Dyslexia

Write the first paragraph of your page here.

What is Dyslexia?
Dyslexia is a Specific Learning Difficulty (UK). This neurological disorder causes the brain to process and interpret information differently. Although difficulties with literacy are notable,  problems of memory, speed of processing, time perception, organisation and sequencing are often those which affect individuals at work.

The British Dyslexia Association introduces dyslexia thus:
 * The word 'dyslexia' comes from the Greek and means 'difficulty with words'.
 * It is a life long, usually genetic, inherited condition and affects around 10% of the population.
 * Dyslexia occurs in people of all races, backgrounds and abilities, and varies from person to person: no two people will have the same set of strengths and weaknesses.
 * Dyslexia occurs independently of intelligence.
 * Dyslexia is really about information processing: dyslexic people may have difficulty processing and remembering information they see and hear. This can affect learning and the acquisition of literacy skills.
 * Dyslexia is one of a family of Specific Learning Difficulties. It often co-occurs with related conditions, such as dyspraxia, dyscalculia and attention deficit disorder.
 * On the plus side, dyslexic people often have strong visual, creative and problem solving skills and are prominent among entrepreneurs, inventors, architects, engineers and in the arts and entertainment world. Many famous and successful people are dyslexic.

Adjustment Suggestions
As the effects of dyslexia may be wide reaching in an employment context, the following offers an extensive break down of how the various difficulties can be addressed:



Written Communication.

General difficulty with reading:

Difficulty with reading and writing:
 * Give verbal as well as written instructions.
 * Highlight salient points in documents.
 * Use voice mail as opposed to written memos.
 * Use screen reading software.
 * Supply screen reading software and scanner.
 * A Reading Pen may be useful for unfamiliar words.
 * Provide information on coloured paper (find out which colour helps the person to read best).
 * Set up a computer screen with a coloured background to documents.

Spelling and grammar errors:
 * Allow plenty of time to read and complete the task.
 * Examine other ways of giving the same information to avoid reading.
 * Discuss the material with the employee, giving summaries and/or key points.
 * Utilise information prepared in other formats for example audio or videotape, drawings, diagrams and flowcharts.
 * Use mind-mapping software, such as Inspiration, Mind Genius.
 * Use digital recorders.
 * Use speech to text software.
 * Get someone else to take the Minutes of meetings.

Working at a computer:
 * Offer assistive text software such as ClaroRead or TextHelp.
 * Proof read work.
 * Instant spell checker on all computers.
 * Offer assistive text software on all applications, where possible.


 * Change background colour of screen to suit individual preference.
 * Supply anti-glare screen filter.
 * Allow frequent breaks, at least every hour.
 * Alternate computer work with other tasks where possible.
 * Avoid continuous all day computer work.

Verbal Communication.

Difficulty remembering and following verbal instructions:

 Time and Work Planning.
 * Give instructions one at a time.
 * Communicate instructions slowly and clearly in a quiet location.
 * Write down important information.
 * Demonstrate and supervise tasks and projects.
 * Encourage the person to take notes and then check them.
 * Ask instructions to be repeated back, to confirm that the instruction has been understood correctly.
 * Write a memo outlining a plan of action.
 * Use a digital recorder to record important instructions.
 * Back up multiple instructions in writing or with diagrams.
 * Difficulty with hidden meanings in conversation.
 * Give clear concise and direct instructions; do not hint or make assumptions that you have been understood.

Concentration difficulties/distractions:

Coping with interruptions:
 * Make sure the workplace is quiet and away from distractions for example away from doors, busy phones, loud machinery.
 * Allocate a private workspace if possible.
 * Where feasible allow an employee to work from home occasionally.
 * Provide a quiet working environment for a dyslexic employee by allocating libraries, file rooms, private offices and other enclosed areas when others are not using them.

Remembering appointments and deadlines:
 * Use a “do not disturb” sign when specific tasks require intense concentration.
 * Encourage co-workers not to disturb the person unless absolutely necessary.
 * When interrupting, allow the person to pause and write down what they are doing to refer to when resuming work.
 * Ensure that each task is completed before starting another.
 * Encourage outgoing rather than incoming calls. Offer training in how to use the telephone effectively for example jotting down key points before making the call.

<p style="margin-top:1em;margin-bottom:1em;outline:0px;font-family:Arial,Verdana,sans-serif;line-height:1.4em;color:rgb(0,0,0);text-align:left;">Organisation of property:
 * Remind the person of important deadlines and review priorities regularly.
 * Hang a wall planner that visually highlights daily/monthly appointments, deadlines, tasks and projects.
 * Supply a PDA personal digital organiser.
 * Supply an alarm watch.
 * Encourage the employee to use the daily calendar and alarm features on his/her computer.

<p style="margin-top:1em;margin-bottom:1em;outline:0px;font-family:Arial,Verdana,sans-serif;line-height:1.4em;color:rgb(0,0,0);text-align:left;">Organising workflow:
 * Ensure that work areas are organised, neat and tidy.
 * Keep items where they can be clearly seen for example shelves and bulletin boards.
 * Ensure the team returns important items to the same place each time.
 * Colour code items.
 * Ensure work areas are well lit.

<p style="margin-top:1em;margin-bottom:1em;outline:0px;font-family:Arial,Verdana,sans-serif;line-height:1.4em;color:rgb(0,0,0);text-align:left;"> <p style="margin-top:1em;margin-bottom:1em;outline:0px;font-family:Arial,Verdana,sans-serif;line-height:1.4em;color:rgb(0,0,0);text-align:left;">General difficulties
 * Supply and use a wall planner.
 * Prioritise important tasks.
 * Create a daily, dated “To Do” list.
 * Use diaries.
 * Write a layout for regular tasks with appropriate prompts for example for meetings or taking notes.
 * Allow extra time for unforeseen occurrences.
 * Build planning time into each day.

<p style="outline:0px;font-family:Arial,Verdana,sans-serif;line-height:1.4em;color:rgb(0,0,0);text-align:left;">Reversing numbers:

<p style="margin-top:1em;margin-bottom:1em;outline:0px;font-family:Arial,Verdana,sans-serif;line-height:1.4em;color:rgb(0,0,0);text-align:left;"> <p style="margin-top:1em;margin-bottom:1em;outline:0px;font-family:Arial,Verdana,sans-serif;line-height:1.4em;color:rgb(0,0,0);text-align:left;">Directional difficulties:
 * Encourage the person to say the numbers out loud, write them down or press the calculator keys and check the figures have been understood.
 * Supply a talking calculator or use the calculator function on TextHelp software.

<p style="outline:0px;font-family:Arial,Verdana,sans-serif;line-height:1.4em;color:rgb(0,0,0);text-align:left;">Always try to use the same route.

<p style="margin-top:1em;margin-bottom:1em;outline:0px;font-family:Arial,Verdana,sans-serif;line-height:1.4em;color:rgb(0,0,0);text-align:left;"> <p style="margin-top:1em;margin-bottom:1em;outline:0px;font-family:Arial,Verdana,sans-serif;line-height:1.4em;color:rgb(0,0,0);text-align:left;">'Short term memory problems especially names, numbers and lists:
 * Show the route and visible landmarks.
 * Give time to practise going from one place to another.
 * Supply detailed maps.
 * Supply GPS car navigation system.

​
 * Use mnemonic devices and acronyms.
 * Organise details on paper so that they can be referred to easily using diagrams and flowcharts.
 * Check back understanding.
 * Use multi-sensory learning techniques such as reading material onto a tape machine and then playing it back whilst re-reading.
 * Use computer software; sometimes well developed program menus and help features are useful.
 * Use a calculator.