Year 2:Continuation Study Of A 9 Year Old Child With Dyslexic Tendencies
In the early part of 2016 a primary aged student, Hester**, undertook the DST-J (2004) screening due to significant difficulties with reading and spelling. She demonstrated six signs of dyslexia and therefore her school introduced standardised practices to support her disability. Hester’s parents also provided the school with a C-Pen Reader 2, hoping assistive technology could be incorporated alongside other strategies to support their child.
The Impact Of Using A C-Pen Reader 2 On Year 10 Learners In A Multicultural Urban School
Research conducted by the Department for Education in 2013, found that 17% of 15 year olds in England do not have a minimum level of proficiency in literacy. In 2013, just over one in eight secondary school learners also had English as an additional language (EAL) and these learners were in the majority in 117 Birmingham schools (NALDIC, 2013). It has been argued that it takes ten years for a learner to move through the five stages of second language acquisition from no language to fluency (Stats Wales, 2013) ; a high proportion of these learners with EAL have not been in UK schools for this length of time and, although many may be competent in conversational language or Basic Interpersonal Communication Skills (BICS) (Cummins, 2009), and seem therefore fully proficient, they are likely to be challenged by the transition to both receptive and expressive academic language essential for examination success at 16 (e.g. Topping, 2018). These learners are therefore vulnerable and at risk of under-performing in those public examinations so crucial to their future.
A SENDCO's Perspective
We commenced this study wishing to gain greater understanding of the role of the SENDCo and how they identify and understand the needs of the disabled student, particularly students with reading difficulties such as dyslexia. We understand dyslexia is a disability which impacts on 750,000 children in the UK (Dyslexia Research Trust, 2018), and we are also aware of the difficulty’s teachers have reported when teaching children with reading difficulties (Driver Youth Trust, 2016) and how this may impact on the student’s achievements and outcomes at primary level.
Study Of Mature Students With Identified Disabilities & The Use Of Supportive Technology
Today’s mature student has a myriad of supportive technology at hand but may find it incredibly difficult to identify which technology will provide a best fit for their individualistic needs, after all one size does not fit all. Liaising with a large city based university in the North of England, we were in a unique position to ask them to compare the C-Pen Reader 2 with three other pieces of technology, Read and Write, Select & Speak and Claro Reader. Hypothesis: The C-Pen reader would receive favourable comparison in relation to other supportive technology in trials undertaken by mature students with disabilities, due to its portability and variety of features.
Study Of English As Additional Language Students & The Supportive Use Of The C-Pen Reader 2
In 2013 just over a million pupils in England were identified as those for who English as an Additional Language (EAL) (cited in Strand, Malmberg and Hall, 2015) attended a mainstream educational establishment. EAL Students historically have been on a par as their First Language English (FLE) peers when undertaking GCSE’s. 58.3% of EAL students achieved 5+ A*-C in comparison to 60.9% FLE students. However, identified strengths have been in maths, as opposed to reading tasks. To date research has suggested the additional funding used to support EAL students has been influential in positive outcomes for this group of students. Current funding, for all students, has been cut; with this in mind it may well be prudent for secondary schools to consider alternate supportive strategies which continue to enable the EAL student to achieve academic success.
Study Of An 8 Year Old With Dyslexic Tendencies & The C-Pen Reader 2 For Everyday Classroom Based Work
Supporting young children with dyslexic tendencies is not only a worry for parents, but also for teachers as cited in an article from Dyslexia Action (2017)2. 74% of those teaching dyslexic children feel dissatisfied with their initial teacher training, questioning whether if it provides them with the skills to identify and teach children with dyslexia. Often dyslexic children are incredibly skilled and intelligent; therefore, it is imperative early identification of dyslexic tendencies are recognised to enable the implementation of the right teaching/learning style for that child (as recommended by educational psychologist Dr. Gavin Reid (2017))7. However, reading problems can occur due to other issues such as medical and learning difficulties. Early identification of dyslexia can prove to be challenging.
Malta Secretariat for Catholic Education C-Pen Reader 2 Research Project
To undertake an evaluation of the impact of using a C-Pen Reader 2 on primary school children who have literacy issues. The evaluation focused on the impact on three key areas of learning reading and comprehension, knowledge or familiarity to technological devices and attitudes to information technology.
Since students with Learning difficulties have individual strengths, weaknesses, interests, and experiences, a device that may be appropriate for one person may be inappropriate for another (Bryant, D.P et al., 1998).