Educational Support Committee
March 2003
Stockholm, Sweden

ACKNOWLEDGMENTS

The Federation of American Women's Clubs Overseas
and the Educational Support Committee
would once again like to acknowledge
with sincere gratitude
the contribution of

JOHNSON & JOHNSON, Belgium

Which assisted with the presentation of this study
by generously providing for its photocopying.

We would also like to thank the

ANTWERP BRITISH SCHOOL

For the use of some of their facilities in compiling this report.

We thank both these organizations for their very kind support of the activities of the
Federation of American Women's Clubs Overseas and the Education Support Committee.

LD SUPPORT FOR TEACHERS WORLDWIDE

The following list of suggestions and strategies has been created to support all teachers in their efforts to teach students who learn differently better and more effectively. The ideas have been taken from the work of experts in the field of LD (learning differences/specific learning disabilities) the world over, and they are of benefit to all students, not just those with LD. Sources and participants who endorse the results of this project are acknowledged on the following pages.

General Considerations

1. Teachers are urged to re-examine the notion of what is "fair." "Fair" does not mean that every student gets the same treatment, but that every student gets what he or she needs. LD is a neurological condition that is beyond the control of the individual. This student is more normal than different, and different does not mean defective. There are degrees of LD, mild, moderate and severe. It might go undiagnosed as late as secondary school, university, or even never at all.
   
   
2. The younger the child is diagnosed, the more often remediation is possible. When a student is older, you should deal more with coping strategies and self-advocacy skills.
   
   
3. There are different kinds of intelligence and different learning styles. It is usually the students who have good linguistic, logical and mathematical abilities who are the most successful in school. However other types of intelligence, such as musical, environmental, spiritual, bodily-kinesthetic, interpersonal, spatial, and intrapersonal are also valuable, and add much to the knowledge and enjoyment of life. These intelligences also need to be recognized and educated.
   


4. Learning is best when brought through the modalities of hearing, sight, touch and movement - multi-sensory teaching. Most students retain 10% of what they read, 20% of what they hear, 30% of what they see, 50% of what they see and hear, 70% of what they say, and 90% of what they say and do. A cumulative, highly structured, sequential approach, which uses multi-sensory materials and software, is what is needed.
   
   
5. It is important to remember that LD students may take up to ten times longer to learn and will tire quickly. They have to try harder, which can be exhausting. Be aware that the pace of the normal class is likely to be too fast because they often need more time to process language. Make a conscious effort not to speak too quickly.
   
   
6. Make sure that the student feels safe and secure in your classroom and in your presence. Remember that all students, including LD students, have good days and bad days. Performance inconsistency is part of the problem, and it results in a great deal of the frustration felt by the LD student.
   
   
7. Be prepared to learn from the parents. Interest, involve and work closely with them. You need each other's help. Frequent contact should occur, once a day, once a week, or once a month depending on need. Use whatever works - home/school agendas, face-to-face meetings, phone calls or emails.
   
   
8. Ensure that information concerning the student is passed on when the student is in transition from one teacher to another, from one year to another, from one school to another, and from one country to another. Do not assume that this will be done automatically.
   
   
9. Keep your education ongoing. Get support for yourself. Draw on colleagues' expertise. Do not be afraid to acknowledge what you don't know.

Suggested Strategies

1. Encourage pupils to be aware of and to evaluate the strategies they used to study and to learn. Study skills, like note taking and time organization, need to be actively taught.
   
   
2. LD students need a lot of structure. Lists of the day's routines and expected behavior can be of great help. Give plenty of warning when changes are made to the timetable, teacher or task.
   
   
3. LD students might have difficulty with such organizational tasks as keeping their things tidy at school, getting dressed, remembering their PE kit, looking for something they have lost, packing their school bag, and organizing the equipment needed for homework. The teacher should work with the student and the parents to devise strategies to help with organization, such as lists, timetables, and color-coded books.
   
   
4. LD students often need to be taught how to ask questions. All students, especially ones with LD, need to feel comfortable seeking assistance.
   
   
5. Break down learning into small, sequential tasks. Give specific examples.
   
   
6. Use lots of visual aids, such as overhead projectors, films, videos, slides, chalkboards, computer graphics, diagrams, charts, highlighting, underlining, arrows and pictures to illustrate all subjects, including the teaching of language.
   
   
7. Repeat, repeat, repeat - both old and new materials, in different ways.
   
   
8. Provide the amount of structure and support that the student needs, not the amount of support and structure traditional for that grade or that classroom or subject.
   
   
9. Don't expect the student to listen and do simultaneously. For example, note taking can be extremely difficult for some.
   
