Overcoming Dyslexia

所在平台: Coursera

课程主页: https://www.coursera.org/learn/dyslexia

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课程简介

课程名称：克服阅读障碍（Overcoming Dyslexia） 概述：阅读障碍普遍存在，影响着众多儿童和成人。尽管科学在理解和澄清这一疾病方面取得了显著进展，但这些宝贵的知识往往难以到达最需要帮助的人。该Coursera课程由阅读障碍研究领域的著名科学家Dr. Sally Shaywitz教授制作，旨在传播这一重要知识。 课程大纲： 1. **阅读障碍是什么？** 本模块将涵盖阅读障碍的基本概念，包括阅读的定义和阅读障碍者与自动阅读者的区别，以及阅读障碍的历史和现代科学对其大脑功能的理解。 2. **筛查、评估与诊断阅读障碍** 讲解如何判断自己或孩子是否有阅读障碍，探讨阅读障碍的起源、早期筛查与测试应关注的标志以及主要照顾者和教师该注意什么。 3. **有效的干预措施** 本模块探讨如何为阅读障碍儿童提供有效的干预措施，包括音素意识和拼音教学，以及如何促进流利度、词汇和理解能力，重点强调使用基于证据的干预措施。 4. **为阅读障碍儿童选择合适的学校** 考察不同类型学校（公共学校、独立学校和专门处理阅读障碍的学校）的优缺点，帮助家长选择一个对阅读障碍儿童友好的学校环境。 5. **为大学和成年生活做准备** 通过阅读障碍者的生活经历展示，他们如何利用自身优势和韧性在各行各业中取得成功，强调父母、教师和辅导员支持他们追求梦想的重要性。 6. **共病状况** 讨论阅读障碍常见的共病障碍，如焦虑和ADHD，回顾不同类型的症状及其有效的干预措施，强调识别和治疗共病的重要性。 7. **辅助技术和便利条件** 讲解阅读障碍学生和成人如何依赖技术和合理的便利条件在学校和职业中获得成功，特别是文本转语音技术的应用和在考试中的便利条件。 8. **法律** 介绍联邦对阅读障碍的定义，回顾与阅读障碍学生干预与便利条件相关的联邦法规，讨论如何在法律框架下为阅读障碍者争取必要的支持。 9. **重要事项** 整理课程内容，提醒参与者在应对阅读障碍时需要记住的要点。 此课程旨在为家长、教师和阅读障碍患者提供深入的知识与策略，帮助他们更好地应对这一挑战。

课程大纲

Name:What is Dyslexia?

Description: In module one, we’ll cover the basics. What is dyslexia? What is reading? How does a dyslexic reader differ from an “automatic” reader? We’ll take some time to talk about the 100+ year history of dyslexia and reveal how much progress modern science has made in understanding what goes on in the brain of a dyslexic reader.

Name:Screening, Evaluating, and Diagnosing Dyslexia

Description:How does one know if they, or their child, is dyslexic? Module two examines the origin of the difficulties in dyslexia: getting to the sounds of spoken language. . We’ll talk about the paradox of dyslexia: a circumscribed deficit in decoding surrounded by a sea of strengths in higher cognitive function. We’ll examine when, how, and why to begin screening and testing children for dyslexia and what signs primary caretakers and teachers should be on the lookout for in their children and students at risk for dyslexia.

Name:Effective Interventions for Young Children

Description: Here we examine the many facets of providing the most effective interventions for dyslexic children. Included are interventions for the beginning reader such as teaching phonemic awareness and phonics. Teaching fluency, vocabulary and comprehension follow as well as strategies that encourage and preserve the child’s self-esteem. Throughout we emphasize the critical importance of employing evidence-based interventions.

Name:Choosing the Right School for Your Dyslexic Child

Description:We survey and examine public schools, independent schools and schools specialized for dyslexia and when parents of dyslexic children might consider changing their child’s current school. The pros and cons of each type are examined with an emphasis on choosing a school where the climate for dyslexic children is welcoming. Two private independent schools and a public charter school specialized for dyslexia are examined In depth, focusing not only on their reading programs but how these specialized schools preserve and protect the dyslexic child’s self-esteem, promising and most often fulfilling the dyslexic graduate with an opportunity to succeed in high school, college and in life.

Name:Preparing for College and Adulthood

Description:Here we use life histories of dyslexic individuals to illustrate how despite their difficulty in reading, by using their sea of strengths and incredible resilience, dyslexics can and do succeed in a wide range of careers and professions. Beginning in adolescence, a focus on academics and organizational skills paves the way to success in college and their perseverance and creativity auger well for their success in the workplace. Through the stories of successful dyslexics we emphasize how critical it is that dyslexic children and young adults know that they can succeed and should be encouraged by their parents, teachers and guidance counselors to pursue their dreams.

Name:Comorbid Conditions

Description: Anxiety and ADHD are the most common comorbid disorders co-occurring with dyslexia, anxiety observed in nearly all and ADHD seen in half of children and adults with dyslexia. Through two case histories the subtypes of anxiety (including social anxiety and panic disorder) and the subtypes of ADHD (inattentive, hyperactive-impulsive, combined) as well as their symptoms are reviewd. Effective pharmacologic and non-pharmacologic interventions (cognitive behavioral therapy, CBT, and mindfulness) are reviewed. We emphasize the critical importance of recognizing and treating comorbid anxiety and ADHD in the child and adult with dyslexia.

Name:Assistive Technologies and Accommodations

Description:Dyslexic students and dyslexic adults have come to depend on using technology within a framework of critical accommodations to allow them to succeed not only in school but in their careers and professions. We focus as well on the use of text to speech technology and the accommodation of partial waivers for the foreign language requirement in college and graduate school. In particular we review the rationale including the neural basis for the life-changing accommodation of extra time, especially critical for high stakes, gate-keeper standardized tests.

Name:The Law

Description:In these lessons we note the federal definition of dyslexia as “an unexpected difficulty in reading for an individual who has the intelligence to be a much better reader” and review three relevant federal statutes affecting interventions and accommodations for dyslexic students: IDEA, ADAAA, and section 504. We note the concept of condition, manner and duration as detailed in the ADAAA and in the DOJ Final Regulations of that law. We review how the ADAAA has been applied in cases of dyslexic medical and law students requesting accommodations and how dyslexic applicants for high stakes standardized tests no longer suffer the effects of flagging their scores as invalid.

Name:What to Remember

Description:

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