Special Educational Needs are a very wide range of different additional needs of learners that teachers need to address in an inclusive school. In this study, we are focusing on one gifted and able pupil that most likely suffers from dysphonetic dyslexia, a special subtype of dyslexia. Currently, he has not got an educational statement for secondary school; however, he was classified as SEN in Primary School. Furthermore, his understanding of Science is significantly greater than his spelling abilities are.
Every individual has different learning strengths and weaknesses; however, some have more exceptional abilities for or more barriers to learning. Learners can also be 'twice exceptional', such as the individual chosen for this intervention. He is a gifted Y7 Science pupil with dyslexic tendencies. Based on my baseline assessment, he fits most closely into the dysphonetic dyslexia subgroup.
The depicted intervention was based on identifying his strengths and weaknesses and aimed to develop his literacy skills, especially his phonological awareness, as well as his interest and understanding of science simultaneously. The effectiveness of the intervention was assessed using a Before-and-After comparison of a written summary.
In the final assessment, the pupil made fewer spelling mistakes and was more able to correct them independently. More precisely, the literacy error ratio, as calculated by dividing the number of erroneous words by the total number of words, improved from 15.78% to 9.46%. Moreover, the overall structure of his summary was better organised, using the DEFENDS method he was taught.
Table of Contents
1. Introduction
1.1. Dyslexia
1.2. Giftedness/Ability
1.3. Gifted and learning disabled
1.4. Diagnosis challenges
2. Method and Rationale
2.1. The importance of phonological abilities
2.2. Promoting interest in Science
2.3. Intervention Timeline
2.4. Results
2.5. Future Steps
3. Discussion
3.1. Before-After-comparison
3.2. Challenging timings of sessions
3.3. Potential diagnosis through administration of Boder test
3.4. Building more strongly on his creative skills
4. Impact on Teaching Practice
4.1. Verbal rather than written explanation
4.2. Marking of work
4.3. Handwriting
4.4. In the classroom
5. Conclusions
Objectives & Core Themes
The primary objective of this study is to investigate effective pedagogical interventions for a "twice-exceptional" pupil—a student who is both intellectually gifted and faces specific learning challenges, such as dysphonetic dyslexia. The research seeks to determine how targeted strategies can improve literacy skills and written organization without compromising the student's academic interest in subjects like Science.
- Identification of "twice-exceptional" learners and their unique cognitive profiles.
- Application of the DEFENDS strategy to enhance written expression and organizational skills.
- The role of phonological awareness in overcoming literacy barriers for dyslexic students.
- Balancing traditional academic remediation with the promotion of creative strengths and self-efficacy.
Excerpt from the Book
1.1. Dyslexia
According to the World Health Organisation (2010), “Dyslexia is a brain-based condition. It is a disorder manifested by difficulty in learning to read, despite conventional instructions, adequate intelligence and socio-cultural opportunity. It is dependent upon fundamental cognitive disabilities which are of constitutional origin.” This implies that – differently to the common perception of learning disorders – the occurrence of dyslexia is not correlated to IQ. Hence, there are learners that are dyslexic and highly able at the same time. Moreover, dyslexia covers a very wide range of needs. Some dyslexics have more difficulties with phonological processing, others with pattern recognition. Phonological awareness is the conscious sensitivity to the sound structure of language. It includes the ability to auditorily distinguish units of speak, such as the word’s syllables and a syllable’s phonemes. Pattern recognition refers to perceiving the coherent ‘gestalt’ of a word. Capel (2005) states that the emphasis of any intervention should be on examining the individual’s skills, such as phonological awareness, and working on them as a way forward.
Summary of Chapters
1. Introduction: Defines dyslexia and giftedness, explaining the challenges of "twice-exceptional" students who are often misjudged due to their masking of deficits.
2. Method and Rationale: Details the intervention strategy focused on phonological awareness, Science interest, and the application of the DEFENDS writing method.
3. Discussion: Critically evaluates the study design, including the limitations of the "Before-After" model and the impact of session timing on the pupil's performance.
4. Impact on Teaching Practice: Reflects on how research into dyslexia necessitates changes in teaching methods, such as prioritizing verbal over written assessment and modifying feedback strategies.
5. Conclusions: Summarizes the effectiveness of the intervention in improving the student's literacy error ratio and organizational structure, while emphasizing the need for long-term support.
Keywords
Special Educational Needs, Twice Exceptional, Dyslexia, Dysphonetic Dyslexia, Giftedness, Phonological Awareness, DEFENDS Method, Written Organization, Science Education, Pedagogical Intervention, Literacy Skills, Self-Efficacy, Boder Test, Cognitive Development, Inclusive Education
Frequently Asked Questions
What is the core focus of this assignment?
The work focuses on supporting a specific "twice-exceptional" student—a gifted pupil with dyslexic tendencies—by implementing tailored educational interventions to improve his literacy skills.
What central themes are explored?
The paper explores the intersection of high intellectual ability and learning disabilities, emphasizing phonological awareness, written expression strategies, and the importance of addressing both strengths and weaknesses.
What is the primary research goal?
The goal is to determine how a teacher can intervene to promote a pupil's learning according to his specific educational needs, effectively balancing remediation with his existing strengths.
Which scientific method is utilized?
The study uses a "Before-and-After" research design to measure the impact of a six-session intervention based on the DEFENDS strategy for written organization.
What topics are covered in the main section?
The main section covers the definition of dyslexia subtypes, the rationale for chosen literacy strategies, the intervention timeline, the administration of diagnostic tests, and an analysis of results.
Which keywords best characterize this work?
Key terms include "Twice Exceptional," "Dyslexia," "DEFENDS method," "Phonological Awareness," and "Pedagogical Intervention."
Why is the DEFENDS method significant for the pupil?
The DEFENDS method provides a structured approach for the pupil to organize his thoughts, estimate main ideas, and correct errors, which directly led to a significant decrease in his literacy error ratio.
How did the author address the pupil's "twice-exceptional" nature?
The author focused on the pupil's high interest and proficiency in Science as a vehicle for literacy improvement, ensuring the intervention did not solely highlight his disabilities.
- Quote paper
- Laura Imperatori (Author), 2016, Special Educational Needs. Intervention to promote pupils in their learning, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/341961
