommunitysetting.Thisinvolveddiscussion,literacyandnumeracyworktogetherwithuseofasoftwareprogram.CombiningICTwithelementsofembeddedlearningcontributestosuccessfuloutcomes;theotherkeyfactoristhecontext:thisshouldbeofinterest/relevancetothelearnersorchosenbythem.
Listeningtothelearnerisflaggedupasakeyissue;thisisexploredinTime to Learn: Prisoners’ Views on Prison Education (Prison ReformTrust,2003)Researchhasalsopointedtotheimportanceofbreakingdownnegativeassociationswithschoolexperiences;thiscanbefosteredbyrelaxedandinformallearningenvironmentsreflectingamoreadultstatus.
Addressing Social Exclusion
Thoseofusengagedindeliveringe-learningtooffendersareworkingtogivethislargelyexcludedpopulationtheskillstheyneedtofindemploymentandre-integrateintosociety.No civilised country should ignore the plight of the most excluded from society and no-one should be shut off from opportunities, choice and options in life that most of us take for granted. We know that once people are given the chance to excel, they often do(ReachingOut:AnActionPlanonSocialExclusion,2006)
q offenders engage well with a range of e-learning opportunities, which help them overcome negative experiences
q the integration of ICT into basic skills courses is motivating for learners
q there is a growing emphasis on continuity between learning in prison and in the community
q learning works best when learners see it as relevant to their aims
57
SKILLS CHECK
Strategies for a successful e-learning environment
Youcancheckyourunderstandingbystudyingthelinksbetweenaspectsofspecificlearningdifficultiesandtheirimplicationsfore-learning,onthechartbelow.
Nowconsiderwhathelpfulstrategiesyoucouldimplement.
Whenyouhaveformulatedyourresponses,turnthepagetoseepossiblesolutions.
SpLD DIFFICULTY PROBLEMS WITH E-LEARNING
STRATEGY
Trackingproblems Losingtheplaceonthescreen ?Weakshort-termorworkingmemory
Rememberinginfo.onpreviousscreenRetaininginstructions ?
SequencingdifficultiesRememberingtheorderofoperationsEnteringwebaddressesincorrectly ?
Meares-IrlenSyndrome/VisualStress
Findingthescreentoobright,glareofblacktextofwhiteorbackgroundcolour‘uncomfortable’
?
Co-ordinationproblemsDifficultiesmovingthemouse.Hittingthewrongkey,problemsdouble-clicking.Slowworkspeed
?
LackofconfidenceLowself-esteem
Fearoffailureandofbeingshownup in front of others ?
SKILLS CHECK
58
SKILLS CHECK
E-LEARNING PROBLEM STRATEGIES
Losingtheplaceonthescreen. Customisethesoftwareanduseaccessibilityoptionsofferedbytheoperatingsystem.Texthighlightingandreadbacksoftware+headphones.Usepost-itnotestomarktheplace.
Rememberinginformation.Retaininginstructions.
Printoutkeyinformation.Takescreengrabsofusefulmenusandoptionsavailable.
Rememberingtheorderofoperations.Enteringwebaddressesincorrectly.
Gothroughthesequencewiththelearner.Printoffinstructions.Useasearchenginethatsuggestslikelyoptions.
Findingthescreentoobrightorthebackgroundcolour‘uncomfortable’.
Dimmingdownthebrightnessofthescreen.Adaptationofbackground/foregroundcolours,accordingtothelearner’spreferences.
Difficultiesmovingthemouse.Keyboardproblems.Slowspeedofwork.
Adjustspeedofoperations.Trydifferenttypesofmouse.UsebigkeyboardsInstalldictationsoftware
Fearofhavingweaknessesshownupinfrontofothers.
Providereassurance/encouragement.Offerdiscreethelp?
59
10RESOURCE BANK
a) Adult Dyslexia Organisation Checklistb) Checklist for Visual Stressc) Projects on Dyslexia and Offendingd) Dyslexia & Disability Networkse) Resources & Publicationsf) Specialist Technologiesg) Additional Learning Support
Please note that the authors of this Guide do not necessarily endorse all the views expressed in the resources listed
Afullerlistofnetworksandresourcescanbefoundinthefollowingpublication:Adult Dyslexia: A Guide for learndirect TutorsAdultDyslexiaOrganisation/UfiLtd(rev2005)Availableonline,see www.ufi.com/dyslexia
Manyofthepublicationslistedareavailablefrom:The Dyslexia Shop www.thedyslexiashop.co.uk Better BooksTel:01384253276www.dyslexiabooks.co.uk
Technologysuppliersandadvicefrom:iANSYSTLtd,Tel:08000180045www.dyslexic.com and the Dyslexia ShopTel:01316721552
Formoresuppliers,theiraddressesandinformationabouttheproducts,refertotheADO EEOLS CD orfrom Emptech www.emptech.info.
