In 2013 Dyslexia International shared expertise in Africa,
notably Ghana and South Africa, and completed planning for a training visit to
Burkina Faso in 2014.
In Ghana Professor Linda Siegel of the University of British
Columbia, Canada, completed a successful visit by speaking at teacher training
colleges and the University of Winneba.
The event was funded by the UNESCO Participation Programme,
the Australian High Commission Accra, and uniBank. Administrative support was
provided by Associate Professor and DI Regional ambassador Dan Ofori of the
University of Accra.
In 2014 Dyslexia International, with the support of UNESCO,
will arrange a training visit by our consultant, Dr Vincent Goetry, to Burkina
Faso.
In South Africa, following a presentation by Scientific Advisory
Panel member Professor Angela Fawcett of the University of Swansea, UK, the
online course was adopted by the University of Joannesburg.
More than 200 teachers, speech therapists and remedial
teachers took the course under the supervision of Dr Jean Fourie. More than 100
evaluation forms were returned. The response was overwhelmingly positive.
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Eight objectives were
defined. The average level of
satisfaction (blue + red) was 94 % (range: 87 –
100 %).
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The complete report is
available on our web site here.
Testimonials:
"Being dyslexic
myself, I felt that there was a course that "got it" - that understood
how it feels emotionally, and the uncertainty it creates on cognitive
confidence." – Caro M., Remedial Therapist
"I would like to
offer my sincerest thanks Dyslexia International for making this course
available through SAALED and the University of Johannesburg. South Africa is in
desperate need to have this kind of knowledge available to ALL teachers
especially the Grade R and lower grade teachers so that they can identify
children at risk and also change their teaching practices in order to rapidly
progress Dyslexic children. Non-Dyslexic children will benefit from this as
well. As a consequence, hopefully, our standard of education in South Africa
will improve." – Tracy H., Teacher
"This course if
of short enough duration that most teachers are able to find the time to
complete it. Thank you for that." – Tracy H,
Teacher
"A very practical
and useful section (3) which I know has changed the way I will teach. As I am a
Grade 1 teacher, it is crucial to lay the foundations for the children to
develop. It highlighted the importance of continuing phonological awareness
activities through all the grades. I feel more motivated and excited about
trying new methods in my classroom. The section made a lot of sense to me as we
have been teaching the phonic method the last two years by following the UK
curriculum of Letters and Sounds. I would love all of my colleagues to complete
this course so that they understand more about how to help children with
dyslexia and have a better understanding of how to help." – Joanna M., Remedial Teacher
"… Such great ways of assisting the dyslexic child." – Sylvia C., Speech therapist
"As a classroom
teacher I found section 3 to be excellent. The variety of practical tools and
ideas were very useful. I found this section to be very relevant for teaching
in general not only managing learners with dyslexia." – Simone T., Teacher
"As a teacher, it
is important to find out a child’s strengths and weaknesses and then be able to
adapt their teaching methods to suit the learning style of the child. Many
books and articles have been written about dyslexia, but few give examples of
informal tests which could be administered and conducted in the classroom… I have really enjoyed this course as it
has reinforced my original studies and given me more confidence in dealing with
pupils who I suspect have dyslexia. I found the supplementary elements
useful and relevant." – Melanie C, Speech Therapist
"The course has given me the confidence and more ideas to help children in
my class with dyslexia and not only leave it to the therapists. It has also
made it easier to communicate with parents concerning their children." – Linda M., Teacher
"As I work in an environment where
dyslexia has already been detected in more that 50% of my learners I found that
this practical advice and knowledge could be carried through into my classroom
tomorrow. I found the exercise and activity ideas realistic and possible." – Fallon
T., Teacher
"I found section 3 very stimulating and
have incorporated many of the suggestions in my lessons. I have been teaching
with a multisensory approach in my class with Grade 0’s for the year and have
seen positive results. I
decided to start teaching all the children as if they were dyslexic. Using the
alphabet arc, sound/symbol exercises etc. I have definitely seen an improvement
in the speed with which phonemic awareness and alphabetic principles are
achieved." – Chantal S.,
Teacher
"I really enjoyed
section 2, and could identify learners who have the pointers for dyslexia, whom
I have been unsure of. This
has given me the confidence to inform their parents of my suspicions, and not
to waste any more time observing them, but to hve them assessed by a
professional. This is a huge relief to me!" – Joanne B;, Teacher
