Training on learning disabilities

for parents and teachers.

New strategies and methodologies

and ICT contribution.


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In the evaluation of the pupils learning

  • Take care the effort as well as achievement. This gives the pupil a better chance of getting a balanced mark.

  • Pinpoint mistakes in an appropriate way to the child’s level. Use a pencil or, in general, avoid red pen.

  • Give more time for the execution of a work

  • Evaluate considering the processes more than the results

  • In tests give him clear material from a graphic point of view

  • Evaluate in a constructive way, always separating the error from the content (do not evaluate transcription errors, spelling errors, etc.)

  • Make understand that it is always possible to improve

  • Give precise indications about how to obtain improvements

  • Pay attention to how you correct (formal aspects of the correction)

  • Do tests in the early morning.


  • Adequate assessment of language processing is important in determining why students struggle to learn to read.

Dyslexia, or reading disability, is a disorder of the language processing systems in the brain. Specific information about exactly what sorts of weaknesses are present is needed in order to determine the appropriate instruction to meet each student's needs.

  • Imaging research confirms that simple tasks can more reliably be interpreted as "red flags" suggesting that a young child may be at risk for dyslexia. Simple in

It is vital to begin using screening and progress monitoring procedures early on to measure children's understanding of sounds in speech, letter sounds in words, and fluent word recognition. Using such assessment in an ongoing way throughout a child's school career can help teachers know what skills to teach and whether a child is developing these skills.

  • Explicit, intense, systematic instruction in the sound structure of language (phonemic awareness) and in how sounds relate to letters (phonics) is needed for readers with dyslexia.

Imaging research confirmed that instruction in the alphabetic principle caused distinct differences in brain activation patterns in the students with RD (Shaywitz et al., 2004). Keep in mind that the intervention was explicit, intense, long term, and specifically focused on phonological processing, phonics, and fluency.

  • The roles of motivation and fear of failing are important when discussing reading problems.

Students do not struggle simply because they are not trying hard enough. They may have a brain difference that requires them to be taught in a more intense fashion than their peers. Without intense intervention, low motivation may develop as students try to avoid a difficult and painful task.

  • School personnel can use their knowledge of the neurological characteristics and basis of dyslexia to help their students understand their strengths and weaknesses around reading and language.

Understanding a possible reason why they find something difficult that no one else seems to struggle with may help relieve some of the mystery and negative feelings that many people with a disability feel. Sharing our knowledge of brain research may demystify dyslexia and help students and their parents realize that language processing is only one of many talents that they have and that they are not "stupid," they simply process language differently than their peers.


-Minimise text in written exams.

-Give the exercices a more visual format. For instance, matching information and images, filling in the gaps, mapping instead of text writing to explain a topic, etc.

-Use oral exams is a very appropiate strategy since it reduces the number of written exercises the pupil has to do and allows him to express fully what he knows since it does not have to expressed in writing. Particularly helpful when we want them to produce accurate answers (a definition) or a long one (explaining a topic).

-Do not penalise spelling mistakes (whether they are natural orthography or arbitrary orthography).