Advicealsoavailablefrom AbilityNet,Freephone:0800269545www.abilitynet.org.uk
The revised Adult Dyslexia Organisation Checklist is overleaf
10RESOURCE BANK
60
10 RESOURCE BANK
Revised Adult Dyslexia Organisation checklist
Please answer Yes or No. Do not miss any questions out. If you are in any doubt, answer whichever feels like the truer answer. 1 When using the telephone, do you get the numbers mixed up
when you dial? YES NO 2 Is your spelling poor?
YES NO 3 When writing down the date, do you often make mistakes?
YES NO 4 Do you mix up dates and times and miss appointments?
YES NO 5 Do you find forms difficult and confusing?
YES NO 6 Do you find it difficult to take messages on the phone and pass
them on correctly? YES NO 7 Do you mix up bus numbers like 35 and 53?
YES NO 8 Do you find it difficult to say the months of the year forwards in
a fluent manner? YES NO 9 When you were at school, did you find it hard to learn the
multiplication or times tables? YES NO 10 Do you take longer than you should to read a page of a book?
YES NO 11 Do you find difficulty in telling left from right?
YES NO 12 Did you find it difficult to decide how to answer these
questions? YES NO
ThischecklistwasdevelopedinconjunctionwithProfessorTimMilesOBEofBangorUniversityfollowingempiricalresearchbyDrRossCooperofLLU+,LondonSouthBankUniversity.
Thischecklistdoesnotattempttorecordthetalents,skillsorpotentiallinkedwithdyslexia.Thechecklistisorganisedaroundsomeofthekeydifficultiesexperiencedbypeoplewithdyslexiaintermsofreading,spelling,memory,organisationandsequencing.
61
10RESOURCE BANK
Question Number 1 2 3 4 5 6 7 8 9 10 11 12
Points scored 3 3 3 3 3 2 2 2 2 2 2 3
CountthepointsforeachYESanswere.g.3marksforquestion1.
Markoneboxforeachpointscoredtofindyourchanceofbeingdyslexic.
1 in 60 1 in 26 1 in 7 1 in 3 3 in 4
Thistellsyouhowlikelyyouaretobedyslexic.1in7isanaboveaveragechance.
Ofcourse,itisalwayspossibleforyoutobethe1in60withalowscorewhoisdyslexic,orthe1in4withaveryhighscorewhoisnotdyslexic.Yourownfeelingsaboutthemattercansometimesbemoresignificantthanthescore.
Thisnewversionoftheadultdyslexiascreeninghasbeenpilotedwithasignificantlylargersamplethanprevious,acrossawiderangeofeducationalexperience.Resultswerecomparedwith140peoplediagnosedasdyslexic.ForthebackgroundresearchpleaseseeADO’swebsitewww.adult-dyslexia.orgConsequently,thescreeningbenefitsfrom:
• areducednumberofquestions,usingthebestindicators• weightingthevalueofthequestionsformoreaccuratescreening• eliminatingthequestionswhichareoutofdate• clearerguidelinesaboutthechanceofbeingdyslexic
When you have completed the questionnaire:Ifyoufeelthatyoumaybedyslexic,youcancontacttheAdultDyslexiaOrganisationforadvice:AdultDyslexiaOrganisation,GroundFloor,SeckerHouse,MinetRoad,LoughboroughEst,London,SW97TPHelpline:02079249559Admin:02072073911Email:[email protected] website:www.adult-dyslexia.orgAlternatively,youcaninvestigatealittlefurtheratwww.outsider.co-uk.com/tryout.htmbeforeseekingadvice.
62
10 RESOURCE BANK
b) Checklist for Visual Stress (furtherinformationinChapter6)
§If an individual scores highly on this checklist it is worth exploring if coloured overlays make a difference. Suppliers are given at the bottom of the page.
§By working through a testing set of overlays, individuals can select the most ‘comfortable’ colour.
§The loan of the selected overlay can show whether colour is of sustained benefit.
§There is a link between dyslexia and certain eye problems. It is important that these eye problems are treated by an eye specialist, if possible.
§Indicators 2, 3,12,13, & 14 are very common amongst the dyslexic population
§The following may be helpful: adjusting the background / foreground colours on the computer; writing on / reading from tinted paper.
THIS CHECKLIST IS APPROPRIATE FOR ADULTS WITH BASIC SKILLS NEEDS
Atickinthe“?”columnindicatesthatthesymptomispresentsometimes.
YES NO ?
1.Haveyoubeenprescribedglasses?[IfYES,why?]
2.Doyouoftenloseyourplacewhenreading?
3.Doyouuseamarker/yourfingertokeeptheplace?
4.Doyoueverreadnumbers/wordsbacktofront?
5.Doyougetheadacheswhenyouread?
6.Doyoureyesbecomesoreorwater?
7.Doyouscrewyoureyesupwhenreading?
8.Doyouruborcloseoneeyewhenreading?
9.Doyoureadclosetothepage?
10.Doyoupushthepageaway?
