Dyslexic students in english language classes

DYSLEXIC STUDENTS IN ENGLISH LANGUAGE CLASSES


CONTENTS:
INTRODUCTION

1. 
   About the Welsh Dyslexia Project
   
2. 
   What is dyslexia? - A framework for Europe
   
3. 
   Dyslexia
   
4. 
   Terminology
   

5. Difficulties in different languages

CONCLUSION

REFERENCES

Introduction

When it comes to Information and Communications Technology (ICT), there is a plentiful supply of assistive technology to help the dyslexic individual working in the English language. But with the exception of one or two pieces of software, there is a general shortage of ICT to help the dyslexic individual across Europe. With accessibility becoming an increasing important issue as the institution, national and EU level, there was an apparent need to find out not only what was available, but also what was required.

This EU funded project was developed as a way to identify what ICT needs to be developed and in what language, based on a clear framework of needs. In order to fulfil this aim, the project had to step back to ask fundamental questions. These included:

What is dyslexia?
How do you identify needs? What support can be given? What is the role of ICT?
What ICT is currently available? What ICT needs to be developed?

To achieve these aims, the project consulted dyslexics, practitioners, policy makers and developers across Europe to bring together examples of best practice, to share ideas, and to find ways to help these individuals with respect to the diversity of awareness and technology across the partner countries.

The original partners (England, Wales, Sweden and Greece) offered a diversity of approaches and technological sophistication. Hungary (project partner from October 2002) provided additional information due to the long history of support generally available to students, as well as a long history of awareness and understanding of dyslexia (from 1916) in Hungary. During the life of the project, Hungary became a member state of the EU. The other partner to join was Romania (joined May 2003), which currently has no policies with respect to dyslexia, and is struggling to come to terms with disability policies and inclusive education, particularly with respect to their impending entry into the EU in 2007. Their relatively low level of ICT provided further insights into potential implementation of recommendations of both this project and EU accessibility guidelines.

Additional countries offered to make contributions, to highlight their own situation, and provide a basis on which to develop support within their country.