dyslexia: assessment, treatment, achievement

DYSLexIA : 

DYSLexIA Assessment, Treatment, Achievement 26/11/2010 1 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges

who you callin’ dumb? : 

who you callin’ dumb? 26/11/2010 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges 2 now..........don’t you feel dumb?

Defining Dyslexia : 

Defining Dyslexia Dyslexia is a learning disability (LD) that impairs a person’s ability to read, write and spell. Dys – means difficult; lexia means word Many dyslexic people are very bright and accomplished but suffer from poor memory, a lack of organization, and an inability to comprehend verbal instructions. “It’s a poor mind that can only think of one way to spell a word” Andrew Jackson 26/11/2010 3 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges

brain symmetry and asymmetry : 

brain symmetry and asymmetry Everyone has brain symmetry and asymmetry in various lobes of the brain, including those that are concerned with language. From a neuroscience point of view, symmetry and asymmetry are tied to the right and left hemispheres of the brain. With dyslexia some of these areas experience extreme forms of normal variation, indicating that the language areas of dyslexics are organized differently. Read Symmetry and Asymmetry in the Human Brain "Every child is gifted.  They just unwrap their packages at different times."  unknown 26/11/2010 4 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges

Quick Facts : 

Quick Facts Dyslexia often runs in families. It can present from mild to severe. Approximately 15% of the population is dyslexic. Dyslexia has a neurological cause and is the result of 2 types of brain differences: Extreme variation in brain asymmetry and symmetry Disorganization and miswiring in the cerebral cortex of the brain 26/11/2010 5 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges watch how is your brain wired?

Slide 6: 

26/11/2010 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges 6 watch Different types of dyslexia 4 types of dyslexia Phonological dyslexia – difficulty separating component parts of language; syllables, sounds, sentences Orthographic dyslexia – difficulty recognizing spelling patterns that code certain sounds Dyscalculia – difficulty in mathematics; but can be good readers Dysgraphia – difficulty in producing forms in a legible way; messy hand writing, slow and inaccurate

Slide 7: 

26/11/2010 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges 7 It is worth noting that dyslexia is not clinically identified by seeing letters backward or out of order. When dyslexics hear speech, they are not able to hear the sound accurately. watch brain based learning When the dyslexic person fails to see and hear words as “regular” brains, the dyslexic brain is functioning exactly as it has been wired. In that sense the dyslexic brain performs successfully.

sound game in the classroom : 

sound game in the classroom 26/11/2010 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges 8 The teacher tells the child that she will call out the sound (not the letter name). The child has to respond by jumping into the correct box when he or she hears the sound. The game continues until the all of the letters are done. For older students clusters of letters can be used, for example “ch”.

Slide 9: 

26/11/2010 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges 9 In an experiment conducted to discover if dyslexic children made more letter reversals than non-dyslexic children results indicated that dyslexic children made very few letter reversals when they were embedded in illustrations. Letter reversals became frequent in dyslexic children when they appeared in linguistic functions, possibly indicating that letters are confusing when are intended to deliver a message, rather than a design.

reading tricks for letter reversals : 

reading tricks for letter reversals 26/11/2010 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges 10 For students that reverse their “b's” and “d's” they are taught the bed trick. Students take each hand and connect their forefinger and their thumbs together. The left hand forms a b and the right hand forms a d. Picturing an “e” in the middle spells "bed". Whenever the dyslelxic child becomes confused about b and d reversals, the "bed" trick can prove quite useful.

copying from the board : 

copying from the board 26/11/2010 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges 11 Tom is a slow writer: very often he cannot copy down all the homework from the board. His teacher writes the homework towards the end of the lesson. He writes in cursive handwriting. Tom has difficulty with understanding everything written down on the board and then copying it. When he gets home he cannot understand the exact homework to be done. Resource personnel explained to the classroom teacher about his problem. He began giving the homework early on in the lesson so Tom had enough time to copy it down and also ask questions about it.

left side language : 

left side language The left hemisphere of the brain subserves language In 1864 neurologist Paul Broca encountered a patient who, after developing a vascular lesion on the left hemisphere of her brain, lost the ability to speak. This condition is known as Broca’s aphasia, or expressive aphasia. The aphasic person cannot speak but can understand speech when spoken to. 26/11/2010 12 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges Watch dyslexia – what parts of the brain does dyslexia effect?

