ICT supporting development of
organisational and learning
skills of dyslexic pupil
Dr Abi James
Assistive Technology Consultant
Iansyst Ltd
abi@dyslexic.com
Organisation & Learning skill
development can be affected
by:
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Poor working memory.
Poor / slow handwriting skills.
Poor decoding skills.
Slow processing speeds.
Difficulties with sequencing and
developing automaticity.
Co-morbidity with other SpLD such as
dyspraxia, ADHD.
Can lead to difficulties with:
Making notes.
 Organising thoughts.
 Time management and day-today organisation.
 Memory.
 Directions.
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Example of learning tasks
affected:
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Noting down homework/coursework
requirements.
Making accurate notes from long text,
websites and research materials.
Organising thoughts to structuring an
essay or report.
Expressing ideas and knowledge verbally
or in writing.
Accurately recalling information in
exams.
Using ICT with children with
dyslexia:
Nonjudgemental
and
motivational
feedback
Multi-sensory
teaching
environment
Adaptable
and
personalised
working
environment
Time-saving
and editing
tools
Some examples of
technologies in action:
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Mind / Concept Mapping software.
Time Management support.
Note-taking support.
Accessible reading formats.
Why is Mind/Concept Mapping useful?
Concept and mind maps can help higher
student performance in:
Vocabulary.
 Reading comprehension.
 Critical thinking.
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Learning a foreign
language.
 Comprehension &
retention of scientific
material & concepts.
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Writing.
 Note taking.
 Higher order thinking.
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Problem solving.
Retention & recall of
information.
With concept mapping software:
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No limit on size of map.
Many tools for improving the
presentation of the map e.g.
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banks of images.
spell checkers.
text-to-speech.
Import & export functions enable the
map to be converted into different
formats e.g.
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export a text version to a word processor.
plan a presentation or web site by a map
& then create it.
Examples of Concepts maps
for organisation
Revision map
Revision map with audio
examples
Explaining a maths concept
Framework for a science
experiment
Group work
Group work
Note-taking Support: Tablet PCs
Using Audio to support notetaking and revision
Time Management support
Accessing Text
Providing curriculum materials in an
electronic, accessible format enables
pupils to alter the display to suit their
needs to hear them read aloud.
Harnessing Technology and
the future
Increased availability of technology in
the classroom.
 Evidence that technology in the
classroom can provide motivation and
independence.
Example: using mobile phones to support
the curriculum.
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Mobile Phone Uses in Class
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Timing experiments with stopwatch.
Photographing apparatus and results of experiments for reports.
Photographing development of design models for eportfolios.
Photographing texts/whiteboards for future review.
Bluetoothing project material between group members.
Receiving SMS & email reminders from teachers.
Synchronising calendar/timetable and setting reminders.
Connecting remotely to school learning platform.
Recording a teacher reading a poem for revision.
Accessing revision sites on the Internet.
Creating short narrative movies .
Downloading and listening to foreign language podcasts.
Logging into the school email system.
Using GPS to identify locations.
Transferring files between school and home.
Assistive Tools on Mobile Phones
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Speech tools for reading aloud
documents, web pages and text in photos
(e.g. CapturaTalk).
Specialist spell checkers and dictionaries
(e.g. SpellEx).
Mind mapping applications (e.g.
Inspiration).
Access to accessible curriculum resources
(e.g. Audio notes or podcasts, DAISY
books) .
The Future
Important that technology planning & use
in education:
Considers the needs and requirements of
pupils with S.E.N.,
e.g. Accessibility of virtual learning platforms.
 Benefits such technology provides for pupils
with S.E.N.
 Additional training and strategies required to
access these benefits.
e.g. Lexdis project on e-learning in H.E.
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Contact:
Abi James
iansyst Ltd,
Fen House, Fen Road,
CAMBRIDGE, CB4 1UN.
01223 42 01 01.
abi@dyslexic.com
ianl@dyslexic.com