NATIONAL ASSOCIATION OF DISABILITY PRACTITIONERS

NADO One-Day Spring Conference

The NADO One-Day Spring Conference took place in London on Thursday 11 March 2004.

Theme: The Conference discussed the subject of dyslexia when combined with the following:

• Hearing impairment
• Visual impairment
• English as a foreign language
• Other chronic medical conditions.

Transcript

Transcript of the 2004 Spring Conference (MS Word .doc, 218 Kb).

Abstracts and downloads of presentations

The programme included:

Dyslexia in Further and Higher Education - Recent Developments

Dr Chris Singleton, Senior Lecturer in Educational Psychology, University of Hull

Dr Chris Singleton, who gave the general address at the start of the day, chaired the National Working Party on Dyslexia in Higher Education, the 1999 report of which has had a major impact in assessment of and provision for dyslexic students in universities. He is currently a member of the DfES working group on DSA and specific learning difficulties, which is developing revised guidelines on assessment procedures for dyslexia and specifications for the training and qualifications of non-psychologists involved in such assessments.

In his presentation Dr Singleton reviewed:

• current issues and challenges in dyslexia assessment;
• related specific learning difficulties (dyspraxia, dyscalculia and attention deficit disorder);
• aims and objectives of the DfES working group on DSA and specific learning difficulties;
• new developments in screening for dyslexia in further and higher education.

Download this presentation (MS Powerpoint, 63 Kb)

Dyslexia and VI (Visual Impairment)

Prof. John Stein, Lecturer in Neurophysiology, Oxford University Medical School.

Prof. John Stein is a Professor of Physiology at Oxford University. He studied medicine at New College, Oxford and St Thomas's Hospital, London. He started a career in Neurology, continuing his training in London, Leicester and Oxford. But he decided that basic research into the visual guidance of eye and limb movements might be more useful, and he was appointed tutor in medicine at Magdalen College in 1970. Since then he has been studying normal and abnormal eye and limb movement control in animals, neurological patients and dyslexics. He began to study the role of eye control in dyslexics in 1978, and has been pursuing the hypothesis that dyslexics' problems may result from impaired low level perceptual visuomotor and auditory processing that is caused by abnormal development of magnocellular neurones in the brain. He does not cook fish; his brother, Rick Stein, does not do neuroscience!

Reading is difficult because small letters have to be quickly identified visually, ordered correctly and then translated into the sounds they represent. 10% of people have unexpected difficulty with reading (developmental dyslexia). Dyslexics often complain that letters seem to blur and move around when they are trying to read so that they cannot be sure of their order in a word. These confusions may result from impaired development of large cells (magnocells) in the visual system which are responsible for timing visual events, 'temporal processing'.

The development of magnocellular neurones seems to be particularly vulnerable to genetic, immunological and environmental influences. Thus we have found that dyslexia links to chromosomal sites involved in immunological control, and that dyslexics show immunological abnormalities. Furthermore the temporal processing function of magnocells seems to be particularly affected by the availability of omega - 3 fatty acids derived from fish oils.

Through obtaining greater understanding of visual magnocellular function and development we have developed highly effective ways of helping dyslexics to improve their literacy.

• Stein & Walsh (1997) To See; but not to Read; The Magnocellular theory of Dyslexia. TINS 20, 147 - 151(PDF).
• Stein JF, Talcott JB & Walsh V. (2000) Controversy about the visual magnocellular deficit in developmental dyslexics. Trends in Cog. Sc. 4, 209-211.
• Stein JF (2001) The Magnocellular Theory of Developmental Dyslexia. Dyslexia 7, 12-36.

Download this presentation (MS Powerpoint, 117 Kb)

The Difficulties faced by Students with Deafness and Dyslexia

Dr Andi Sanderson, Post-16 Education Consultant, iANSYST Ltd.

Andi has published widely on IT, Dyslexia and Post-16 education and has also completed several research projects in this area. Until recently she taught on the MA in Dyslexia Studies at De Mongfort University and at The Open University. Currently, in addition to working for iANSYST Ltd, she is a needs assessor, undertakes dyslexia assessments and also delivers presentations throughout the UK.

The session outlined the nature of both dyslexia and deafness & hard of hearing within a higher education context. The session examined the difficulties experienced by both groups and extrapolate common difficulties faced by them both. IT solutions were explored with suggestions of the difficulties that can be addressed via this medium.

Download this presentation (MS Powerpoint, 1381 Kb = large!)