11.Doyoupreferdimlighttobrightlightforreading?
12.Doeswhitepaper[orawhiteboard]seemtoglare?
13.Doesprintbecomedistortedasyouread?
14.Doyourdifficultiesincreasethelongeryouread?
Testing Kits & batches of overlays are available from the following sources: 1. CeriumVisualTechnologieswww.ceriumvistech.co.uk Tel:01580765211.2. TheInstituteofOptometryMarketingLtdwww.ioo.org.ukTel02073780330.3. MikeAyresDesign,BuryStEdmundswww.mikeayresdesign.co.uk Tel01359251551
63
10RESOURCE BANK
c) Projects on Dyslexia and Offending
1. DYSPEL PROJECT (Initially 1995 – 1997, now extended) www.lat.org.ukOriginalfindings:52%ofthesampleofoffendersfoundtobedyslexicDyslexiatutorsworkwithoffendersandprovidetraining.CoversLondonProbation,HMPBrixton,drugagenciesandYouthOffendingTeamsDYSPEL, London Action Trust, 88 Clapham Rd, London SW9 OJR
2. STOP PROJECT (1995 - 1997) Shropshire31%dyslexicpeopleamongsttheirsampleofoffendersCTAD, 12 Trimpley, Ellesmere, Shropshire SY12 0EA
3. Uppsala County, Sweden (1996): investigation of reading/ writing difficulties in prisons 31%ofasmallsampleshowedqualitativeandquantitativeindicationsofunderlyingdyslexicproblems.Email contact: [email protected]
4. Oldham project (1998) Greater Manchester Probation ServiceScreeningfoundthat42%ofthesampleofoffendershadclustersofsignificantdyslexicindicators.Reportentitled‘TowardsIdentifyingOffenderswithDyslexia’1998.The Practice Development Unit, 64 Manley Rd, Whalley Range, Manchester M16 8ND
5. New Deal/Probation project “Working Together for the Best Deal” (1998) LondonJulie Conalty, Employment Service, Maritime House, Old Town, Clapham Common, SW4 0JW
7. University of Cambridge Institute of Criminology Reading Study (1998) MRiceRiceassertsthatdyslexiaisnotmoreprevalentamongstoffenders,figureof5%.
8. Study of YOs at Polmont, Scotland (1999, shown on Channel 4) ReidandKirk50%ofasampleof50youngoffendersscreenedpositivefordyslexiausinganadaptedcomputerisedscreeningprogrammeandwerethenassessed. Gavin Reid, Moray House Institute of Education, Holyrood Rd, Edinburgh, EH8 8AQ
9. Study of YOs at York YOI (1999)UniversityofYork,MSnowling38%ofYoungOffendersfoundtohavespecificphonologicaldeficitsassociatedwithdyslexia.Poorearlylanguageskillslinkwithlaterreadingimpairmentsandattentionaldifficulties
10. Feltham YO Study (1999) Dyslexia Institute(nowDyslexiaAction)www.dyslexiaaction.orgRandomtestingofcognitive,literacyandinformationprocessingskillsin97YoungOffendersledto17.5%ofthesampleshowinguponaDyslexiaindex.
11. Positive Action through Learning Support (PALS) Nottingham Probation from 1999 ThisPathfinderProjectworkswithallbasicskillsclients.KeyelementsareVolunteerMentoring,screening,assessment,ongoingsupportincludingpost-release,ACCESSEmploymentOfficers.
12. Dyslexia project (2000) Greater Manchester Probation ServiceAninformationpackandtrainingweredevelopedforprobationandETEworkers,showinghowdyslexiacanaffecttheabilitytocompleteprobationordersandhowprocedurescanbemodified.M Jameson, Dyslexia Consultancy Malvern Email: [email protected]
13. Practical Solutions to Identifying Dyslexia in Juvenile Offenders (2004/2005) BritishDyslexiaAssociation+YOIWetherby.CONCLUSION:31%showedsignsofdyslexia
14. Seeing It Differently Project (2004-06) British Dyslexia Associationwww.bdadyslexia.orgESFfundedprojectintheSEEnglandtoraiseawarenessofdyslexiainprisonsandfacilitateappropriatesupportfordyslexicprisoners.Stafftraining,installationofoffenderscreeningsystems,provisionofdyslexiatuitionandmentoringofoffendersuponreleasetohelpresettlement.
64
10 RESOURCE BANK
15. The Incidence of Hidden Disabilities in the Prison Population (2005) www.dyslexiaaction.orgLSCfundedwork:DyslexiaAction+8prisonsinYorkshireandHumbersideCoveredtherangeofSpecificLearningDifficulties.CONCLUSION:52%haveliteracydifficulties.20%haveahiddendisability,affectinglearning/employment,suchasAttentionDeficitDisorder.
