TS5

TS5 – have a clear understanding of pupils of all needs, including those with special needs…

TS5 – Reflection on Dyslexia in the classroom

On placement I had a lot of experience with children who had dyslexia. Being in a private school I decided to reflect upon whether dyslexia testing was in relation to affluence and the ways this may affect the ratio of children with diagnosed dyslexia in a private school classroom compared to a public school classroom. In order to complete this reflection fully I aim to gain experience in a public school class and see the amounts of children who display dyslexia compared to those who are diagnosed and see how this relates to what I have experienced in the private school setting.

A benefit to having this experience is seeing the materials that these children used to aid their learning. For example many children had coloured lenses in order to improve the clarity of their work as well as glasses that had coloured lenses. In comparison to the other children in the classroom the children with dyslexia were not less able and could perform in many cases at an above average level. The support that was needed in many cases was word banks to improve confidence of correct spelling and allow writing to flow easier. As well as this during larger writing tasks some children preferred me to hand write and organise their ideas onto a whiteboard and this then developed into these children writing and organising their ideas themselves before putting pen to paper. This aided the children as they were less afraid of making mistakes on the whiteboard as opposed to in their books. Although this made the writing task slightly longer the quality of the children’s work was significantly improved and their confidence raised at having the opportunity to change and edit before making their ideas concrete in their books. As well as these ideas I often promoted the use of a dictionary in order for the children to check their spellings, this is something that the children struggled with in particular. I found that crossing out wrong spellings often knocked the children’s confidence and by giving them time to seek words out for themselves they were often more adventurous with their language as their inhibition towards mis-spelling was removed.

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