Dyslexia and EAL (English as an Additional Language)

Dr Ian Smythe, International Dyslexia Consultant.

Dr Ian Smythe is a private consultant on dyslexia working world-wide with governments and non-governmental organisations. The assessment protocol developed for his PhD that looked at dyslexia in different languages has now been used in a number of countries. He is the main editor of the International Book of Dyslexia (Wileys, 2004). His current activities include leading an EU funded project on provision for the dyslexic student at university, involving 21 countries around the world.

Research has demonstrated that the manifestation of dyslexia in any individual depends not only upon the cognitive profile but also the language used. With increasing numbers of international students studying in UK universities, it may be assumed that many of them will be dyslexic. This provides a number of questions, which need to be addressed urgently, including: Should an assessment for dyslexia be accepted from other countries? How do you assess a dyslexic whose first language is not English? How does one distinguish between cognitive processing difficulties and low attainment in English? What are the implications for the Bologna Declaration? These and related questions will be addressed in this presentation.

Download this presentation (MS Powerpoint, 3328 Kb = large!)

Dyslexia when combined with Chronic Medical Conditions

Dr David Grant, Chartered Psychologist.

Dr David Grant has worked in higher education for more than 25 years. His university appointments include Principal Lecturer as well as Head of School and Associate Dean of Students (Special Needs). He is currently working as an independent Chartered Psychologist specialising in carrying out dyslexia and dyspraxia diagnoses for higher education students. He also carries out Needs Assessments for the Access Centre at the University of Westminster.

In seeking to arrive at a diagnosis of whether a specific learning difficulty is present, it is essential to thoroughly exclude alternative explanations. This requires not only a comparison and evaluation of performance date, which should minimally include achievements on reading, spelling and the WAIS-III subtests, but also the taking of a detailed personal history, including medical details.

The process of exclusion is not always a straightforward one, for a number of chronic medical conditions, including epilepsy and chronic fatigue syndrome, are known to impact negatively on cognitive functions, such as memory and processing speed. Evidence, therefore, of a 'spikey' WAIS-III profile cannot be taken at face value as evidence for a specific learning difficulty such as dyslexia or dyspraxia.

This talk drew upon a variety of student case studies, including cerebral trauma [internal as well as external], epilepsy and chronic fatigue syndrome, to explore the diagnostic process. A key function of the diagnostic report, the requirement to make sense of the past and enable effective planning for the future, will also be stressed. Recommendations for professional diagnostic practice were also made.

Download this presentation (MS Word, 300 Kb)

Present Developments in Technology

Julian Young, Marketing Manager, iANSYST Ltd.

Between 1988 and 2001 he was an FE lecturer in Business Studies at Cambridge Regional College and worked closely with the learning support faculty. For many years a member of the College's Equal Oppportunities Committee, he joined iANSYST in 2002 to broaden the reach of their range of dyslexia software and associated technology.

Julian presented an overview of recent developments in technology for people with dyslexia. The session aimed to bring delegates up to date with version changes to existing products and new product releases that have occurred in the last 12 months. Topics covered included: Text-to-Speech; Speech Recognition; OCR software; the Reading Pen; Portable Word Processors; Concept Mapping; Colour & Visual stress.

Download this presentation (MS Powerpoint, 942 Kb)

Administration System for Student Disability Records

David Jefferson, Managing Director, JI Software.

David is Managing Director of JI Software, specialising in Relationship Management Databases. He originally qualified as an engineer, then enjoyed a long career in IT, working as manager, director and consultant. He is a Certified Management Consultant and a Fellow of The Institute of Management Consultancy. He is co-author of the book 'How to be Your Own Management Consultant'.

David is board member of Intellect, the trade body representing the Information Technology, Telecommunications and Electronics industries. He is Chairman of the Business Growth Forum, supporting Intellect's 400+ SME's in growing their businesses. David is on the management committee of IT4Communities.org.uk, promoting the volunteering of scarce IT skills to charities. David is on the council of Victim Support in Bedfordshire and chairs the Strategy Committee.

JI Software has supplied customised systems to several Disability Units and now believes that it is possible with a proper database to handle the increasing numbers of students with disabilities (and the increased workload) with less pressure on staff numbers than current manual procedures create. The session gave an overview of the database structure, procedures and customisation options. The open discussion enabled participants to share their manual and problematic IT experiences as well as exploring problem areas staff are currently experiencing.

Download this presentation (MS Powerpoint, 156 Kb)