Hidden Dyslexia: An invaluable training resource for all educators

Hidden Dyslexia is an essential training course for all staff wishing to raise their awareness of how dyslexia can be masked in the classroom environment and discover the impact of unrecognised dyslexia on learning and behaviour. This expertly tutored course. considers reasons why all dyslexia is not identified at primary school explores issues arising from manifestations of ‘hidden’ dyslexia in the classroom identifies coping and avoidance strategies widely used by dyslexic learners investigates reasons why dyslexia is commonly misidentified as something else explores how dyslexia may adversely affect learning

Supported by Dyslexia Scotland      
‘Much of the material used in the Hidden Dyslexia course is drawn from Moira Thomson’s 'Supporting Dyslexic Pupils’  booklets which were published by Dyslexia Scotland with the support of a grant from the Royal Bank of Scotland and distributed to all secondary schools in Scotland. The feedback we have received from these booklets and from a ‘Hidden Dyslexia’ CPD day attended by around 100 teachers in May 2008 led by Moira Thomson and the Dyslexia Scotland South East branch has been extremely positive.’ 
Cathy Magee, Chief Executive, Dyslexia Scotland. 


Hidden Dyslexia  Underachievement and behavioural difficulties in school


Aims and Objectives.

Course Aims:

• to consider reasons why all dyslexia is not identified at primary school
• to explore the issues arising from manifestations of ‘hidden’ dyslexia in the classroom and pupils’ coping/avoidance strategies
• to investigate reasons why dyslexia is commonly misidentified
  
• to explore how dyslexia may affect learning and identify related classroom management issues

Course Objectives:

Participants will become aware of:

• reasons why some dyslexia is hidden
  
• misidentification of dyslexia as behavioural difficulties
• links between dyslexia and underachievement
• how dyslexia affects learning
• barriers to learning for dyslexic learners
  
• classroom management issues
  

Full Course Detail

This course is organised into 8 sections to make it easier for users to plan their study time online.  Each section consists of a short slide-show presentation, with links to other appropriate websites, downloadable papers and information sheets with off-line reading selected from the published work of several well-known writers /researchers on dyslexia.

The course is currently available in slightly different versions for the English, Scottish, Welsh, Northern Irish and non-UK educational contexts.  There is an optional review check-test to support users’ reflection on their e-learning and a course certificate will be available when the course has been completed.

Section 1    Introduction
Sets the context for the course, with links to relevant legislation and government publications and provides a list of suggested off-line reading.

Course Paper 1 Hidden Dyslexia

The remainder of this short section looks at reasons why all dyslexia is not identified at primary school.

Section 2     Early developmental conditions may be contributory factors to a child’s dyslexic profile
This section identifies some early childhood conditions that are often part of the history of dyslexic children, including glue ear, speech and language difficulties, visual/perceptual problems, binocular instability, gross and fine motor difficulties and childhood asthma.  There are two course papers and several downloadable information sheets in addition to several links to other relevant websites.

Course Paper 2 - Speech & Language and Literacy difficulties
Course Paper 3 - Vision and Dyslexia reviews the importance of vision in learning

Section 3    Factors that Mask Dyslexia
This short section looks at the main factors that may conceal dyslexia – ability, behaviour and multilingualism.

Course Paper 4 - Dyslexia and Underachievement   
Course Paper 5 - Hidden Dyslexia and Behavioural Issues
Course paper 6 - Misdiagnosis of Behavioural Disorders in Able Dyslexic Children
Course Paper 7 - Multilingualism and Dyslexia (with 6 web-links; 4 text references)

A link to the DfEE 2000 Literature Review Language needs or special needs?  is provided.

Section 4    Coping Strategies that Mask Dyslexia
This section explores a number of coping strategies commonly used by younger dyslexic learners to conceal their dyslexia.  Strategies such as talking in class or copying from peers are often considered by teachers to indicate lack of interest in class work, while lack of organisation and a poor memory may be attributed to weak concentration – or a disorganised home life if homework is affected. Those dyslexic children who complain of minor illnesses to hide that they are struggling in class may be thought to be generally unhealthy.

Section 5    Avoidance Strategies that Mask Dyslexia
Older dyslexic learners, especially teenagers, may develop a range of avoidance strategies to conceal that they are experiencing difficulties. These are often closely linked to the self-esteem issues that are part of dyslexia. Learners may react to set work that their hidden dyslexia makes difficult for them by becoming aggressive and defiant or withdrawn and uncooperative, preferring to be punished for poor behaviour than admit in class that they find the work difficult.  Adolescents whose dyslexia has not been identified may not understand the memory and organisational difficulties they regularly experience and this may result in tears and truancy to avoid being embarrassed in front of their classmates. Information is provided on some of the more extreme manifestations of masking behaviour.

Section 6    Conditions Co-morbid with Dyslexia
Dyslexia is a neuro-developmental condition and its impact and severity varies according to the learning environment and the nature of the tasks set. This aspect of dyslexia is similar to other developmental disorders and some medical conditions and physical impairments. Sometimes dyslexia is present alongside other conditions but is not recognised.  Teachers might put excellent arrangements in place to support the identified condition but the learner may still not make progress because the underlying dyslexic difficulties are not being addressed.
Course papers are provided on Dyspraxia, ADHD and Visual Stress and additional information sheets on these conditions and some medical conditions and physical impairments that may mask dyslexia are included.

Course Paper 8 -   Visual Stress
Course Paper 9 -   Dyspraxia
Course Paper 10 - ADHD

Section 7    Hidden Dyslexia – identification issues
Some aspects of dyslexia do not become apparent until pupils begin to experience difficulties within the secondary curriculum.  This section explores possible reasons for this and goes on to consider why the manifestations of dyslexia are not recognised as such by primary class teachers and secondary subject teachers, often being identified as:

• low ability
• ill health
• poor attendance
• lack of parental support
• social problems
  

Course Paper 11 offers information about how dyslexia might affect learning across the curriculum.

Course Paper 11 How Dyslexia may Affect Learning

Section 8    Hidden Dyslexia – characteristics and triggers
Dyslexia is often misidentified, especially at secondary school, as something else. This section identifies some characteristics of Hidden Dyslexia and considers these alongside likely dyslexic triggers for poor classroom behaviour.  Before starting this final section, a review of Course Paper 1 is recommended. Course paper 12 highlights the impact of stress on self esteem and attainment.

Course Paper 12 Dyslexia and Stress     

Sample Course

 Click on the screen below to start the sample section.

   

  

Section 3    Factors that Mask Dyslexia
This short section looks at the main factors that may conceal dyslexia – ability, behaviour and multilingualism.

Reading List Section 3
Course Paper 4 -  Dyslexia and Underachievement
Course Paper 5 -  Hidden Dyslexia and Behavioural Issues
Course paper 6 -  Misdiagnosis of Behavioural Disorders in Able Dyslexic Children
Course Paper 7 -  Multilingualism and Dyslexia (with 6 web-links; 4 text references)

A link to the DfEE 2000 Literature Review Language needs or special needs?  is provided.

Tutor Details

Moira Thomsonis a registered CPD provider with Learning & Teaching Scotland and has delivered many successful courses in schools around the country.  She is delighted to have the opportunity to provide on-line versions of her most popular, well attended courses, especially Hidden Dyslexia which was originally developed as a one day training event for teachers, arranged  by Dyslexia Scotland.
Teacher who have attended her recent training events report:

CPD Bytes is a registered CPD provider with Learning & Teaching Scotland