   
10. Mark positively - tick the good bits. Mark for content - not presentation.
    
    
11. Allow the use of any learning tool necessary, such as tape recorders, spell checkers, misspellers dictionaries, laptops, voice-activated software, text readers and calculators. Teach keyboard and word-processing skills beginning in the primary school.
    
    
12. At all times avoid the use of sarcasm, continual and negative criticism, or bringing attention to the students' different needs in front of their peers. Recognize that these students will respond significantly better when encouraged, and when positive achievements are noticed and mentioned.
    
    
13. Playtime should not be used to complete work.
    
    
14. Catch the student being good and reward this behavior.
    
    
15. Most importantly, seek opportunities to praise and build self-esteem.

LD SUPPORT FOR TEACHERS WORLDWIDE
Project Participants

Ahrnell, Ewa. Special needs educator, Soderalje, Sweden.

Alm, Jan. Department of Psychology, Uppsala University, Director, Swedish Institiute of Psychological Assessment. Uppsala, Sweden.

Bleyberg, Peggy. Head of School, Berlin International School, Berlin, Germany.

Ilse Bielen, Pre-school teacher, Antwerp British School, Belgium.

Bodien, Philippa. Dyslexia Specialist, Head of the Dyslexia Unit, Jumeirah Primary School, United Arab Emirates.

Braden, Pamela Marchese. Third grade teacher, American Community School, U.K.

Cleary, Sue. Special needs teacher, Our Lady's Convent School, UK.

Cogan, Pauline. National Teaching Diploma, BA in Languages, Higher Diploma in Education, Diploma in Remedial Studies, BA in Psychology, M.Sc. in Neurolinguistics. Ireland.

Coward, Arline Burns. MA Education, Teachers' College Columbia University; 2001-03 FAWCO 3rd VP.

Cordery, Desmond. Teacher, Antwerp British School, Belgium.

Dixon, Gill. M.A., BHSc Hons, RGN, Independent Dyspraxia and Special Needs Advisor/Trainer. UK.

Dunhill, Allison. M.A. SEN (Special Educational Needs), senior special needs coordinator, The British School in The Netherlands, Voorschoten, The Netherlands.

Garvey, Sheelagh. Special needs teacher, Ireland.

Gibson, Harriet. M.A. Ed, British, secondary, ESL, teacher, Ecole Internationale Le Verseau, Bierges, Belgium. Executive board member of EC-OC (Europe's Children - Our Concern).

Hansteen, Judith. Teacher, AWC Oslo, Norway.

Hakiel, Nick. M.A. M. Counselling, Ed. S., educational psychologist, Seattle, WA, USA.

Henry, Marcia K. Ph.D. Professor Emerita, San Jose State University, Former President, International Dyslexia Association (1992-1996), USA.

Hensby, Caroline. Parent, www.adders.org, UK.

Hickman, Kay. Teacher, B.S., University of Massachusetts; MEd from Lesley College, Cambridge, MA.

Hoffman, Carol. Learning disabilities specialist, Centre for Child evaluation and Teaching, Kuwait.

Hopkins, Susan. Special needs teacher, Sylvania, OH, USA.

Johnson, Kari. M.Ed, school psychologist, coordinator of student referrals, International School of Luxembourg, Luxembourg

Kavkler, Marija. Ph.D. special needs specialist, Counciling Center for Children, Adolescents and Parents, Ljubljana, Slovenija.

Lafferty, Vivienne. Special Educational Needs Co-ordinator, Honilands Primary School, Enfield. UK.

Martin, Lynn. Secondary teacher, history/geography, Antwerp British School, Antwerp, Belgium.

McLean, Sue. Teacher. Luxembourg.

Midgley, Simon. Raising Achievement Co-ordinator, Rhyddings High School, Oswaldtwistle, UK.

Minder, Barbara. Parent, American Women's Club of Bern, Switzerland.

Moser, Irene. Special needs specialist, European Agency for Development in Special Needs, Salzburg, Austria.

Ontiveros, Susan. Coordinator of Educational Support Services, Antwerp International School, Ekeren, Belgium.

Owen, Jane. B.A. Hons, Dip. Sp. LD, special needs specialist at The Dyslexia Institute, Cardiff, Wales. UK.

Peer, Lindsay. Ph.D., Educational Director, British Dyslexia Association, UK.

Pugh, Roger. M.A., Southern Illinois University, Achieve Program. USA.

Ross-Kidder, Kathleen. Ph.D. Department of Psychology, The George Washington University, Washington, D.C., licensed school psychologist, director of LD OnLine, WETA TV/FM.

Ryan, Frances. DE., Special Needs Psychomotor Therapist. Paris, France.

Sanson, Judith. Executive Director, Dyslexia International -Tools and Technologies, Brussels, Belgium.

Sharp, Sheridan. Dip. Sen(Sp.LD) (M), Sp. L.D. tutor (LEA), Caldicot Comprehensive School, UK.

