Once diagnosed with dyslexia, a high school student can expect his/her teachers to modify instruction and simplify routines. Some of the most helpful things we can do are the most basic. Many times we forget how helpful these little things can be when implemented. The idea behind implementing these simple routines is to give the student with dyslexia a routine or habit so he/she can concentrate on thinking of more important matters such as learning.
Teachers should write the date in the same place everyday. Write the homework assignment in the same place everyday. Enough time should be allowed each class period to copy the homework assignment. Teachers should create a habit of checking to see if the homework assignment has been copied down correctly.
The way material and learning is presented to students with dyslexia has a lot to do with the success of the student's learning. Information presented in a multisensory way gives the student with dyslexia a better chance of assimilating the new learning. The language used in teaching needs to be modified depending on the receptive language abilities of the learner. A high level of interaction should be maintained in the classroom. This enables the student to auditorally acquire the new learning. Silent reading and written assignments should be required at a minimum, rather more interaction and multisensory learning should take place.
The students will gain success by becoming responsible and meeting certain expectations. Coming to class everyday on time and with the necessary materials is necessary to achieve learning. Students will maintain and organize their notebooks, calendars, notes and assignments.
Students will be expected to head their papers properly and use their time wisely. Students will be expected to write their assignments in their notebook daily.
Students with dyslexia have difficulty in being organized. Routines and structure give them a sense of peace and confidence. When routine procdures are in place within the classroom, these students should practice them until they become automatic. Again this will then leave thinking time for learning.
Academically, these students need modifications and explicit instruction. The organization of the textbook needs to be taught along with the vocabulary and ways to acquire new meanings. At this age one of the learning disabilites these students face is their difficulty with reading comprehension. Learning how to summarize, paraphrase, ask questions and observe signal words which can determine sentence structure.
Students need to set goals, have experiences which will enable them to express the knowledge of their assets and liabilities. They should be able to set an action plan to meet his/her needs. If necessary, he/she needs to be taught how to make revisions.
When the dyslexic student leaves high school, he/she may need additional support and modifications, but the one thing we hope they have accomplished is reaching some of the goals they set, thus providing them with added confidence.