Slide 13: 

German physician Karl Wernicke noted that some speech deficits were linguistic. He found that damage to the left posterior caused language comprehension deficits, a syndrome known as Wernicke's aphasia. In left-handed people, the incidence of left-hemisphere language dominance has been reported as 73% and 61%. In 95% of right-handed men, and 90% of right-handed women, language and speech are subserved by the brain's left hemisphere. 26/11/2010 13 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges

Slide 14: 

26/11/2010 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges 14 Research studies were conducted using dyslexic children and normal readers who were required to mirror hand tapping movements. Dyslexic children did not make more mirror movements during rapid repetitive tasks but they did so during slow mirror movements. Dyslexic children made more “overflow” movements with the left hand. Read a closer look at hand overflow in dyslexic children.

Slide 15: 

26/11/2010 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges 15 Watch the right brain vs left brain test – optical illusion Watch solutions for right rain vs left brain test The spinning ballerina is moving both clockwise and counterclockwise. If you are a right-handed person she is spinning clockwise. If you are a left-handed person she is spinning counterclockwise. This is known as left and right brain dominance.

your brain is badly wired - enjoy it! : 

26/11/2010 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges 16 Frequently light, depth perception and visual-spatial ability are involved in optical illusions. Even in “normal” brains our perceptions constantly fool us. Sometimes we see an object and our brain misinterprets what we think we see. This is known as an optical illusion. watch your brain is badly wired – enjoy it! Watch optical illusions your brain is badly wired - enjoy it!

depth perception – size and distance : 

26/11/2010 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges 17 depth perception – size and distance

read with dyslexia : 

read with dyslexia Click this link to read a sentence from a dyslexic viewpoint. Be patient as it downloads! Click this link to read from a dyslexic viewpoint (video) Click this link to watch video I Am Dyslexia 26/11/2010 18 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges Click this link to watch video dyslexic reading

Slide 19: 

a dyslexic reads 26/11/2010 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges 19 The boy lost his shoe on the walk home. He worried about telling his mother. He held his other shoe in his hand. His socks got wet and dirty. He thought he might catch a cold. By eht mite he got mhoe he saw late. This tim he g t l ky H s m th r saw ton home. She saw st l ta w rk. He chandeb o t fo his s ks. eht He mad sure he hid his sheo Fr m his m th r os he bib ton g t hr made. or she woulb yell dan he bib not want h r ot yell a u b By the tim he go h me he saw Want h r ot yell

Slide 20: 

The dyslexic child’s experiences low self-esteem lower grades than peers higher than average drop-out rate labelled as “lazy” and “unmotivated” slow rate of reading confuses letters with math symbols inability to read own writing difficulty in finding the right word when speaking listening difficulties poor memory and organization skills 26/11/2010 20 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges

academic signs : 

Very slow reading Inability to read own writing Poor spelling Lack of organization skills Poor memory Difficulty with speech Misreading words that look similar eg. was – saw Difficulty understanding complex sentences Writes the same word differently Repeating sentences when speaking Misunderstanding instructions academic signs 26/11/2010 21 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges

physical symptoms : 

physical symptoms Migraine headache Extreme stress during tests Extreme fatigue Motion sickness Unable to sit for a long time Sensitivity to perfumes Pain in wrist and hand when writing Sensitivity to sounds Distracted by background noise "If you think you can or you think you can't, either way you'll be right." Henry Ford 26/11/2010 22 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges

How soon can dyslexia be diagnosed in children? : 

