Having asked all the questions to professionals of the mind in numerous Emotional Literacy training courses, as an ESL teacher in Adult Education I would now like to share with my colleagues this very wise statement that was made at one point:
Teachers can be great «mediators» when it comes to students with special educational needs
As it happens, we were not taught how to deal with diversity and inclusion when we were first getting trained at college. We learnt about functional language, phonetics, poetry and literature, history and culture, and so on and so forth. However, once we are actually in the classroom we teachers can find ourselves rather lost when other than «the subject» itself needs dealing with. What is interesting is that although we are not specialists in neurodiversity we can certainly be mediators. So in this SEND field that is new to us the best thing we can do may be to show an open and respectful attitude to the person we have in front of us and do some basic research to find out how to help these students in their learning processes.
My first dyslexic student has crossed my path so I am deeply concerned about how to teach English to this adult person considering the functional diversity. All I know so far is that dyslexics think differently and I would like to understand the differences.
Dyslexia is a language based learning difference. It affects the organization in the brain that controls the ability we process the way language is heard, spoken, read, or spelled.
Dyslexia can also manifest in difficulties with working memory, attention, and organization. It can be genetic, and ranges on a continuum of mild to severe.
People with dyslexia are not lacking in motivation or intelligence, as a matter of fact, they are typically average to above average in intelligence.
Learners with dyslexia often demonstrate strong creative, imaginative and practical skills. They frequently have good visual spatial skills, tend to have good interpersonal skills, and have a sophisticated receptive vocabulary. Dyslexics are three-dimensional thinkers, innovators, and influencers. People with dyslexia are good problem-solvers, they can see patterns others don’t. They’re often fantastic storytellers and display strong verbal reasoning skills.
With all these skills and abilities, wouldn’t it be awesome as teachers of dyslexic students to move away from more traditional methodologies and assessment criteria and provide multiple means of representation or engagement and accept multiple means of expression?
Know more about Spanish scientist Luz Rello
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