16. ESF Pathways Project (Jan 2005 – Dec 2006) www.ufi.comAlearndirect/ESFprojecttodeliver300+learndirectcoursestooffendersin12prisonsandcounty-basedprobationofficesviaasecurewebconnectiontothelearndirectdomain.Featuresincludecontinuityine-learningasoffendersmovefromcustodytocommunityandelectronictransferraloflearnerrecords.Fundingforfollow-onworkhasbeenagreed. 17. No-One Knows: Prison Reform Trust (2006 - 2008) www.prisonreformtrust.org.uk/nokAstudyoftheprevalenceandassociatedneedsofoffenderswithlearningdifficultiesanddisabilities,withtheaimofmakingrecommendationsforchange.Thestudyfoundthattheseoffendersweremore
likelytobevictimisedandlesslikelytobenefitfromprisonbehaviouralprogrammes.
65
10RESOURCE BANK
d) Dyslexia and Disability Networks Wouldthesebeeasiertoaccessinalphabeticalorderoristhereahierarchy?Adult Dyslexia Organisation (ADO) www.adult-dyslexia.org Address:GroundFloor,SeckerHouse,MinetRoad,LoughboroughEstate,LondonSW97TPEmailHelpline:[email protected]:[email protected]:02079249559Admin:02072073911
PATOSS(Prof.Assn,ofTeachersofStudentswithSpLDs),adviceonspecialisttutortrainingTel:01386712650www.patoss-dyslexia.org Address:Patoss,POBox10,Evesham,Worcs,WR111ZW
British Dyslexia AssociationTel:01189668271www.bdadyslexia.org.uk E-mail:[email protected]:TheBritishDyslexiaAssociation.98LondonRoad,Reading,RG15AU.
Dyslexia Action:Tel:01784222300www.dyslexiaaction.org.uk
N Ireland: EGSA(theEducationalGuidanceServiceforAdults)ConnectingAdultswithLearning:Tel:02890244274www.egsa.org.uk Address:EGSA,4thFloor,40LinenhallStreet,Belfast,BT28BA
Dyscovery Centre, Cardiff(assessment,counselling,trainingcourses,informationandmaterialsforindividualswitharangeofSpLDs)Tel:01633432330www.dyscovery.co.uk E-mail:[email protected]
DANDA: Organisation for Adults with SpLDsDevelopmentalAdultNeuro-DiversityAssociation(DANDA)Tel:02074357891www.danda.org.ukE-mail:[email protected]:DANDA,46WestbereRoad,London,NW23RUEngland
Attention Deficit DisorderADDISSTel:02089522800www.addiss.co.ukE-mail:[email protected]:ADDISS,POBox340,Edgware,Middlesex,HA89HLADDeptTel:01932237830 www.addept.com Email:[email protected]:ADDept,8KingsbridgeRoad,WaltonOnThames,Surrey,KT122BZ
AutismNational Autistic Society Tel:08450704004www.nas.org.uk
SKILL:NationalBureauforStudentswithDisabilities:Tel:02074500620www.skill.org.uk Email:[email protected] FreeHelpline08003285050
Arts Dyslexia Trust:Tel:01303813221(coverstheArts,inthewidestsense)
Adult Dyslexia Access (ADA):Tel:01512271519www.dyslexia-help.org
66
10 RESOURCE BANK
Address:Suite210,TheCottonExchange,OldHallSt,Liverpool,MerseysideL39LQ
Basic Skills Agency(developsresources)Tel:02074054017www.basic-skills.co.uk Email:[email protected]:TheBasicSkillsAgency,CommonwealthHouse,1–19NewOxfordStreet,LondonWC1A 1NU
Learning and Skills NetworkTel:02072979000www.lsneducation.org.uk
Right to Write Ltd:Tel:08702404809www.right2write.co.uk E-mail:[email protected].
Disability Rights CommissionTel:08457622633www.drc-gb.orgAddress:Post:DRCHelpline,FREEPOSTMID02164,StratforduponAvon,CV379BR
Employers Forum on DisabilityTel:02074033020www.employers-forum.co.ukEmail:[email protected]’ForumonDisability,NutmegHouse,60GainsfordStreet,London,SE12NY
The Care and Treatment of Offenders with a Learning Difficulty network (ViaUniversityofCentralLancs,mainlypapersonmentalhealth)www.ldoffenders.co.uk
Disability Technology AdviceiANSYSTadvice/technologiesrelatedtodyslexiaTel:01223420101www.dyslexic.comEmail:[email protected] Address:iANSYSTLtd,FenHouse,FenRoad,CambridgeCB41UNUnitedKingdom
Emptechanon-linedatabaseresourceprovidinginformationonassistivetechnologywww.emptech.infoEmail:[email protected]
TechDisaneducationaladvisoryservice,workingacrosstheUK,inthefieldsofaccessibilityandinclusion.Tel:01904717580www.techdis.ac.ukEmail:[email protected]:TechDis,TheHigherEducationAcademy,InnovationWay,YorkSciencePark,YorkYO105BR.