How soon can dyslexia be diagnosed in children? 26/11/2010 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges 23 Dyslexia has been known to present itself as early as 4 years old. Sometimes children are assessed as dyslexic during kindergarten. Early assessment is crucial to improve the chances of acquiring literacy. Children who are assessed as early as kindergarten usually learn to read at grade level. Children who are assessed as late as grade 3 usually do not learn to read at grade level. personal effects "I grew up in a school system...where nobody understood learning disorders. I was constantly physically abused because the whipping of students was permitted." Harry Belafonte low self-esteem extreme stress few, no or inappropriate friends lack of self-confidence higher drop-out rate than normal blame bullying others “acting out” in class

how soon can dyslexia be assessed? : 

how soon can dyslexia be assessed? 26/11/2010 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges 24 Dyslexia presents itself as early as 4 years old. It can be assessed during kindergarten. Early detection and treatment is crucial: a child who isn’t assessed until grade 3 usually does not learn to read at grade level. watch dyslexia: signs of dyslexia in kindergarten

school responsibilities : 

school responsibilities In Ontario Bill 82 assures that every child who has a learning disability (LD) is entitled to programs and services to work with that disability and make learning easier. The school psychologist makes an assessment of the child. These services are of no cost to the families as funding is provided by the school board. Partial or full inclusion may be part of the dyslexic child`s program. 26/11/2010 25 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges

inclusive education : 

inclusive education 26/11/2010 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges 26 Inclusive education refers to providing a special needs program to students who remain in the regular classroom, on a partial or full basis. Full inclusion refers to providing necessary accommodations, such as multisensory teaching, to the class so that the special needs child can acquire literacy skills using their 5 senses. Resource personnel may also be present. Partial inclusion refers to providing necessary accommodations, services and programs sometimes in the regular classroom and sometimes in the special education classroom with resource personnel.

Slide 27: 

26/11/2010 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges 27 Avant-garde view – teachers believe in full inclusion for the special needs child. A resource teacher is necessary in the classroom to assist the student. Status quo view – teachers believe in partial inclusion with a resource teacher in the classroom if needed. Old view – children should be fully withdrawn from the classroom and not included in the regular classroom.

Slide 28: 

26/11/2010 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges 28 watch avko to teach a dyslexic – part 1

3 interventions : 

Specific Language Re-Education (eg. SMT) Accommodations to suit the child`s needs A range of mixed teaching approaches 3 interventions "There are two ways of meeting difficulties: you alter the difficulties or alter the way you meet them." Phyllis Bottome 26/11/2010 29 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges An intervention does not alter the dyslexic brain. The dyslexic child learns techniques to improve literacy. This is known as compensation, or the compensated brain.

language training : 

language training Dyslexic students require specific language training such as: Phonemic awareness Sound-symbol association Syllable instruction Morphology Syntax Semantics The looks, the stares, the giggles . . . I wanted to show everybody that I could do better and also that I could read. Magic Johnson, basketball legend 26/11/2010 30 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges watch avko to teach a dyslexic – part 2

phonemic awareness : 

phonemic awareness PA is the recognition of larger chunks of sound such as words that rhyme (hand, band, sand). Awareness means understanding that words are made up of individual speech elements. An understanding of the phonemes in language is necessary for learning how to spell. 26/11/2010 31 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges

sound-symbol association : 

sound-symbol association This is the ability to match a phoneme with its written letter/s. This association must go in both directions: from sound to symbol from symbol to sound 26/11/2010 32 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges

syllable instruction : 

syllable instruction A syllable is a part of a word that contains a single vowel. The dyslexic student must learn to divide written and spoken words into syllables and recognize the 6 types of syllables. "I performed poorly at school and was perceived as stupid because of my dyslexia. I have to concentrate very hard at going left to right, otherwise my eye just wanders to the bottom of the page." Tommy Hilfiger 26/11/2010 33 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges

morphology : 

