Adaptive Learning: Issue 16

King Edward VI School Southampton

Adaptive

Learning

IS SU E 16

Visual processing disorder and dyslexia https://www.readandspell.com/visual-processing-disorder-dyslexia

Visual processing disorders can interrupt an individual’s ability to understand and navigate written symbols, which may cause problems with math/maths and learning to read at school. They’re not due to vision problems or any issues with the eyes, but rather with how the brain interprets visual information.

On the other hand, dyslexia is a separate condition that often makes it challenging to break spoken language down into its component parts. This, in turn, complicates reading and spelling. While the two conditions can look similar, they have different causes and thus children and adults who have one and not the other will require a different set of strategies and accommodations.

You may also encounter the term visual dyslexia, which can describe individuals who have dyslexia but are prone to reversing or transposing letters, struggle with locating words on the page, and have a tendency to skip over words.

Some research suggests that children who struggle with learning difficulties, such as dyslexia or ADHD, are more

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likely to experience some form of visual processing disorder (1). When a visual processing disorder and dyslexia cooccur, both auditory and visual processing of language can be problematic. In other words, a child can struggle to access the print and make sense of the language he or she encounters.

This disruption to literacy skills can have severe implications for learning, given the importance of reading and writing at school. It can also cause students to struggle with low self-esteem and low confidence. That’s why it’s important to identify dyslexia and any visual processing difficulties as early as possible, so the right classroom accommodations and strategy training can be put in place.

Learn more in these articles from the Read and Spell Blog: Classroom accommodations for dyslexia, Identifying dyslexia in 3 steps

What is dyslexia?

Dyslexia is a specific learning difficulty that can affect a child’s ability to negotiate language. It can affect both written and spoken language – a child with dyslexia may be a late talker and can have early problems with language recall.

Nonetheless, a diagnosis is not typically given until a student begins school.

Every case of dyslexia is different; both the severity and symptoms can vary greatly. Some evidence suggests kids with dyslexia have a degree of visual processing impairment (2) and that short-term memory is also implicated.

However, what we know for sure is that dyslexia is not related to intelligence and it’s not uncommon to find a bright and highly motivated child whose reading and writing level is far below that of his or her peers. A child might avoid reading out loud at school and easily become frustrated with text-heavy assignments.

Kids with dyslexia may need additional time to understand prompts and/or produce a response during assessments. In some cases, a child’s written work may be simplified out of fear of making spelling mistakes. Working vocabulary can also be more limited if reading skills are impaired.

Because learning difficulties are often discussed in a negative way, some people are unaware that there are strengths associated with dyslexia. These include keen problem-solving skills, originality, out-of-the-box thinking, and creativity.

Certain celebrities and entrepreneurs have even attributed their success to being dyslexic.

Visual processing disorders Visual processing is characterized by difficulties understanding written symbols, including the symbols used to represent language, numbers, equations and ideas, for example, arrows on a road sign. Individuals who have visual processing disorders are not necessarily visually impaired, nor are they less intelligent than their peers (3).

Their brains simply struggle to make sense of the visual input they receive. They may mix up the orientation or order of symbols, lose their place on a page, and have difficulty reading maps, graphs, charts and other visual organizers.

Visual processing also makes text-based reading a challenge. However, unlike in dyslexia, phonics instruction will not necessarily help a child who is struggling with visual processing. That’s because the problem is not with pairing letters and sounds but rather recognizing the pen strokes that come together to form letters and the letters that make up a word.

For example, visual processing can affect how an individual interprets letter combinations. An ‘rn’ can be misread as an ‘m.’ Similarly, a child might struggle with letters that are built out of the same basic shapes and only distinguished by small marks, such as dots or crosses, as in an l and t. This can be exacerbated in certain fonts which contain serifs and when text is small. Mirror image letters may also be tricky, such as b and d and p and q.