AbilitynetcharityprovidingfreeadviceontechnologyTel:0800269545 www.abilitynet.org.uk Email:[email protected]
BECTAusefulsourceofinformationontechnologyTel:0800269545www.ferl.becta.org.ukEmail:[email protected]:Ferl,Becta(BritishEducationalCommunicationsandTechnologyAgency),MillburnHillRoad,SciencePark,COVENTRY,CV47JJ
67
10RESOURCE BANK
Dyslexia and Vision Institute of OptometryTel:02074074183www.ioo.org.uk [email protected] Address:56-62,NewingtonCauseway,London.SE16DSTel020-74074183Appointments020-72349641Fax020-74038007Cerium Visual TechnologiesforlistofspecialistoptometristsTel:01580765211www.ceriumvistech.co.ukE-mail:[email protected]:CeriumGroupHeadquarters,CeriumTechnologyPark,Tenterden,Kent,TN307DE
Irlen Institute-websitelinkstoassessorsacrossthecountry.www.irlen.com Email:[email protected]
EyeScience Tintavision,computer-assistedhelp:Tel:08451305552www.tintavision.comEmail:[email protected]
Behavioural Optometry,aholisticviewofimprovingvisionTel:02920228144www.babo.co.uk E-mail:[email protected],
Dyslexia and ESOLLLU+LondonSouthbankUniversityTel:02078156290www.lsbu.ac.uk/llplus/
Websites / Networks for Adults with Dyslexiawww.adult-dyslexia.org(websiteoftheAdultDyslexiaOrganisation)www.danda.org.uk(websiteoftheDevelopmentalAdultsNeuro-DiversityAssociation)www.dyxi.co.uk(awebsitedesignedbydyslexicsfordyslexics)www.elkinspiringpeople.co.uk(increasingconfidenceofdyslexicadultsthroughthearts)www.dyslexia-help.org(websiteforAdultDyslexiaAccess)www.ld-web.org(developsguidelinesandpractical“howto”techniquesforuserswithSpLDs,togetherwithadiscussionforum)
Websites for professionals working with dyslexicswww.dyslexiaA2Z.comDyslexiaForum:www.jiscmail.ac.uk/lists/dyslexia.html Employer’sforum:www.employersforum.co.uk
68
10 RESOURCE BANK
e) Resources & Publications
Offending, Exclusion and SpLDsEducation and Training for Offenders TUden(2003)NIACEOn-line learning and social exclusion AClarke(2002)NIACEReaching AllOffenders’LearningandSkillsUnit.AUTISM – A Guide for Criminal Justice Professionals(2005)NationalAutisticSocietyJust Learning? Case Studies in improving offender education & training(2006)NIACE/LSDAIdentification and Implication of Specific Learning Difficulties in a Prison Population,(2005)DyscoveryCentre,ForensicUpdate84Dyslexia checklists for use with offendersJameson(1998and2000)fromADOortheauthor([email protected])Women into Workprojectinformation:www.wiw.org.uk
Skills for LifeSkills for Life website:www.dfes.gov.uk/readwriteplusDfESorderline:08456022260Publications section contains subsection on Learning Difficulties and DisabilitiesAccess for All(2001)DfES(guidanceonadaptingtheSkills for Life curriculaforlearnerswithdisabilities,includingdyslexia-alsoavailableonCD)Basic Skills for Learners with Learning Difficulties and/or Disabilities - A Resource pack to Support Staff Development (2003)DfESBroadening Access to the Skills for Life Learning Materials (2003)DfESA Framework for Understanding Dyslexia(2004)DfESLearner Materials Pack(writtenatEntryLevel):Entry1/Unit5onUsingcomputers;Entry2/Unit5 on Using the internet
Making the Curriculum Work for Dyslexic Learners JLee(2002)BasicSkillsAgency
Improving the literacy and numeracy of disaffected young people in custody and the community. A NationalResearchandDevelopmentCentrereport:www.nrdc.org.uk/publications_details.asp?ID=28
Working with young offenders booklet. SkillsforLifeQualityInitiative ResearchResourceswww.nrdc.org.uk/publications_details.asp?ID=63
Engaging the disengaged: learning and skills for offenders BasicSkillsAgencywww.basic-skills.co.uk/site/page.php?cms=4&p=323
PLUS StrategyYouthJusticeBoard:interactiveCDRomwithtopicsmappedtotheNationalCoreCurriculum. http://www.yjb.gov.uk/en-gb/
E-learning OffenderLearningandSkillswebsite:www.offenderlearning.netE-guidelinesseries,NIACEpublicationswww.niace.org.uk/publications,inparticular:E-guidelines3:Developing e-learning materialsE-guidelines7:Attracting and Motivating new learners with ICTE-guidelines9:Supporting adult learners with dyslexia: Harnessing the power of technology S
69
10RESOURCE BANK
McKeown(2006)
NationalLearningNetworkCDsfortheOffenderLearning&SkillsProgramme,seewww.nln.ac.uk/projects/offenders
A Dyslexic Perspective on e-Content Accessibility,paper by Peter Rainger et al www.techdis.ac.uk/seven/papers/dyslexia.docTechdisalsohaslinkstostaffpacksonmakinge-learningaccessible.See:www.techdis.ac.uk/index.php?p=6_6
