DAS PRESENTS AT THE BRITISH DYSLEXIA ASSOCIATION INTERNATIONAL CONFERENCE AND EXPO!
DAS was represented at the British Dyslexia Association (BDA) International Conference at Telford, UK. The conference theme was “Evidence to Practice and Back Again”.
Attending such international conferences, we are often struck by how fortunate we are to be able to listen and network with leading experts from the various fields – neuroscience, literacy or numeracy learning and teaching or indeed, any areas associated with dyslexia. The BDA International Conference 2018 was unique in providing a good mix of cutting-edge research on areas relevant to dyslexia and more practical, practitioner-led perspectives and research-based activities.
The preference-based teaching approach for children with dyslexia and challenging behaviour Sharyfah shared the findings of her Master Degree thesis research on the preference-based teaching approach, where instructional materials are designed based on the individual studentsâ€™ preferences or areas of interest. She showed the comparative responses of the students with and without the approach.
Overcoming educator’s barriers to ICT adoption to kickstart digital literacy in dyslexia learners. Soofrina presented on the readiness of today’s educators on their ICT journey and how, as an organisation, the successful adoption of educational technologies can be achieved. The presentation included highlights of the DAS EdTech’s initiatives: M-Learning week and Appy Hour, with some discussion on working with tech-averse educators, as well as educators who are tech-champions.
Promoting positive mental health: Relating dyslexia teachers’ values to organisational initiatives Geetha presented on promoting positive mental health by sharing research statistics on the positive impact on mental health through awareness of individual values and its alignment to organisational values. She shared the findings of a recently conducted in DAS with 130 educators.
Metacognitive strategies for transitioning postsecondary students. Ashraf’s presentation was on how executive functioning skills are important when people with dyslexia move through transitions in their life. He shared on how visual and hands-on activities with an integration of metacognitive strategies can help learners beyond their classroom.
Exploring the classroom practices of English exam skills for school children with dyslexia. Edmen presented on how the English Exam Skills programme was beneficial for primary school children with dyslexia who were set to take the PSLE paper in Singapore. His study revealed the importance of a systematic and structured instruction in teaching learners with dyslexia, and how the OG Approach could be applicable to all teaching practices that could be beneficial to struggling learners.
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This article was published in FACETS Vol 2 2018