Welcome educators!

Welcome aboard. This course will take you between 1.5-2 hours and it will make you the most knowledgeable expert on dyslexia in your school. You will become the person others go to and I encourage you to welcome that. Congratulations on caring about our children with dyslexia. There has never been a time in history where better things are being put in place for children who have dyslexia. Now, admittedly, I believe that the United Kingdom is clearly leading the way. I believe Australia is about a decade behind where they are, and I believe the United States is behind where Australia is. But clearly, all over the world there is a trend developing of starting to take dyslexia seriously, so it’s a very exciting time for you to be doing this course.

Get ready for this module…

This module is designed so that you will thoroughly understand how to diagnose dyslexia and how to diagnose when it is not actually dyslexia, but something else. More than half of parents who come to me telling me that their child has dyslexia actually does not have phonological dyslexia. Instead there is something else happening that is masquerading as dyslexia, and you are about to learn how to tell the difference. Enjoy!

Three possible Dyslexia Scenarios – I’ll bet you’ve never realized!

There are three possible scenarios for a child in your class who people believe has dyslexia. This video shows exactly how I explain it to parents – and after you’ve watched it, you will know how to explain dyslexia in really straightforward language for parents. Keep it simple whenever possible.

 

Scenario 1: Visual stress (aka scotopic sensitivity/irlen syndrome)

Your child has Scotopic Sensitivity – Also known as Irlen Syndrome or Visual Stress. This is NOT actually phonological dyslexia. Parents usually refer to this as dyslexia but it’s a very different thing and it’s dealt with in a very different way. In this course, you’ll learn exactly how to help kids with this and basically for these children, the words are not staying still on white paper when they look at them. The words maybe moving or giggling or slightly wobbling or they could even be slightly disappearing or fading from the page. It’s important to be aware that kids with this issue are very easy to help and we’ll look at that later in the course.

 

Scenario 2(phonological dyslexia/auditory dyslexia) – and how it affects classroom students

This is technically classed as proper dyslexia. This is phonological dyslexia (also called auditory dyslexia), and in this situation the words are not moving at all on the page. The words are staying completely still but when the child sees the words, their brain is slow to recognize what sounds the letters represent.  There is so much you can do to help a child in your classroom who has phonological dyslexia… It is really straightforward and it doesn’t require extra funding and it doesn’t require you to be a genius or to put in lots more hours of work.  In this course you’re going to learn how easy it is to help these students.

 

Scenario 3 It’s something else… neither scotopic sensitivity nor phonological dyslexia

There are so many other reasons why a child could be struggling – so we can’t afford to just jump to the conclusion that a child has dyslexia. Here are some of the most common possibilities for when a child is struggling…

 

What you will learn in the next module…

You’ll feel very empowered and encouraged in the next module.  You are about to learn why any teacher who has done this course is more than ready and more than equipped to be an effective help to children in their own class and their own school who have Visual Stress or Phonological Dyslexia.  We’ll also look at why the very things that have stopped other teachers helping children don’t have to stop you.  Enjoy!

 

 

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Online Educator's Dyslexia Course