How to support Middle and High School Students with Dyslexia?

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Students who lack the core ability to read face a variety of difficulties in the classroom. They require adequate evaluations in order for instructors to give successful education. Educators can accommodate dyslexic pupils in three ways once they have been diagnosed as middle school or high school students.

Both middle school and high school children benefit from multisensory teaching methods, however, when it comes to educating high school students with dyslexia, extra strategies should be implemented.

STRATEGIES TO HELP MIDDLE AND HIGH SCHOOL STUDENTS WITH DYSLEXIA IN LEARNING

  • Prepare ahead of time for the class by distributing your course curriculum. Giving your students and their parents the course outline ahead of time allows them and their parents to plan, study, and prepare for significant tasks.
  • Students with dyslexia often struggle to multitask in class. They may find it challenging to take notes while listening to the teacher’s talk. This may cause students to miss important details from your teaching. Teachers can help pupils deal with such issues in a variety of ways.
  • Students should be encouraged to capture their teachings on tape. They will be able to listen to the courses again at home if they have recorded them. They can also take notes that are covered throughout the presentation by pausing from time to time. Most dyslexic pupils can only concentrate on one job at a time, and when making notes, they may overlook essential points mentioned by the teacher.
  • Hand out materials to students for the lecture that was covered. If the notes have previously been delivered, the pupils will be able to focus on their studies. They can refer back to the written notes later to review what they’ve learned.
  • Choose pairs of students with whom your pupils can compare and compare notes. Pairing your pupils so they may compare notes afterward can alleviate their concerns about missing essential instructional points.
  • Pre decide your work and projects. High school students are frequently assigned research papers and other large assignments, which typically have deadlines. Students with dyslexia may struggle to keep up with several tasks and effectively manage their time. As a teacher, you may assist students in developing an orderly checklist of all the activities they must do, setting benchmarks, and monitoring their progress as they complete each activity.
  • Make books available in audio format for those who don’t have access to a computer. Many novels are accessible in audio format online and in your local library or school. Make sure you have copies of the books you’ll be assigning for your pupils to read, especially if they have learning disabilities. They’ll be able to read the book while listening to the audio at the same time.
  • Before beginning a new lesson, review the previous ones and summarize the content that will be addressed that day. This aids dyslexic pupils in making connections between what they’ve studied so far and what they’ll study next. It assists students in grasping the whole concept and organizing what they have learned. Before or after class, offer some extra assistance: They might not be able to tell that they require more time to answer their queries. Let them know you’re accessible to answer any queries they may have.
  • When beginning a new lesson, define new terminology first. This should work for all topics because there are terminologies that are unfamiliar to students, and they may find it difficult to follow lectures if they don’t comprehend the terms. Students with dyslexia might benefit from a list of vocabulary terms kept in a notebook.
  • Allow your pupils to use computers to take notes. Students with dyslexia frequently write so badly that they can’t interpret their own notes after they get home. The adoption of computers decreases the need for paper and such problems.
  • Before the test, provide some study points. A few days before their examinations, schedule a review session with the pupils. Provide them with the knowledge they’ll need, as well as study tips to aid their preparation.
  • Most dyslexic pupils struggle with information arrangement, and they may overlook essential details throughout the review. Study aids assist them in determining which topics they should concentrate on.
  • High school students with dyslexia may find it difficult to express themselves and communicate their feelings. You should show them your support as a teacher. Make time to talk to your pupils about their needs and shortcomings. It would be beneficial if you also informed the pupils’ special education instructors about future events.
  • Students with dyslexia should be given opportunities. Students with dyslexia may struggle in some areas, but they might succeed in others, such as oral reports and digital presentations. Determine whatever manner of presenting is most comfortable for your pupils, and then let them express themselves utilizing whatever talents they excel at.
  • Encourage students to submit a rough copy of their assignments so that they can receive feedback. Allowing them more time to read and analyze questions, as well as organize their responses. Exam questions may need to be read aloud to some pupils. Some pupils may choose to attribute their responses rather than write them down.
  • It would be beneficial if the curriculum had a software component, allowing the busy older student to do work outside of the classroom. This can frequently speed up learning. When a learner is working alone and grappling with a subject, the software allows for instant feedback.
  • The Response to Intervention framework is used to deliver appropriate degrees of intensive teaching in order to enhance academic outcomes. Teachers can give high-quality classroom instruction supported by tiered levels of support if schools have well-trained teachers who are supported by an RTI framework for reading instruction.
  • Make frequent use of the term dyslexia. Teach them what dyslexia is and isn’t. Assist them in locating dyslexic role models.
  • Make a list of the most prevalent misunderstandings about dyslexia and work with kids to practice responding to these myths. For example, if someone says, “Dyslexia means seeing words backward,” the student should rehearse their response, which should include an explanation of why this is not true.
  • Work with the student to find the appropriate accommodations for them and their academic needs. Accommodations allow students to convey an authentic depiction of what they comprehend rather than being hampered by written language. There are numerous prominent adjustments for dyslexic pupils.
  • Many children with dyslexia also have dysgraphia, a learning disability marked by difficulties with writing creation. Beginning keyboarding as soon as feasible may make writing significantly less difficult for kids with dyslexia and allow them to demonstrate their intellectual aptitude when letter formation is not a burden.
  • Finally, kids with dyslexia should never be forced to read in front of their peers; they can do so when they are ready to volunteer. Adults with dyslexia report that reading aloud is a distressing experience that they avoid at all costs.

Footnote:

The end part is that helping children realize that school does not have to be stressful and anxiety-provoking can also help them cope as adults with dyslexia. Early diagnosis, acknowledgment of their difficulty and effort, educating them to advocate, and adapting them so that they may engage at their intellectual level should be non-negotiable and available to all kids with dyslexia.

Carter Martin
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