morphology A morpheme is the smallest meaningful unit of language. The study of morphology helps students to learn how complex words are built from root words, prefixes and suffixes. My teachers say I'm addled . . . my father thought I was stupid, and I almost decided I must be a dunce. Thomas Edison 26/11/2010 34 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges Watch avko – to teach a dyslexic – part 3

syntax and semantics : 

syntax and semantics Syntax is concerned with the sequence of words in a sentence. Semantics refers to reading comprehension. “My father was an angry and impatient teacher and flung the reading book at my head." W.B. Yeats, author and poet 26/11/2010 35 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges watch dyslexia: common misconceptions

SMT : 

SMT Simultaneous Multisensory Teaching – dyslexic students learn to read using several senses including auditory, visual, tactile and kinesthetic. Semantic and Cumulative Instruction – this is also known as scaffolding. Each new concept taught is based on the previous lesson. Lessons begin with basic language concepts and progress to the most complex concepts. Direct Instruction – each concept is explicitly stated. SCI DI 26/11/2010 36 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges Watch playway teacher training films – multi-sensory vocabulary drilling read scaffolding for reading Read direct instruction

howard gardner’s 8 intelligences : 

howard gardner’s 8 intelligences 26/11/2010 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges 37 read theory of multiple intelligences The theory of multiple intelligences was proposed by Howard Gardner, a developmental psychologist, in 1983. Gardner argues that intelligence as traditionally defined in IQ tests does not sufficiently describe the wide variety of cognitive abilities people possess. For instance, a child who learns to multiply easily is not necessarily more intelligent than a child who has stronger skills in a different kind of intelligence. The child who takes longer to master multiplication 1) may best learn through a different approach, 2) may excel in a different area, or 3) may understand the multiplication process at a fundamentally deeper level.

Slide 38: 

26/11/2010 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges 38 Gardner has articulated eight basic types of intelligence to date, without claiming that this is a complete list. Gardner's original list included seven of these; in 1999 he added a naturalist intelligence. Gardner’s 8 intelligences include: 1) Spatial 2) Linguistic 3) Logical-mathematical 4) Bodily-kinesthetic 5) Musical 6) Interpersonal 7) Intrapersonal 8) Naturalistic

implications for learning : 

implications for learning 26/11/2010 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges 39 Gardner's theory argues that students will perform better through a broader educational practice where teachers use different methodologies to reach all students, not just those who excel at language and logical intelligence. Most research however does not support the theory that different learning styles result in improved student performance. However there is value in teaching to different learning styles since it engages all students, including those with differences.

Polysensory refers to the sensory areas of the brain which are able to process information from any of the senses. Translated to students who have learning issues and it becomes important for teachers to appreciate the concept of brain plasticity, particularly to avoid pigeon-holing students. : 

Polysensory refers to the sensory areas of the brain which are able to process information from any of the senses. Translated to students who have learning issues and it becomes important for teachers to appreciate the concept of brain plasticity, particularly to avoid pigeon-holing students. 26/11/2010 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges 40

SMT : 

26/11/2010 41 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges Simultaneous Multisensory Teaching The Simultaneous Multisensory Teaching Program (S.M.T.), is a language remediation system. S.M.T. is based on a multisensory approach; visual, auditory, tactile and kinesthetic. S.M.T. stresses reading accuracy during its initial lessons then comprehension. Students progress at their own pace. SMT

eat the alphabet – sense of taste and reading : 

eat the alphabet – sense of taste and reading Eat the Alphabet Children must be aware of some basic letter sounds before eating the alphabet Use a brain-storming game matching food names that begin with letter sounds s      sweet corn, sweetsa      asparagus, applet       tomato, tunap      pizza, pasta, potaton      nuts, noodlesc      cake, crackers A baby tastes new objects to learn about the world around her. Using taste to learn how to read and write can be effective for some children. SMT 26/11/2010 42 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges

kinesthetic sense and literacy : 

kinesthetic sense and literacy Children trace, write and form letters and letter blends with their index finger on a variety of media while making the sound association: sandbox tracer sheet fabric cut into letters plasticine or play doh SMT 26/11/2010 43 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges

jenna from canada: case study : 

