| Subject: Re: New to Certificate course |
Author:
Keith
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Date Posted: 12:32:59 11/16/10 Tue
In reply to:
R. Edwards 22227
's message, "New to Certificate course" on 00:58:06 11/16/10 Tue
Great examples. I can even add to them. Over the years, especially when I had teachers that knew I was dyslexic and were very aggressive toward me in a negative way once they found out my disability, they would knick pick on fallowing directions.
Every little thing they could take a point off for, they would go out of their way to do so. It was so extreme that there was no question it was being done only to me and no other student. Simply put they became hypersensitive to mark me down for anything.
Many times teachers give directions and if you are taking directions to the letter you can also get punished because of what they said and what they meant were not the same thing. If you think about it we all tend to do something like this all the time to some extent. Such as we own a van, but we call it our car. General yes they are the same, but specifically they are two distinctly different objects.
These differences is a great source of difficulty for a person that is dyslexic. Not not in our daily life we can understand the difference but we are in an interactive environment were we can ask to clear any confusion. While falling examples from a teacher, especially when answering test questions this is not the case.
When a teacher gives directions and the directions are flip flopping back and forth to the letter of the meaning, to a general implied meaning there is a lack of consistency the dyslexic student struggles with while the non-dyslexic student does not.
Over time the dyslexic student becomes shell shocked for being punished for not falling the directions in the manner the teacher meant.
The dyslexic only sensible conclusion is to fallow the directions exactly how they are stated. We do this so we can not get into any trouble by taking any initiative. It is a logical concept to fallow, but at the same time it is also flawed in the since of doing what a teacher may mean.
The perfect example was when you asked the student to go to your room. The student did just that and only that.
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Color codding is one of the tricks I had used as well. Not only that, but I would also use different colors to represent different meanings of important. I would also use symbolizes to help draw my attention as well, astride, star ,check, eye, dash and such.
For students who may be color blind, the colors may not work as well but the symbols should. Color blindness is associated in the population of people with blue eyes. A bit of trivial information which may help you recognize if a student may have this disability as well.
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