Dyslexia In The Classroom: A Case Study

This essay discusses the exclusionary factor dyslexia. It aims to highlight how the needs of children with dyslexia can be met within the curriculum and the mainstream classroom. The main focus is exclusion and suggests that intervention for dyslexic children should focus on the barriers to learning rather than seeing their differences in terms of categories, needs, theories and deficits. The most prominent area that can be of benefit to a dyslexic student is the curriculum and how it is presented. By understanding vital aspects of dyslexia, teachers can be pro-active and anticipate the type of difficulties that can be experienced and how exclusion can be over-come in the classroom. The essay also discusses appropriate use of technology and

It involves the placement of people in relation to some scale of assessment that may find them ‘less than normal’. It is commonly used to assign identities to students as a way of managing their problematic behaviours (Rogers, 2007). Deficit discourse can become a problem for students with dyslexia when we view literacy as a social practice with no one universal setting. There are many different literacies that form a wide range of communication practices. The needs of children with dyslexia can be met within the curriculum through inclusion within the classroom. A workable Inclusion policy depends on a whole-school commitment to do all that can be done for all pupils (Special Education Support Service). It is important for schools to have policies in place which include staff training and development and curriculum focussing on differentiation. This will allow students with dyslexia access to the full curriculum. For inclusion to be successful it should have respect for the needs of the

Teachers differentiate information in response to regular monitoring that indicates the particular learning needs of students. Teachers can plan a variety of ways to: engage students; assist them to achieve the expected learning; and to demonstrate their learning.

Focussed Teaching:

Students that require additional support to meet year-level expectations can benefit from focussed teaching as it provides additional support in particular learning areas where required. It may involve revisiting key concepts or providing opportunities to practice skills.

Intensive Teaching:

Intensive teaching is generally only provided to support a small number of students who continually perform below or above year level expectations. It is often only required for a short period of time for particular aspects of curriculum or behaviour. Intensive teaching involves frequent and explicit instruction of the key skills, knowledge and