26/11/2010 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges 44 watch dyslexia – the unwrapped gift – part 1 Jenna spent two years in grade one because she could not read. Her mother brought her to various specialists but none understood why Jenna struggled. After discovering there were others in her family with learning disabilities, Jenna’s mother had her tested for dyslexia and discovered that she was indeed dyslexic. jenna from canada: case study Jenna began learning through SMT. After only one year Jenna was reading. She was still behind the other students but her progress was impressive.

technology and dyslexia : 

iPods are becoming popular in special education programs since they promote inclusion. Students who once had their tests read to them remain in class and read the test on paper, see the text on the iPod screen, and listen to questions through headphones. Read Great Ways to Use an iPod for Special Education technology and dyslexia 26/11/2010 45 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges

computers : 

computers watch assistive technology in special education here watch technology and special education This video explores using laptops in a special education program. The dyslexic child records herself reading with a webcam then plays the recording to observe her reading habits, correcting weaknesses and building on strengths. watch video of a child using a webcam to support her reading skills. 26/11/2010 46 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges

Slide 47: 

26/11/2010 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges 47 Computer technology is not new in assisting the struggling reader. During the early 1990s instructional software and the electronic book, or interactive text, became part of remedial reading programs. read using computer technology to aid the disabled reader A useful peripheral device for young readers is an alphabetical keyboard with the letters arranged in chronological order. Word processors designed for children’s use also became popular during this time. Watch marvelous toy trailer – interactive book

computer programs for primary dyslexic children : 

computer programs for primary dyslexic children play dinosaur words repeat game here play i can read game here play bbc spelling with prefixes game here play order the days of the week here play compound words flashcard game here play homophones word game here play the compound word game here - teacher resource pack 26/11/2010 48 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges

reading recovery : 

reading recovery Invented by Marie Clay Reading Recovery is a remedial program for grade 1 children who struggle with literacy. The program works in developmental stages of reading, beginning with very simple picture books to complex picture books designed specifically for the program. No one can make me feel bad without my permission Eleanor Roosevelt 26/11/2010 49 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges

alternatives to special education : 

alternatives to special education Arrowsmith School, Toronto Founded in 1980 by Barbara Arrowsmith Young, Arrowsmith School’s program in Toronto seeks to alleviate the disability so that the child can function at grade level without needing special programs or services. Visit the Arrowsmith School website here. 26/11/2010 50 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges

Slide 51: 

Watch Arrowsmith introductory video here. "My problem was reading very slowly. My parents said 'Take as long as you need. As long as you're going to read, just keep at it.'  We didn't know about learning disabilities back then."Roger Wilkins (Head of the Pulitzer Prize Board) 26/11/2010 51 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges Young herself suffered from learning disabilities as a child. As an adult she based her program on the neuroscience view of literacy. She developed the program using strenuous cognitive exercises for the brain, resulting in strengthened learning abilities. By covering the right eye with an eye patch while working strengthens the weaker hemisphere of the brain in dyslexics.

toronto catholic district school board : 

toronto catholic district school board TCSB, a major separate school board in Ontario purchased the Arrowsmith program in 1997 and it is currently used in 7 separate schools. A June 2007 report was submitted to the Superintendent of Special Services, Dr. Jim Saraco, tracking the progress of special needs students and the amount of services they needed pre-Arrowsmith and post-Arrowsmith. The results were very encouraging. Read TCDSB Report on effectiveness of Arrowsmith Program here People need difficulties. They are necessary for health. Carl Jung 26/11/2010 52 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges

Slide 53: 

