Practical Application

Math

Hi, my son is in grade 9, and he’s starting to deal with more and more equations in math. He seems to really struggle with remembering the equations he needs to use. I want to help him, but I’m not great at math myself. From what I can tell, he seems to understand the material when we go over it at home, but his test scores don’t seem to reflect that. He also seem to move where the (-) sign is. Are there any accommodations or resources that could help him?

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Dyslexic students should...

1. Be provided either a scribe, or access to a computer with scribing programs, for all subjects including math.

2. Multi-sensory instruction is imperative. Manipulatives (blocks, counter beans, thermometer, fraction tools etc), a variety of visual aids (including a sheet with required equations, diagrams, charts or other relevant aids) should also be provided.. Calculators should always be accessible.

3. Break down equations into manageable steps, (if there are 3 parts break down to part 1, part 2, part 3). 

4. Use colour coding to separate equation factors. For example 3 + -3 would be more accessible as 3 + - 3.

5. Extra time. 

Science

Hey there! I have a daughter who is super excited about becoming a physiotherapist, nurse, doctor, or something amazing in the healthcare field. In her science class she is often asked to label various diagrams. When she practises with an at home program, where she can drag and drop body parts, her achievement is pretty fantastic with an 80-90% success rate! However, during assessments she has to label a blank diagram and her marks are not showing what she knows - she gets 50s and sometimes fails. I know something needs to be done, but am not sure what?

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Visual aids are a very important part of a dyslexic students "tool bag". In tandem with scribing, extra time, and other accommodations the classroom can be equitable. Labeling diagrams can be impeded by language processing issues and working memory. Providing visual aids (small labels with required words) with the paper diagram would be a research supported and reliable accommodation, along with your daughters scribe. Another option is incorporating a computer program that offers a "drag and drop" feature. 

Math

My son is in grade 7 and his teacher says that allowing him a calculator as a tool is akin to cheating. Is this the case, as your website says a dyslexic child should be given a calculator in math. 

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A calculator is not only a learning tool, but also a visual aid. Research supports that students with dyslexia should be given a calculator for a number of reasons. Calculators allows dyslexic students to showcase their knowledge and comprehension without being hindered by their language processing and working memory deficits. 

Geography

My son, who's in grade 9, has been asked to label a North American map, including all the provinces, states, territories, lakes, and so on. I’m feeling concerned that, despite having a scribe, he might struggle with this task during the test.

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This is a very common assessment in grade 9, that requires accommodation. 

1. Ideally your child would be allowed to show their knowledge in another way, perhaps a topographical (hands-on) map project..

2. If this is not an option, much like the science questions above, visual aids are a very important part of a dyslexic students "tool bag". In tandem with scribing, extra time, and other accommodations the classroom can be equitable. Labeling diagrams can be impeded by language processing issues and working memory. Providing visual aids (small labels with required words) with the paper diagram would be a research supported and reliable accommodation, along with your daughters scribe.

3. Incorporating a computer program that offers a "drag and drop" feature, can help to equate and differentiate the classroom. 

4. Reduce the cognitive burden. Instead of having to label all features, perhaps the most important features (provinces, capitals?) can be ascertained. 

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English

I was so happy when I found something my child actually liked reading—comic books! But then his teacher told him he couldn’t do a book report on one because it “isn’t really reading.” Is that right?

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First off, I am so sorry for this experience. It is unfortunately much too common. Rest assured that reading is reading and your child's interest in comic books should be fostered and celebrated. Graphic novels are highly engaging for many readers, and support the advanced visual learning that many dyslexic children possess. Please refer to my "resources section" for peer reviewed research papers (Dunkel, Davis, Alderman and Miller - different papers) supporting this point of view. Educator bias (which I believe is what you are experiencing) can result in high stakes consequences such as social and emotional trauma, and reduced academic success. Please stress the importance of supporting all literacy endeavours any child undertakes to this educator, that laddering books only reinforces struggling readers anxiety regarding literacy. 

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