Much depends, of course, on whether the student has any residual
hearing.
My colleague Abi James comments as follows:
In terms of learning style it is important to teach visual techniques -
so concept mapping is great. (see www.dyslexic.com/conceptintro)
Touch typing is also extremely useful as it means that notes can be
taken while lip reading. (www.dyslexic.com/typing)
Phonetic spellcheckers are still important as someone who is lip-reading
will spell unknown words using the sounds they think the person is
saying. (www.dyslexic.com/franklin, and the spellcheckers in computer
software like the textHELP! products www.dyslexic.com/textspeech)
Using recorders with Dragon could also be useful as discussions could be
transcribed - although accuracy maybe affected if punctuation is not
dictated.
Abi has just written a short article on the subject for the BATOD
(British Association for Teachers of the Deaf) journal. The article is
aimed at children, but much of it is relevant. It will be posted on
www.dyslexic.com in due course, but meanwhile, if members would like a
copy please email me personally (mailto:[log in to unmask]) not via the
forum.
Ian Litterick
iANSYST Ltd
> -----Original Message-----
> From: Botwright, Ken [mailto:[log in to unmask]]
> Sent: 06 November 2002 10:39
> To: [log in to unmask]
> Subject: Deaf & Dyslexic
>
>
> When recommending strategies and resources for dyslexic
> students the usual
> solution would be to adhere to an aural learning style i.e.
> screen reader,
> recorders etc.
>
> Can anyone suggest how dyslexic difficulties could be addressed when
> supporting a student who is not only dyslexic but also deaf? An aural
> learning style obviously being of no benefit. Any recommendations for
> strategies or resources and information would be received
> most gratefully.
>
>
> Regards
> Ken Botwright
> [log in to unmask]
> 01603 773549
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