RESULTS OF ARROWSMITH PROGRAM IN THE TCDSB An increase in the rate of acquisition of literacy skills Improvement in ability to focus, organize and in self-esteem Improvement in auditory and visual memory, mathematics, reading comprehension, independent work Reduction in required resource support during and post-Arrowsmith program 26/11/2010 53 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges Watch dyslexia – the unwrapped gift – part 2

average grade gain in word recognition 1 year after arrowsmith program : 

average grade gain in word recognition 1 year after arrowsmith program pre-arrowsmith program post-arrowsmith program TCDSB REPORT "As a high school student, many of my teachers labelled me DUMB. I could barely read my textbooks. I knew who the real dummies were." Muhammad Ali 26/11/2010 54 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges

average grade gain in arithmetic 1 year after arrowsmith program : 

average grade gain in arithmetic 1 year after arrowsmith program pre-arrowsmith program post-arrowsmith program TCDSB REPORT 26/11/2010 55 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges watch dyslexia: treating dyslexia

Slide 56: 

26/11/2010 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges 56 watch neuroscientists use sound training to help dyslexic children read Areas in the back of the brain that are usually activated when non-dyslexic readers sound out words are less activated in dyslexics' brains. Areas in the front of the brain display considerably more activity in dyslexics' brains. Researchers have shown that dyslexics' brains work up to five times harder than non-dyslexic brains.

the physics of dyslexia : 

the physics of dyslexia 26/11/2010 57 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges Ricochet angle deflective lenses (RADS), invented by Dr. Rawlins work by re-directing light to the right eye. Asymmetry in the face prevents light from activating a switch in the brain, contributing to reading difficulty. The glasses correct asymmetry.

no ordinary glasses : 

no ordinary glasses 26/11/2010 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges 58 Rawlins designed the right lens of the RADS as a prism to radically correct the light flow. A “glitch” in a small back left segment of the brain, prevents light from reaching it, contributing significantly to dyslexia. Reading is instantly assisted and the child reads more fluently and at a more rapid pace. Watch new glasses instantly help people with dyslexia

the brain that changes itself : 

the brain that changes itself Access book The Brain that Changes Itself Read an excerpt from the brain that changes itself Dr. Norman Doidge, author of the brain that changes itself, operates from the premise that dyslexia can be corrected neurologically. He theorizes the brain can change its structure, a process known as neuroplasticity. 26/11/2010 59 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges

david suzuki : 

david suzuki Watch David Suzuki`s the brain that changes itself Based on Doidge`s book, Suzuki produced a CBS documentary by the same name. Doidge explains that once the brain was considered to be a hard-wired machine and damaged compartment was unfixable. It was discovered that the brain is not a fixed organ and that re-wiring and correcting neurological pathways (neuroplasticity) is very possible. 26/11/2010 60 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges

Slide 61: 

26/11/2010 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges 61 Neuroplasticity occurs in the brain: 1– At the beginning of life: when the immature brain organizes itself. 2– In case of brain injury: to compensate for lost functions. 3– Through adulthood: whenever something new is learned and memorized.

neurons and dyslexia : 

neurons and dyslexia The neuroplasticity concept behind redesigning the dyslexic brain might be described in this manner: Neurons that fire together wire together. Neurons that wire apart fire apart. This is also stated as Neurons out of sync fail to link. 26/11/2010 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges 62

dyslexia = inspiration : 

L. Lahey, B.Ed. Dyslexia's Gifts and Challenges 26/11/2010 63 tom cruise whoopi goldberg wolfgang mozart walt disney winston churchill keanu reeves edgar allen poe marilyn monroe I'm a human being, I'm not a machine. I'm 72. I'm dyslexic. Robert Blake dyslexia = inspiration

links : 

links 26/11/2010 64 L. Lahey, B.Ed. Dyslexia's Gifts and Challenges the canadian dyslexia association ontario council for exceptional children ontario association for students at risk ontario coalition for inclusive education tobii ati assistive technology canadian dyslexia centre multisensory teaching online dyslexia assessment