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Dyslexia Action
      Summer Conference
    Thursday 28th June 2012


Empowering the 10%

                                                    Tina Horsman
                                          Victoria Matthews-Patel




         training@dyslexiaaction.org.uk
“If Britain is to recover
economically it has to invest in
the whole of its workforce not
        just the young”
  Alan Tuckett, NIACE Chief Executive
              training@dyslexiaaction.org.uk
".... so, teaching adults is
                       dead easy. All you have
                       to be is an empathetic,
                       sympathetic, highly
                       organised, well-planned,
                       praising, praiseworthy,
                       encouraging,
                       knowledgeable, comedic
                       manager with decent
                       presentation skills. It‟s a
                       piece of cake....“
                                        (Corder, 2002, p. 27)




training@dyslexiaaction.org.uk
training@dyslexiaaction.org.uk
“In the UK, a selective difficulty in
                acquiring a skill is referred to as a
                “specific learning difficulty.” The
                term learning difficulty makes it
                clear that the skills must be learnt,
                specific means that the difficulty
                occurs in a restricted domain.
                Dyslexia is one of the best known
                and best understood examples of a
                specific learning difficulty…”
                                      (Hulme & Snowling, 2009, p. 2)




training@dyslexiaaction.org.uk
“Slow reading acquisition has
                 cognitive, behavioral, and
                 motivational consequences that
                 slow the development of other
                 cognitive skills and inhibit
                 performance on many academic
                 tasks. In short, as reading
                 develops, other cognitive
                 processes linked to it track the
                 level of reading skill… Reading
                 affects everything you do.”
                                        (Stanovich, 1986, p. 390)




training@dyslexiaaction.org.uk
… she seems in a world of her own… her
work is peppered with clerical errors.

           training@dyslexiaaction.org.uk
training@dyslexiaaction.org.uk
Bad Apples And The Performance
           Equation




          training@dyslexiaaction.org.uk
1. Why is John having such
                   problems using spread-
                   sheets?
                2. Is John experiencing any
                   difficulties with his computer
                   screen?
                3. Is his transposition of
                   numbers symptomatic of a
                   deeper problem?
                4. Should I talk to John to see
                   how things are from his
                   perspective?
                5. Am I part of the problem or
                   part of the solution?
training@dyslexiaaction.org.uk
If we take a „widely
                        realised‟ view (Wilson
                        2001), we look at the
                        attributes of a person, the
                        details of performance and
                        the operating environment.
                        Such appraisals should get
                        us much closer to a true
                        understanding of the
                        situation and the person in
                        that situation.



training@dyslexiaaction.org.uk
“I find that my early educational
experience comes back to
haunt me on bad days. When
experiencing a problem
especially if comments are
made by observers I can at
times experience a kind of
emotional flashback of
particularly painful and fearful
classroom experiences....”
                  (Miles & Varma, 1995, p.112)
training@dyslexiaaction.org.uk
“To a person with only a
                    hammer, every problem
                    looks like a nail.”
                                      (Reason, 2007, p. 78)




training@dyslexiaaction.org.uk
Empowerment




  training@dyslexiaaction.org.uk

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Seminar 6

  • 1. Dyslexia Action Summer Conference Thursday 28th June 2012 Empowering the 10% Tina Horsman Victoria Matthews-Patel training@dyslexiaaction.org.uk
  • 2. “If Britain is to recover economically it has to invest in the whole of its workforce not just the young” Alan Tuckett, NIACE Chief Executive training@dyslexiaaction.org.uk
  • 3. ".... so, teaching adults is dead easy. All you have to be is an empathetic, sympathetic, highly organised, well-planned, praising, praiseworthy, encouraging, knowledgeable, comedic manager with decent presentation skills. It‟s a piece of cake....“ (Corder, 2002, p. 27) training@dyslexiaaction.org.uk
  • 5. “In the UK, a selective difficulty in acquiring a skill is referred to as a “specific learning difficulty.” The term learning difficulty makes it clear that the skills must be learnt, specific means that the difficulty occurs in a restricted domain. Dyslexia is one of the best known and best understood examples of a specific learning difficulty…” (Hulme & Snowling, 2009, p. 2) training@dyslexiaaction.org.uk
  • 6. “Slow reading acquisition has cognitive, behavioral, and motivational consequences that slow the development of other cognitive skills and inhibit performance on many academic tasks. In short, as reading develops, other cognitive processes linked to it track the level of reading skill… Reading affects everything you do.” (Stanovich, 1986, p. 390) training@dyslexiaaction.org.uk
  • 7. … she seems in a world of her own… her work is peppered with clerical errors. training@dyslexiaaction.org.uk
  • 9. Bad Apples And The Performance Equation training@dyslexiaaction.org.uk
  • 10. 1. Why is John having such problems using spread- sheets? 2. Is John experiencing any difficulties with his computer screen? 3. Is his transposition of numbers symptomatic of a deeper problem? 4. Should I talk to John to see how things are from his perspective? 5. Am I part of the problem or part of the solution? training@dyslexiaaction.org.uk
  • 11. If we take a „widely realised‟ view (Wilson 2001), we look at the attributes of a person, the details of performance and the operating environment. Such appraisals should get us much closer to a true understanding of the situation and the person in that situation. training@dyslexiaaction.org.uk
  • 12. “I find that my early educational experience comes back to haunt me on bad days. When experiencing a problem especially if comments are made by observers I can at times experience a kind of emotional flashback of particularly painful and fearful classroom experiences....” (Miles & Varma, 1995, p.112)
  • 14. “To a person with only a hammer, every problem looks like a nail.” (Reason, 2007, p. 78) training@dyslexiaaction.org.uk