For kids experiencing visual processing difficulties, copying from the board can be a challenge. Text may be blurry which can cause headaches, particularly in different light and when a page contains a lot of ‘visual noise.’ It’s interesting to note this from the British Dyslexia Association: “Visual stress is not a symptom of dyslexia but 50% of those who have visual stress also happen to be dyslexic.” A child may skip words, misread text, skip entire lines, and fail to understand what he or she is reading.

Because reading taxes cognitive resources, kids with visual processing difficulties often tire sooner than their peers and may experience anxiety and frustration when writing by hand.

The reason writing is affected is when letters are formed by hand, a degree of spatial reasoning is required to assemble words. A child also needs to reread his or her own text to revise it. This is one reason why it’s often recommended students learn to touch-type on a computer.

Short-term memory that relies on visual learning can additionally be affected. The visuospatial sketchpad is something we use to help us hold visual information in memory long enough so it can be processed. Kids with visual processing difficulties may struggle to play matching card games and other memory activities, as well as to learn a foreign language.

Learn more about visual processing difficulties.

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6 Tips for teachers 1. Keep it simple and reduce visual distraction/noise in handouts. Select handouts and readings carefully and avoid using anything that is too ‘busy.’ For example, sheets that contain a lot of notations, formatting, and images, in addition to the target text, are to be avoided. When creating your own materials, try to use a sans-serif font in a larger font size.

If you use formatting to bold and underline words inside a document, do so sparingly. Learn more about the best fonts to use when creating resources and materials for kids with learning difficulties.

2. Print on colored or textured paper. To make information easier to read, print words in different colors and on different colored paper. Sometimes textured paper can also make a difference. This enhances contrast for learners who struggle to process visual information. For some kids, yellow paper can help, whereas others might benefit more from pink or green.

3. Adjust device screens and customize app displays.

Most devices and some apps allow for a degree of display customization. For example, Touch-type Read and Spell encourages you to customize the font, background screen colors, text and copytext colors in typing modules. Some learners may prefer darker backgrounds with lighter words to increase visibility. You may also be able to turn on more audio prompts. No two children with visual processing differences are alike, so experiment until you find settings that work best for the individual.

4. Provide classroom accommodations when lessons involve copying from the board. Due to issues with shortterm memory, copying can be an extremely tedious activity for children with dyslexia and visual processing difficulties.

They are more prone to making mistakes, and can find it demotivating and cognitively taxing. Instead, set a child up with a note-taking buddy or create electronic or paper handout versions of lesson content to distribute beforehand.

5. Consider audiobook options for longer reading assignments. For some kids, it may be advantageous to find audio options for longer readings. When reading produces stress it can lead to anxiety and make it harder for the child to concentrate. It can also take a learner more time and may result in lower comprehension. Because ‘reading to learn’ is key across most school subjects, audiobooks and computerized text which can be read out with text-to-speech functionality, can make a big difference.

6. Teach touch-typing and provide access to computers or tablets. As the physical act of letter-formation in handwriting can be a challenge, students with visual processing difficulties often find pressing a button in typing to be a much faster solution to writing and one that allows them to get their

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ideas onto the page in a more fluent way. This is especially the case if the child can touch-type, meaning type without looking at the keyboard. In this way, writing becomes a touchbased activity versus something governed by the eyes.

It’s also easier to reread electronic text as it can be written in a convenient font, with enhanced contrast, and is amenable to text-to-speech options. An electronic medium also facilitates revision and editing of drafts. For more tips on helping a child who has dyslexia, have a look at this article.

What strengths do students with ADHD have?

https://www.adhdcentre.co.uk/what-strengths-do-students-with-adhd-have/

ADHD (attention deficit hyperactivity disorder) is a common neurodevelopmental disorder that affects many children and adults. While it’s often seen as a challenge, people with ADHD also have strengths that are often overlooked. In this article, we’ll explore some of the strengths that students with ADHD have, giving insights into how to leverage the condition advantageously and showing it in a more positive light.

Understanding ADHD and its Effects on Students ADHD is a neurodevelopmental condition that affects individuals from childhood through adulthood. It can have a profound impact on a person’s life, particularly for students.

ADHD can make it difficult for students to perform well academically and can have a significant effect on their social and emotional well-being if left untreated.

