Dyslexia Kit in a Bag

Dylexia is estimated to affect 20% of the population, 4-6% severely. It is not gender specific and is often mistaken as a condition affecting a person’s academic ability. What does this mean for us? Generally in each class of 30 we would expect to see 5-6 pupils with dyslexia. Most classes with have 1 or 2 children who struggle and may have a diagnosis leaving a further 3-4 students with difficulties that remain undiagnosed. This kit in a bag supports children and young people who have dyslexia diagnosed or undiagnosed in the classroom. Many children find it hard to keep up with others, struggle with self esteem and confidence and may find it hard to talk about their difficulties. Support individuals to understand their condition, know how to ask for help and identify the best ways to assist taking a person centred approach. Within this set there are resources to: help young people talk about their difficulties and what helps to support self organisation to help raise self esteem and confidence to help a child let you know if they are worried or upset help give the child a voice and tell you what they may need The kit comes with a booklet including photocopy resources. It is full of really useful information, instructions and ideas with free printable resources to use time and time again Kit content: Let’s Get Organised Curriculum Self Organisation Fan Help children to understand what they need for each lesson What do I do if I am worried fan Help a child explain how they are feeling and how important that feeling is How do I tell someone if I am worried fan Help children know what to do when they feel worried What do I do if I am being bullied fan Help empower a child and build up their confidence in understanding strategies to stop bullying Emotions and Expressions Fan Helps individuals to tell you how they are feeling by grading the intensity of their emotions I Feel Fan Help children identify expressions and what feelings they represent Now/Then communications kit Use to support transition and change Set of mini dry wipe boards Use to create your own symbols or words over and over again Set of 2 ‘It’s all OK/It’s not OK’ mood bands Mood bands help children tell you how they feel, turn them over to illustrate feelings such as It’s all OK or It’s not OK. My special Sticker Sets with Blank Fans Stickers to help raise self esteem and confidence for those with diagnosed or undiagnosed dyslexia A photocopiable resource book. Use to print off posters and activities including resources to take home. So how do we recognise dyslexia? In early years up to 5, many children find it hard to pay attention and have poor concentration. They may listen but show little interest in letters or words. Children may develop speech and language slower than others. It may be hard to remember names or to carry out a set of instructions forgetting what has been said. Some children may also find some physical skills hard such as catching, kicking or throwing a ball. As children start school and progress their difficulties become more noticeable with poor concentration, difficulty following instructions. Some may ?forget? words, names, numbers. The standard of written work is often lower than expected with messy work, words rubbed or crossed out and poor handwriting. Physically you may also see awkward or poor pencil grip. Joined up writing is hard to achieve and difficulty in remembering sequences (including sequences of letters with poor spelling). Other areas become more obvious with children finding self organisation hard alongside poor time keeping. As the child becomes more aware of their differences they may decide to employ avoidance tactics which can include poor behaviour designed to get them out of the class! Some children may choose to invite laughter rather than face judgement and become the class clown. Others may become withdrawn, worried and anxious. Sadly many children find themselves the butt of bullies attention. Other traits that may be seen include: Difficulty making friends and keeping friends Often children find it hard to keep up with peers and they will focus on friendships with younger children. Some may prefer the company of adults who have more time for them. Frustration and Challenging Behaviour many children do not feel understood and may become social isolated. They may find their own coping mechanisms which can include becoming the class clown, acting the fool. Some may be attention seeking, yearning for approval. Others may have periods of worry, anxiety or even depression. Tiredness and headaches we’ve already mentioned excessive tiredness due to the need to concentrate. However some headaches may develop into migraines which may require medical intervention.