Smith, Helen. Primary senco (special needs coordinator), The British School of Brussels, Belgium.

Sonslegard, Julie. Hornsby Certificate in LD. Bettembourg, Luxembourg.

Syme, Anne. Specialist teacher, Applecroft Specific Learning Difficulties Base, Herts. UK.

Thomson-Hale, Des. History/modern studies teacher, Oban High School, Arygll, Scotland.

Tunstall, Trish. Senco, Nottingham High School for Girls, Nottingham. UK.

van Alsenoy, Freya. Film editor & student, LD learner, Antwerp, Belgium.

Wagstaffe, Ruth. Special needs teacher, European School. Woluwe, Belgium.

Weavers, John. Special needs teacher, East Court School, Ramsgate, UK. Lecturer and author, Maths and Dyslexia.

Wilson, David. BA, MA, MEd. Advanced Diploma in Special Needs in Education, Modern Foreign Languages and SEN Teacher, Equal Opportunities Department, Harton School, South Shields, UK.

LD SUPPORT FOR TEACHERS WORLDWIDE
Sources for the Project

adders.org ADD/ADHD Online Resource and Support: www.adders.org

British Dyslexia Association: www.bda-dyslexia.org.uk

British Educational Communications and Technology Agency:
senco-forum@ngfl.gov.uk ;
contributors: Gill Dixon, Philippa Bodien, Sally Raymond, Amanda Hipkiss

Brooks, Robert. video: Look What You've Done.
www.ldonline.org/ld_store/ldproject.html#listing

CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder) Landover, MD, USA. www.chadd.org

Dyslexia International: Tools and Technologies - Language Shock - Dyslexia across cultures, Pauline Cogan: www.ditt-online.org

Dyspel, Luxembourg special needs support group, publication, Dyslexie-Legasthenie Dyslexia;

Educational Psychologist, Co. UK:
www.educationalpsychologist.co.uk;

Lavoie, Richard: videos, How Difficult Can This Be?, Last One Picked, First One Picked On, When the Chips are Down. www.ldonline.org/ld_store/ldproject.html#listing

Learning Disabilities Association of America.
www.ldanatl.org/pamphlets/learning.html#3

LD OnLine, WETA. Washington, DC. www.LDOnLine.org;

National Attention Deficit Disorder Association, Highland Park, IL, USA. Rebecca
Chapman Booth: www.add.org

Rief, Sandra F. How to Reach and Teach ADD/ADHS Children: Practical Techniques, Strategies, and Interventions for helping children with Attention Problems and
Hyperactivity. The Center for Applied Research in Education, 1993.

Teens Helping Teens, a web page designed by dyslexic teens to help teens (and others).
www.ldteens.org

The Dyslexia Institute, Staines, Middlesex, U.K. www.dyslexia-inst.org.uk

The International Dyslexia Association: www.interdys.org/index.jsp

The Schwab Learning Foundation: www.schwablearning.org

University of La Verne, Athens, Greece. Chris Parnassus, Director of Student Support Services.

LD SUPPORT FOR TEACHERS WORLDWIDE
Resource Section

WEBSITES:

adders.org: ADD/ADHD Online Resource and Support:
www.adders.org

British Dyslexia Association:
www.bda-dyslexia.org.uk

CHADD (Children & Adults with Attention-Deficit/Hyperactivity Disorder):
www.chadd.org

Dyslexia International: Tools and Technologies:
www.ditt-online.org

Educational Psychologist:
www.educationalpsychologist.co.uk

Europe's Children – Our Concern:
www.ecoc.be

Federation of American Women's Clubs Overseas, Educational
Support Committee: studentswholearn.fawco.org

Handy Hints on Supporting Dyslexia in the Classroom.
Sheridan Sharp:
www.dyslexic.com/teachtips.htm

Hornsby International Dyslexia Centre: distance learning courses for
Teachers:
www.hornsby.co.uk

Learning Disabilities Association of America:
www.ldanatl.org

LD OnLine:
www.LDOnLine.org

National Attention Deficit Disorder:
www.add.org

Teens Helping Teens:
www.ldteens.org

The Dyslexia Institute: distance learning courses for teachers.
www.dyslexia-inst.org.uk

The Dyspraxia Foundation:
www.dyspraxiafoundation.org.uk

The International Dyslexia Association:
www.interdys.org

The Schwab Learning Foundation:
www.schwablearning.org

Wilson, D. R. Links to websites featuring the teaching of National
Curriculum subjects to students with special educational needs:
www.tomwilson.com/david/InclusiveCurricula/index.htm

BOOKS:

Developmental Dyspraxia. Madeleine Portwood. Second Edition. David Fulton Publishers. 1999. ISBN 1 83546 573 9

Dyspraxia. The Hidden Handicap. Dr. Amanda Kirby. Souvenier Press Ltd. ISBN: 0-285 63512-3

Dyscover Yourself. Gill Dixon. Exclusive to the Dyspraxia Foundation.