Guidance in supporting dyslexic learnersAdult Dyslexia: A Guide for learndirect TutorsAdultDyslexiaOrganisation/UfiLtd(rev2005)Availableonline,seewww.ufi.com/dyslexiaDemystifying DyslexiaMKrupskaandCKlein(1995)AvantiBooks
Dyslexia: Self development & Study SkillsMaking Dyslexia Work for You: a self help guideVGoodwin&BThomson(2004)Pub.FultonFree Flight – Celebrating Your Right Brain, BMVitale(1986),JalmarPress DYSLEXIA: A Teenager’s GuideSMoody(2004)VermillionLiving with DyspraxiaMColley(rev2006)JessicaKingsley‘Use Your Head’, ‘Use Your Memory’, Video on Mind mapping: Get Ahead, TonyBuzan(variousdates) www.mind-map.com/EN/centersThe Study Skills Handbook SCottrell(2003)Pub.PalgraveMacmillanTouch-type, Read & Spell (program, training needed) www.ttrs.co.ukAddress:Touch-typeReadandSpell,POBOX535,Bromley,KENTBR12YFUKTel:02084641330
Numeracy/Dyscalculia (See relevant sections in A Framework for Understanding Dyslexia)Basic Topics in Mathematics AHendersonandTRMiles(2001)RoutledgeMaths for the Dyslexic: A Practical GuideAHenderson(1998)FultonPublishersMathematical Solutions: an introduction to dyscalculia JProustieNextGenerationBooksDyslexia, Dyspraxia and MathematicsDYeo(2003)WhurrPublishersMaths DictionaryRobson(2002)NewbyBooks.Websites:www.dyscalculia.me/uk(includesa25pointchecklist)www.dyscalculia.orgwww.crme/soton.ac.uk/dyscalculia
Teaching Reading & Spelling Toe by ToeK&HCowling(1986)distributedfreetoprisonsandprobationbytheShannonTrust,Tel08454582641www.theshannontrust.org.uk www.toe-by-toe.co.ukE-mail:[email protected]:38EburyStreet,LondonSW1W0LUStride Ahead K&HCowling(2001)KedaPublications
70
10 RESOURCE BANK
A Resource Pack for Tutors of Students with SpLDs MWalker(2000)Availablefromtheauthorat14WestonClose,Dorridge,Solihull,WestMidlandsB938BLUnscrambling Spelling: a guide to teaching and learning how to spell,RMillarandCKlein(1986)CrossbowgamesTel:01785660902www.crossboweducation.comEmail:[email protected] Address:41,SawpitLane,Brocton,Stafford,ST170TEUK
English for Speakers of Other Languages The Adult ESOL Core Curriculum, (2001),DfES.ESOL Access for All(2005)DfES(guidanceonadaptingtheESOLSkills for Life curriculaforlearnerswithdisabilities,includingdyslexia–updatesoriginalintroduction)It’s Not as Simple as you Think: Cultural viewpoints around disability,(2006)DfES,Dyslexia and the Bilingual Learner, HSunderlandetal(1997)AvantiBooksInternational Book of Dyslexia: A cross- Language Comparison and Practice Guide, ISmythe,JEveratt,RSalter(2003),Wiley&SonsLtdE-guidelines8:E-learning for teaching English for Speakers of Other Languages,NIACE
Informationonmulti-lingualismfrom:LLU+,LondonSouthbankUniversity,Email:[email protected]
Identification, Screening and Assessment The Dyscovery Profiler (fortheidentificationofspecificlearningdifficulties)DyscoveryCentre,Cardiff Solutions for SpLDs: Identification Guide JProustie(1997)NextGenerationUKDiagnosing Dyslexia, CKlein(1993),BasicSkillsAgency,Ann Arbor Guide to Special Educational Needs(2005)AnnArborPublishersltdInformation sheet on Assessment & Guide to Assessment, MJameson(2000),AdultDyslexiaOrganisationallfromauthorEmail:[email protected]
Screening Tools: Revised Adult Dyslexia Organisation Screening Checklist (Annex A in this Guide)Jameson Offenders Checklist(1998)Email:[email protected] Plus(LucidAdultDyslexiaScreening)Tel:01482882121See:www.lucid-research.com/documents/factsheets/FS17_LADS_general_description.pdfOrder:www.dyslexic.com/itemMatrix.asp?GroupCode=LucidLAD&eq=&MatrixType=1DAST ThePsychologicalCorporationTel:02074244456www.harcourt-uk.comInstinesComputer-basedDyslexiaScreeningTel:08707662499QUICKSCANPicoEducationalTel:02086747786www.studyscan.com Learning Styles and Dyslexia Screening,OutsiderSoftware(2005)www.outsider.co-uk.com
NationalNetworkofAccessCentresundertakestechnologyassessmentsTel:01432376630www.nnac.orgEmail:[email protected]:NationalNetworkofAssessmentCentresAdministrationCentre,TheRoyalNationalCollege,CollegeRoad,HEREFORD,HR11EB
DyscoveryCentre,Cardiff,assessesforSpLDsTel:01633432330www.dyscovery.co.uk
71
10RESOURCE BANK
E-mail:[email protected] Address:TheDyscoveryCentre,AlltyrynCampus,UniversityofWales,NewportNP205DA(SEEALSODisabilityNetworksandSpecialistTechnologiessections)
