Welcome

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This blog is for parents who have found themselves in a similar situation to me. I have dyslexic children and when they were diagnosed I had no idea where to go and what to do.

This is my journey over the past 11 years my research and discoveries .

I hope it helps.

Fiona

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What is the Disability Access Route to Education?

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The Disability Access Route to Education (DARE)

Click below for full site link

http://accesscollege.ie/dare/index.php

The Disability Access Route to Education (DARE) is a college and university admissions scheme which offers places on a reduced points basis to school leavers under 23 years old with disabilities who have completed an Irish Leaving Certificate. DARE has been set up by a number of colleges and universities as evidence shows that disability can have a negative effect on how well a student does at school and whether they go on to college.

Who is it for?

DARE is for school leavers who have the ability to benefit from and succeed in higher education but who may not be able to meet the points for their preferred course due to the impact of their disability.

Click here for information on language exemptions »

DARE News

Application Advice Videos for entry 2014 available now inDownloads Section

Application Advice Clinics are coming to a venue near you on 11th January – click here for details

http://accesscollege.ie/dare/index.php

Dyslexia help with left – right disorientation

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To help with left – right disorientation

 

Here’s a simple trick: When you hold your hands up in front of you, as you view your thumb and index finger on your LEFT hand, you see the letter “L”.

 

Use a squishy ball in your hand as you write. Hold it in the opposite hand with which you write. Holding an object in your opposite hand helps one to focus on task at hand so they do not move around in their seat as much and also keeps the other side of the brain occupied.

Dyslexia and Stress

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Dyslexia and Stress

All dyslexic children experience varying degrees of stress at school, doing their homework,
and even at out­of­school activities they attend. School presents a special challenge, when so
much of their day is focused on dealing with text. For children whose dyslexia is severe it can
be as stressful as a one­legged child going to a skiing or dance school.
The dyslexic child knows that something is wrong, but cannot understand why they find it so
hard to do the work that other children can cope with easily. They often can become very
stressed.
Signs of stress
The signs of stress in children are well known nowadays: embarrassment, anxiety,
withdrawal, not wanting to go to school, tiredness, irritability, headaches or stomach aches,
difficulty sleeping, lying, thumb sucking, fingernail biting, loss of appetite, bed wetting, or need
to urinate frequently.
They may feel a sinking feeling on Sunday evenings because of school next day.
Teenagers may have sleep disturbances, may go off by themselves, may feel angry longer,
feel disillusioned, lack self­esteem, and have a general distrust of the world. Extreme
behaviours may result, ranging from breaking all of the rules and taking part in high­risk
behaviours (drugs, shoplifting, and skipping school) to depression and suicidal tendencies in
extreme cases.

Coping Strategies:

Help children through made­up stories
Sometimes children cannot talk to us about the anxiety they feel. They may not have the
words to express themselves. Homespun, made­up stories are a great answer. The
character in the story can be a boy or girl just like them. They are worried about the same
things and have the same problems to deal with. In the story, the boy or girl finds ways of
coping with problems which worry the child: reading, writing and spelling. As the child listens
to the story, s/he is able to identify with the hero or heroine.
You can ask them, “What do you think David (the boy in the story) was most worried about?”
The answer that the child gives will be a direct reflection of the child’s own fears, or anger.
Children can be very honest about the feelings and fears of story characters even though they
may be reluctant when asked about their own feelings.

Teaching slow breathing

In school, children can start to breathe too fast as a spelling test approaches. This can be like
a panic attack coming on. You can teach your child to sense when this reaction is starting and
learn to control their breathing. If they start taking deep breaths, then count to four before each new intake of breath, they will find that their body begins to relax and they are able to
fend off the feelings of panic.

Cognitive Therapy

Cognitive therapy helps us to stop fearing the worst. Ask your child what would happen if
they did fail the spelling test. Would they be expelled? Would they die? Of course not, the
worst that might happen would be if they were made to stay in at break time, but they would
probably get away with being told to work harder by the teacher. This realisation can take the
panic out of the situation.

Private tuition

The most significant help that can be given to any dyslexic child or teenager is to let them see
that they can progress in reading and writing. This usually means hiring a private tutor for
one­on­one help for a lesson each week. The tutor will take them back to the level at which
they are actually able to cope, and then lead them on very gradually from there.
Individual tuition always brings about a remarkable change in a dyslexic child’s self­
confidence and in their progress. They will often say: ‘Oh, I see now!’ after years of not
understanding in class. Small group support in school is also very helpful, but not as much as
one­on­one help if it can be afforded.
It’s a bit like learning to use the computer keyboard, but having missed out on how to use
the DELETE key. Everyone else seems to be getting on so much faster than you are!
Individual tuition fills in those missing steps in learning which make such a crucial difference.

Self ­confidence exercise

The child is asked to make two lists, one of things s/he is good at, and the other of things
that s/he is weak at. The ‘good at’ list is added to so that the child’s non­academic skills are
included: swimming, horse rising, cycling, modelling, collecting stamps, relating to other
children, being helpful at home, etc. The ‘weak at’ list has reading, spelling, writing, and
perhaps math, but always ends up shorter than the ‘good at’ list.
Read with your child at home
Whilst reading at school can be demanding for a child, reading at home can be an altogether
different experience provided that the parents use the right techniques. Methods for hearing
your child read are described in an article HEARING YOUR CHILD READ  The parent tells
the child any hard words straight away so that the child can get on with the story and start
to enjoy reading. As soon as the child shows any signs of frustration, the parent take over and
reads the whole of the next page or two.

Praise children

Every child is good at something, so make a lot of this. Put their certificates, badges, models,
etc. in a prominent place in the house for visitors to see. Don’t be afraid to do this ­ every
parent is proud of their children!
Using a number of techniques like these can really help your child to learn to cope with the
stress in their daily lives at school.

