Workshop 1

Column 1 contains general information about dyslexic learners. It describes learning difficulties which dyslexic learners commonly experience to a greater or lesser degree. Of course, all learners are different, so this matrix deals only in generalities. A better matrix would be one which described the characteristics of the particular learner who is causing you concern, but this will come later.

Without information of sort contained in column 1, it is impossible to differentiate effectively the tasks we plan to set, yet it is rare for this information to be readily available to subject teachers. In this example, Column 1 was compiled by a dyslexia specialist. In every school there should be someone who is familiar with the learner concerned and whose knowledge and expertise can be called upon. These workshops assume that, at least in schools that are seriously trying to be inclusive, this type of collaboration is encouraged.

Column 2 takes each of the points covered in the first column and suggests what impact that particular characteristic is likely to have on the dyslexic learner's efforts to manage in the foreign anguage classroom. In compiling column 2 the dyslexia specialist and MFL teacher worked together, though often the MFL teacher had been unaware of the nature of the difficulty the learner had been facing. A better understanding provided good preparation for tackling Column 3.

Column 3 again needs collaboration, but now it is likely to be the MFL teacher who is taking the lead, with the learning specialist suggesting additions and adaptations as required. Effective differentiation can be anything which allows a learner who was at risk of failing, to be successful at a given task; however, from a practical point of view, it would be better to experiment first with strategies which can be used with all the learners in the class, so as to minimise the need for 'special measures' for an individual child. The preparation of highly customised material can be very time-consuming. In most cases, strategies which make learning easier for one learner benefit the rest as well.

Column 4 has several functions. In this example, further ways of supporting the dyslexic learner are shown, together with an indication of the additional resources (human, electronic, other) would be required. This is also the place to note what additional support/resources the MFL teacher will require in order to carry out the proposed plan of action.

USING THE MATRIX

The matrix does not, of course describe the situation in respect of any particular learner with dyslexia, it deals in generalities and contains too much information to be applied at any one time. To aid the modern language teacher's response to particular learners, the matrix can be used in three ways.

As a reference grid
Simply use the grid to find ideas to support the dyslexic learners in your own MFL class.

As a starter
Select from the grid the characteristics which seem most closely to match the learner you are concerned about and concentrate on those. You should, of course, feel free to change and adapt as necessary even those selected details - every learner is different.

As an exemplar
Using a blank grid, and with a specific learner in mind, use the modern languages and special needs expertise available to you in your school to determine a few main points to enter into column 1. Continue your collaboration, combining your skills, knowledge and expertise to fill in the other columns. What you should end up with is a plan of action which has potential to support both you and the learner. Make your own blank grid, or print off one of the ones at the one at the foot of the page.

CONTRIBUTING TO THE MATRIX

The matrix as it stands is not definitive; there are many more details that can be added (on the use of IT, for example), and more rows. Whether you come from a modern languages background or a special needs or support for learning background, you are invited to contribute your own experience to improve and extend this matrix.

To do this, email me with your comments, ideas, etc. at this address: h.mccoll@clara.co.uk

I will use your ideas to amend and extend the matrix and publish updates on this site. I shall acknowledge contributions by adding your name to a list of contributors. If you do not wish your name to be published you should let me know.


	For Dyslexia Matrix click here


	For a blank PDF grid click here


	For a blank Word grid click here


	If you found this Workshop useful you might like to know that it has been further developed and now forms the basis for Unit 2 of the Maximising Potential programme on the Modern Foreign Languages Environment website. Go to: http://www.ltscotland.org.uk/maximisingpotential/unit2/index.asp


	This work is licenced under a Creative Commons Licence.


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	This page updated 20.10.07