Dyslexia, A Teaching Handbook. Michael Thomson, Bill Watkins, East Court School for Dyslexic Children. Whurr. 1997.

'Dyslexia Included' – A Whole School Approach. Edited by Michael Thomson. Written by a team of specialist staff from East Court School for Dyslexic Children. Ramsgate, Kent, UK. David Fulton, Publisher. 2003. ISBN 1-84312-002-x.

Dyslexia and Mathematics. Miles, T.R. and Miles, E. (eds). London. Routledge. 1992.

Dyslexia: Successful Inclusion in the Secondary School. Peer L. & Reid G. David Fulton, Publisher. London. 2001.

Dyspraxia A Guide for Teachers and Parents. K. Ripley, B. Daines and Jenny Barrett. David Fulton Publishers. 1997. ISBN: 1 85346 444 9

Helping the Child who doesn't Fit In. Duke & Nowicki. Peachtree Publishers. Atlanta. 1992 ISBN: 1561450251

How to Teach and Manage Children with ADHD. Fintan O'Regan. LDA. 16 May, 2002. ISBN: 1855033488

Identification Solutions for Specific Learning Difficulties. Jan Poustie. Next Generation. 2001.

Innumeracy: Mathematical Illiteracy and its Consequences. Paulos, J.A. Penguin Books. 1990.

Life Skills. Jan Poustie. Next Generation. 1998. ISBN 1 901544 50 8

Literacy, Multilingualsim & Dyslexia. Peer L. & Reid G. David Fulton, Publisher. London. 2000.

Living with dyspraxia. A guide for adults with developmental dyspraxia. Compiled by Mary Colley and the Adult Support Group. Dyspraxia Foundation. 2000. ISBN: 0953434419

Keyboard, Graphic and Handwriting Skills. Dorothy E. Penso. Published by Chapman and Hall as part of the Therapy in Practice series, no.15. 1990. ISBN 0 412 32210 2

Mapwise: Accelerated Learning Through Visible Thinking. Oliver Caviglioli, Ian Harris. Network Educational Press Ltd. 2001. ISSBN 1855 39 0590

Mathematics for Dyslexics-Teaching Handbook. Chinn, S.J. & Ashcroft, J.R. London. Whurr.1993

Perceptuo-Motor Difficulties. Dorothy E. Penso. Published by Chapman & Hall in the Therapy in Practice series No. 34. 1992. ISBN.0 780412 398100.

Praxis Makes Perfect 2. Published by the Dyspraxia Foundation

Sensory Integration and the Child. A. Jean Ayres, Ph. D. Western Psychological Services. Los Angeles. 1979. ISBN: 0874241588

Specific Learning Difficulties in Mathematics. A Classroom Approach. Olwen El-Naggar. NASEN publication. 1996. ISBN 0 906730 81 3.

Speech and Language Difficulties. B. Daines, P. Fleming and C. Miller. Published by NASEN.
ISBN: 0 906730 87 2

Table Time: The Exciting new Way to learn Multiplication Tables. McDougall, S. London. Harrap. 1990.

The Study Skills Handbook. Cottrell. S. London. Macmillan Press. 1999.

Teaching Learning Strategies and study skills to students with learning disabilities, attention deficit disorders or special needs. Allyn & Bacon. Boston. 2001. ISBN: 0205335136

Teaching Your Child The Language of Social Success. By M Duke, S Nowicki and E Martin. Peachtree. Atlanta. 1996. ISBN: 1561451266

Watch Me I Can Do It. Neralie Cocks. Simon & Schuster, Australia. 1998. ISBN: 073180578X

What teachers can do - What schools can do - What learners can do - What parents can do sections of the Guide (devised and compiled by Judith Sanson, MA, that accompanies the Language Shock BBC video in the LANGUAGE SHOCK, DYSLEXIA ACROSS CULTURES multimedia pack regularly updated on http://www.ditt-online.org

What To Do When You Can't Learn the Times Tables. Chinn, S.J. Marko Publishing. 1996.

Understanding ADD (Attention Deficit Disorder): A Book for Parents,Teachers and Professionals. Christopher Green, Kit Chee. Vermilion. 1997. ISBN: 0091817005

This is a project of the Educational Support Committee of  
The Federation of American Women's Clubs Overseas. http://www.fawco.org. All rights reserved.

Printable Word Doc versions
Acknowledgments - (39KB)
Guidesheet - (56KB)
Project Participants - (80KB)
Resources - (84KB)