Dyslexia and Memory

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Dyslexia and Memory

Dyslexia – Can it be helped by learning memory strategies?

Teachers often tell me that their dyslexic students have memory
problems. In my research I have found that teaching children a variety of
memory strategies is useful because they will be able to try them out
individually or in combination and note for themselves the effect.

I train teachers in Special Education and as part of the training include in the Methods Course – The History of Memory Strategies.

What I have found is that people don’t know about the origins of the strategies, are not aware that many exist, and don’t know how to teach them effectively.

There are seven basic memory strategies that I have found useful for students with special needs including dyslexia. The strategies are as follows:

1. The Metacognitive Strategy – When learning a list of words for example, asking yourself and then noting down how you remembered the words.

2. The First Letter Strategy – Using the first letter of each word to try to
make a real or nonsense word.

Example of making a real word –  The names of the Great Lakes in the United States are:  Huron, Ontario, Michigan, Erie, Superior
The first letter of each of the lakes makes the word  HOMES

Example of making a nonsense word – The names of each of the colors of the rainbow follow:

red, orange, yellow, green, blue, indigo, violet

The first letter of each of the colors makes the nonsense word  ROYGBIV

3. The Story Strategy – Write a real or nonsense story that incorporates all the words you want to remember.

Example of a nonsense story – The following is a nonsense story to remember this list of words (emu, dog, eel, tiger, cat, toad, owl, rat, snake).

Australian Farmer

The Australian farmer had seen an emu, owl, rat, toad and snake outside.  He had a dog, cat and eel in his house.   However, he had to visit a zoo to see a tiger.

Example of a real story  – The following is a short poem that includes all the months in a year:

Thirty days hath September
April, June and November,
All the rest have thirty-one
Excepting February alone

4. The Grouping Strategy – Grouping words together that belong to the same category.

Example of using the grouping strategy –

Make a list of all things that belong to the same family e.g. animals

dog, tiger, cat, horse, lion, zebra, wolf

Make a list from a larger list of all things in one group e.g.

shoulder
underground
palm
elephant
runway
motorway
arm
railway
kangaroo
eye
tiger
snake

palm railway snake
eye underground elephant
arm motorway tiger
shoulder

5. The Imagery Strategy – Making a list of all things in a list by picturing them together or separately.

Example of using the imagery strategy –

Make a list of all things in one group, which are the same color by
picturing several animals all brown in the same picture e.g.

a brown horse, a brown wolf, a brown cat, a brown lion, a brown snake, a
brown dog, a brown cat

Or make a nonsense picture to help you remember e.g. a brown dog with a brown snake twisted around its neck looking like a scarf.

6. The Location Strategy – This is the ability to remember locations and assign faces to each.

Example of using the location strategy

Think of your school and conduct a mental walk from the principal’s office
to your classroom. Pay particular attention to the rooms you are passing
noting the details, noticing any imperfections, like desks not lined up:
anything that makes your mental images more vivid.   Make sure you can move easily from one room to another.

Along your route create a list of the most outstanding feature of each room.
These will be the images you remember as you go from one room to another until you reach your final destination, the principal’s office.

7. The Pegword Strategy – First learn a rhymed pegword list and then learn to associate each of these words with the members of the list to be learned.

Example of using the pegword strategy

This is a strategy to remember sequences of ten unrelated items in the
appropriate order.   You first have to remember ten key words, which follow:

one = bun  two = shoe  three = tree  four = door  five = hive  six = sticks
seven = heaven  eight = gate  nine =  wine  ten = hen

After learning these you have to memorize ten unrelated items:

battleship, pig, chair, sheep, castle, rug, grass, beach, milkmaid,
binoculars

Take the first pegword  (bun rhyming with one) and form an image of a bun interacting in some way with a battleship; you might imagine a battleship sailing into an enormous floating bun.

Children all have to take tests and remember facts throughout their school years. Learning how to apply effective memory strategies can ease this burden.

These strategies will become the tools and techniques used to
understand and learn new material or skills.   It should also be emphasized to pupils and their teachers that these strategies have to be practiced and applied to the subject area being taught, in some cases repeatedly in order to achieve success.

dicastlewriter

THIRTY WAYS TO HELP CHILDREN WITH WRITING

1 Teach them how to mind map and brainstorm ideas for a story. Model it for them. You do the spider’s legs and write their ideas for them. This releases the strain of putting words on paper. Each leg becomes a sentence – later a paragraph. They choose the order.

2 Let them dictate a story or the answers to homework and you write them down. The children can then copy them. This is NOT cheating. They are the child’s ideas.

3 When they have dictated their thoughts to you. Read it back to them but get them to follow your finger as you run it under the words. Do this once or twice. Then get them to read it WITH YOU. Only when you are sure they will succeed should you get them to read it alone.

4 Play consequences. Each person…

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Christmas Cocoa Kit

Great idea, this would make a great gift.

Who doesn’t like chocolate!

 

Visit my web site for further information.

http://www.braingymdublin.net

Don’t forget to share if you like this post ;)

TheRoomMom

I donated to the teacher gift fund, so my children’s classroom teachers will be getting a group gift card from the class for the holidays, but I always like to send in a little something extra and personal.

This year’s Christmas teacher sirsee is a Cocoa Kit. I am not sure why I like “kits” so much (in the past year we have given Ice Cream Sundae Kits and Teacher Emergency Kits), but this kit is something the teachers can use at school or share with family at home. I should be able to create an assembly line in my kitchen and pack them up pretty quickly. I am going to make extra to take with us as hostess gifts to holiday parties or to give as gifts to friends and co-workers. What are other festive sirsees to give this holiday season?

The Cocoa Mix: Click here for the 

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