Educationals strategies to support the students with dyxlexia

1. Educationals strategies to support the students with dyxlexia Teachers: Enescu Liliana Tanur Iuliana Condurateanu Liana Grecu Cristina

2. National College “Jean Monnet” Ploiesti

3. The teaching strategy can be defined as an effective way in which the teacher helps the student to develop intellectual abilities, skills, abilities, and to have access to knowledge. The teaching strategy

4. The teaching strategy • It consists of a complex set of methods, techniques, media education and forms of work organization, on which the teacher develops a plan to work with students to achieve the efficiency of learning

5. The teaching strategy • In developing a work plan, the teacher will take into account several factors that condition the development of good teaching-learning –evaluation action , these factors are variables related to students, curriculum, school organization and even the teacher. • Human resources refer specifically to age and intellectual peculiarities of students who must keep in mind to achieve goals.

6. The teaching strategy • Students with dyslexia need special attention in choosing working methods and processes by the teacher to stimulate primarily the desire to socialize them and to develop communication skills with the rest of the team. • We discuss the situation in which dyslexic students are integrated into regular classes of students, just because they do not feel marginalized and treated as students with learning disabilities.

7. Characteristics of students with dyslexia • Confusion of letters • Reading slowly • Reading syllables in reverse • Reading comprehension difficulties are just some of the events • Can see some letters upside down or in mirror

8. Specific group-Six students with ages between 14-16 years Specific activities • In a first step, the target group of teachers attended a training organized by the Romanian Society for Lifelong Learning which was aimed at introducing the concept of dyslexia and presenting specific strategies to support students with dyslexia.

9. Specific activities • There were organized working groups, each being coordinated by a team of Romanian language and literature teacher and having to follow the evolution of one of the six students with dyslexia, identified by profiler site.

10. Specific activities • The specific methods , first were interested in using the concept of viewing ,the content of lessons is presented in a schematic form, accompanied by drawings, graphics, conceptual maps, which facilitated the learning of new knowledge. There were used, where the discipline specific allowed audio-visual materials.

11. Specific activities • Points and important concepts were highlighted and explained clearly through lists, posters, bringing additional support to those students who require a multisensory learning, based on vision, hearing, smell, the sense of touch.

12. In a second stage, dyslexic students were encouraged to record information in different ways. There was an impro- vement in their performance when they were faced with the situation to complete only the keywords of the lesson Specific activities

13. Specific activities • During all these activities the rhythm of each individual dyslexic student was followed, providing time to reflect, neurological breaks for comparing information received. • It was given extra time for dyslexic students to achieve in class exercises to process information and for reading and writing.

14. Specific activities • In a third stage, the focus fell on the formulation of clear and balanced workload, that shouldn’t be a stressful factor for the student concerned. Instructions and information provided by each teacher were broken down into small parts to be easily assimilated by students. It was intended that they not receive a range of information more than three at once.

15. Specific activities • Students received scheme of the lessons, on sheets of colored paper that were later attached to the notes in books to have easy access to this information. • It was noted progress in the dyslexic students receiving knowledge.

16. Using specific strategies to support students with dyslexia

17. Using materials base of school

18. Projects

19. Group activities

20. CONCLUSIONS • Teachers participating in the project, “Dyslexia Veto”, understood that they will clearly explain the evaluation criteria, and methods they will use, following the rhythm of each individual dyslexic students and providing them time to achieve them.

21. CONCLUSIONS • They have encouraged students to provide feedback on the tasks formulated and homework, then consider these comments and have taken them into account in future activities. Most times, it was offered a clear and achievable duty, which was noted and discussed with her students to be clear.

22. CONCLUSIONS • It was observed that dyslexic students are more motivated in learning, knowing that teachers involved in this program calls at other forms of assessment which put them in value the qualities.

23. CONCLUSIONS • The conclusion is that, especially when working with dyslexic students we have to adapt the methods, procedures and forms of organizing the staff to special needs of those students , which should prove their teaching evolution and to stimulate self-esteem and their communication skills, and the interpersonal dialogue.