Training: Supporting Dyslexic Learners in Different Contexts (distance-learningtrainingondyslexiaawarenessandsupportstrategies-optionofEducation,OffendingorWork-basedcontexts)Tel:01189021000www.cfbt.comE-mail:[email protected] Address:CfBTEducationTrust,60QueensRoad,Reading,Berkshire,RG14BS
Supporting professional development in e-learningLearning&SkillsNetworkTel:02072979000www.lsneducation.org.ukEmail:[email protected]:LSNHeadOffice,LearningandSkillsNetwork,RegentArcadeHouse,19-25Argyll
Street,LondonW1F7LS
OCRtrainingcoursesindyslexiasupportandassessmentsTel:02476470033.www.ocr.org.ukAddress:TheDirectorofQualityandStandards,OCR,1HillsRoad,Cambridge,CB12EU.
LLU+dyslexiacoursesinclude:• PostgraduateDiplomainAdultDyslexiaDiagnosisandSupport,LLU+TelOlu,0207815
6293.PractitionersCertificateapprovedcourse.• PostgraduateCertificateinMulitisensoryeLearning&DyslexiaSupport• DyslexiaintheWorkplace
E-Guidetraining:www.niace.org.uk/eguides(Freetrainingprogramme)E-mail:[email protected]
72
10 RESOURCE BANK
f) Specialist TechnologiesAccess for All,(2002),DfES(includesguidanceonadaptingtheSkillsforLifeliteracyandnumeracycurriculatotheneedsoflearnerswithdyslexia)ALSOavailableonCDfromtheDfESwww.dfes.gov.uk/
Touch-type, Read and Spell:Tel:02084641330www.ttrs.co.ukAddress:Touch-typeReadandSpell,POBOX535,BROMLEY,KENTBR12YFUKTelephone:+44(0)2084641330Fax:+44(0)2083139454
Arrow(AuralReadRespondOralWritten),Tel:01278441249Address:BridgwaterCollegeCampus,BathRoad,Bridgewater,Somerset,TA64PZ
Read-e,TheReadingSoftware.Tel:08701331949
The Reading Pen Tel:08707203310www.scanningpens.co.ukAddress:ScanningPensLimited,6TheQuadrant,NewarkClose,Royston,SG85HLUK
Furtherproducts:• Franklin electronic dictionary/thesaurus• Olympusdigitalvoicerecorders• Penandpencilgrips• PenAgain pens• Yoropenpens• Fingergriprulers• Magnifyingrulers• Colouredflexi-rulers• Bookrests• Revisionkits• Colouredoverlays• Inspiration MindManager• Kurzweil 3000• TextHELP• Read & Write Standard and Gold• ClaroRead• ClaroView• WordRead• ScreenRuler• ClaroConcepts• Penfriend XP• Dragon Naturally Speaking Preferred and Professional• EnglishType Senior (typingtutorfordyslexics)• Writingslope
Theaboveproducts,andmanyothers,areavailablefromthefollowingsuppliers,whocanadviseyou1.TheDyslexiaShopLtd,aweb-based“onestop-shop”providingarangeofproductsrelevanttoadultswithdyslexia,tutorsandemployers, Tel: 01316721552 www.thedyslexiashop.co.uk Address:TheDyslexiaShopLimited,62,RavenscroftStreet,Edinburgh,EH178QW
73
10RESOURCE BANK
2.iANSYSTLtd,(commercialsupplieroftechnologymainlyforthosewithspecificlearningdifficulties.Awidevarietyofitemsincludingspeechrecognition,spell-checkers,typingprogramsetc.Theyalsoofferadviceandguidance,Tel:08000180045www.dyslexic.com Address:iANSYSTLtdFenHouseFenRoadCambridgeCB41UNUnitedKingdom
HaggerElectronics-Recordingdeviceswww.hagger.co.uk E-mail:[email protected] Address:HaggerUKLtd.Unit22&(Unit7Showroom)BusinessCentreWest,AvenueOne,LetchworthGardenCity,HertfordshireSG62HBTel:01462677331SalesLine:08458820505SalesFax:01462675016
For more suppliers, their addresses and information about technology products, refer to the ADO EEOLS CD or Emptech www.emptech.info.Email:[email protected]
Advice also available from:AbilityNet,Freephone:0800269545www.abilitynet.org.ukEmail:[email protected] National Network of Assessment Centres,AssessmentCentresthroughoutEnglandandWalesofferstechnologyassessmentsforlearnerswithdisabilitieswww.nnac.org Email:[email protected]
On-line resources to support e-learning. Speegletalkingsearchenginewww.speegle.co.uk
Kartoo –onlinesearchenginewithagraphicalinterfacewww.kartoo.com
Smart Sumfreecalculatoratwww.smartcode.com/smartsumEmail:[email protected] Address:X2NetLimited,34DukesWay,NorthwichCW98WA
Readerforelectronicbooks www.microsoft.com/reader Tel:08706010100
Address: Microsoft,MicrosoftCampus,ThamesValleyPark,ReadingBerkshireRG61WG FreeTexttospeechinMicrosoftWord www.wordtalk.org.uk
74
10 RESOURCE BANK
g) Additional Learning Support KeyfeaturesofthefundingmechanismforAdditionalLearningSupportareasfollows:
(#referstoparagraphnumbersinthedocumentFUNDINGGUIDANCEFORFURTHEREDUCATIONIN2006/07)
#161/162Homeless learners:Higher‘disadvantageuplift’(formerwidening-participationfactor)forthosein‘supportedaccommodation’eghostels.Basicskillsprovisionalsoattracts‘uplift’.