One of the main challenges that students with ADHD face is difficulty with focus and concentration. This can make it hard for them to complete tasks and stay on track during lectures, leading to poor performance and low grades. Additionally, starting work can be a challenge for students with ADHD, who may struggle with initiating tasks and getting organised.

They may feel overwhelmed by the amount of work they have to do, making it difficult to get started, or if they don’t entirely understand the task at hand, they may put it off for as long as possible, resulting in added pressure and stress.

Getting distracted is another common ADHD struggle.

Students may find it challenging to filter out irrelevant information, leading to distractions and a lack of focus. This can make it difficult to follow instructions, leading to mistakes and errors in work – many of which are needless and not a reflection of their academic capabilities. Furthermore, missing deadlines can be a problem for students with ADHD, who may struggle with time management and prioritisation.

At higher level education, this could be particularly problematic.

The Unique Strengths and Talents of Students with ADHD Although ADHD can present certain challenges for students, it’s important to remember that there are also unique strengths and talents that come with the diagnosis. By focusing on these strengths, students with ADHD can feel empowered to thrive in their academic and personal lives.

Creativity and Innovation One of the most notable strengths of students with ADHD is their creativity and innovation. Students with ADHD often have a unique way of thinking and problem-solving, which can lead to new and innovative ideas. They are also known for their ability to think outside of the box and find creative solutions to challenges. These skills can be particularly valuable in fields such as art, music, and entrepreneurship, where creativity is highly valued.

Hyperfocus Although it’s often thought of as a negative symptom of ADHD, hyperfocus can actually be a strength. When students with ADHD find something they are interested in or passionate about, they can become deeply focused and engaged for extended periods of time. This can be particularly useful in academic pursuits, as they may be able to study for long periods of time without getting distracted.

It can also be helpful in the workplace, as ADHD adults can become deeply engaged in their work and produce highquality results.

High Energy and Enthusiasm Students with ADHD tend to show high energy and enthusiasm, which can be a valuable asset in many situations. They often bring a contagious enthusiasm to group projects, motivating their peers and driving the team forward. They can also be excellent multitaskers, able to move from one project to another easily if it’s something they’re engaged in, making them a huge asset in team building exercises.

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Leveraging ADHD Strengths to Support Student Success Understanding ADHD strengths and weaknesses and working around them can improve self-confidence, especially in ADHD children who may be vulnerable to feeling left out or like they don’t fit in with other children. By creating structured learning environments and emphasising strengths-based learning, students with ADHD can thrive in academic settings, learning to use their unique personality traits to succeed.

Creating Structured Learning Environments One of the key challenges for most children with ADHD is managing distractions and staying organised. Creating structured learning environments can help students stay on track and focus on the task at hand. This might include implementing schedules, setting up specific study areas, and breaking down tasks into manageable chunks. Teachers and parents can work together to create these structured environments and ensure that students with ADHD have the support they need to succeed. Learning structure early on is something that will benefit them in later life, too, as many adults who fit the attention deficit disorder diagnostic criteria often rely on structure to keep them on track.

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Emphasising Strengths-Based Learning ADHD can sometimes be viewed as a deficit or weakness, but it’s important to remember that students with ADHD also have unique strengths. These can include creativity, risk taking, and a talent for multitasking. Emphasising strengthsbased learning can help students with ADHD build confidence and feel empowered in the classroom. This can include highlighting their strengths in class discussions, offering opportunities for creative problem-solving, and providing hands-on learning experiences.

By creating structured learning environments and emphasising strengths-based learning, students with ADHD can overcome some of the challenges they tend to face in academic settings. It’s important to remember that ADHD is not a one-size-fits-all condition, and each student will have unique needs and strengths. Working with teachers, parents and specialists can help students with ADHD get the support they need to succeed in school and beyond.

KES Curriculum Support Team For more information about anything covered in the magazine, or general information about learning support, please contact: King Edward VI School SENDCO Mrs Ramshaw znr@kes.hants.sch.uk