# 352/436 referstoprogrammesforlearnerswithLearningDifficultiesand/orDisabilities.
#431AllcollegesandproviderswillneedtoreclaimthecostsofALSdeliveredtotheirlearnersthroughtheirILRandfundingclaimreturnstotheLSC.
#433ALSshouldonlybeclaimedfortheadditionalcostsindeliveringprovisiontolearnerswithidentifiedwhollyandexclusivelyadditionalsupportneeds.
#435TheactivitiesforwhichALSfundsmaybeusedareintendedtobeadditionalactivitiesthatprovidedirectlearningsupporttolearners
#443ThetypesofALSprovidedforlearnersmayinclude:additionalteaching;otherspecialiststaffinge.g.adedicatedtechnician;specialisttutor(for example a teacher of learners with dyslexia);personalcounselling,wheresuchsupportisnecessarytoenablealearnertoachievehisorherlearninggoal;administrationlinkeddirectlytoindividuallearnersthatisinexcessofusualrequirements–forexampletimespentnegotiatingordeliveringspecialexaminationarrangements.
#460CollegesandprovidersareexpectedtoprovideALStoalllearnerswithassessedanddiagnosedALSneeds,butonlywherethecostsofprovidingtheALSareinexcessofthesethresholds (see most recent update for figures)willthefundingbe‘counted’asALS.It is important to stress that institutions receive a block allocation, additional payments are triggered when this is exceeded.
#475TheevidenceforclaimingALSfunding(thatis,thecompletedform)istheoutcomeoftheprocessofinitialassessmentforlearningsupport.Thisinitialassessmentprocessgenerallyoccursatthepre-entryandentrystagesofthelearningprogramme,andmaybeconsideredtohavethreemainelements:•initialidentificationofthelearnerswhowillneedlearningsupport•detailedassessmentoftheirlearningsupportneeds•developmentofaplantoprovideALS.
#478Therearesomelearnerswhowillhaveneedsthatarenotidentifiedduringthepre-entryandentrystages.Itisimportantthat,assoonastheseneedsareidentified,anassessmentiscarriedoutandtheALScostsformcompleted.Anindividual’slearningsupportneedsmaychangeduringtheprogrammeand,ifareviewofthatperson’sneedsleadstoasignificantchangeintheprovisionbeingofferedtohimorher,theformshouldberevised.
75
10RESOURCE BANK
#486TheoutcomeoftheinitialassessmentisanALSplanthatdetailstheprovisionalearnerwillneedinordertoachievehisorherlearningaims.ThisprovisionshouldbecostedaspartoftheprocessofcompletingtheALScostsform.Thecostingsusedincompletingtheformshouldreflecttheactualcostsbornebytheprovider.Providersshouldadoptcostingformulasthatreflectthevariationsintheirprovision.
# 487 and # 16 of Annex K outline issues that arise when costing the ALS provisionIn addition to the items in # 443, these include: •Thecostsofanyassessmentsrequiredtoidentifyequipmentneedscanbeincludedinthecostingofinitialassessment.•Maintenanceofequipment,andtrainingforthelearnerintheuseoftheequipment,canalsobeincluded.•Wherealearnerneedstohavehisorherlearningmaterialsadapted,thecostofpreparationcanbeincludedintheform.Thismayinvolvetutor,administratororsupportstaffcosts.•ThecostofprovidingALSduringassessmentofachievementshouldbeincluded.Thismightinclude,forexample,extraexaminationinvigilatortime,note-takersoranamanuensis.