MATHS MANIPULATIVES

Manipulatives are physical objects that are often used in teaching mathematics.They can help to make abstract mathematical ideas concrete.It may also make maths more interesting to children and can bring the subject to life.

Manipulatives include items such as blocks, geometric shapes, plastic counters; base ten blocks, fraction pieces, geoboards, tangrams. Many different kinds of manipulatives can be purchased at your local ‘Kırtasiye’. It is also possible to make them yourself using household objects, such as egg boxes, beans, or buttons.

The following links show how you can make your own manipulatives:

http://specialneedseducation.suite101.com/article.cfm/math_manipulatives

http://www.mathcats.com/mathtoolbox/

http://mason.gmu.edu/~mmankus/Handson/manipulatives.htm

VIRTUAL MANIPULATIVES

In addition to concrete manipulatives conceptual understanding can also be be developed through the use of visual representations.Computer-based virtual manipulatives can be found on the internet.

The National Library of Manipulatives has the largest collection on the web.

http://nlvm.usu.edu/en/nav/vLibrary.html

There is also a Turkish site which has virtual manipulatives : SAMAP Project ( Abant Izzet Baysal University)

http://www.samap.ibu.edu.tr/

It must be remembered that manipulatives must be clearly explained and presented by the parent or teacher, otherwise the child may be confused. If, however, manipulatives are used properly, they can be very helpful in developing the mathematical understanding of children with learning disabilities.

ABRACADBRA

ABRACADABRA: A Literacy Resource

http://grover.concordia.ca/ABRA/current/index.php



ABRACADABRA is an interactive computer tool designed for use in Canadian primary schools. This web-based software was designed by CSLP (The Center for The Study of learning and Performance ).It is meant to aid beginning readers of English.


It covers all literacy skills :

• Sound,letter and words ( alphabetics)


• Reading fluency


• Comprehension


• Writing
  

Research studies have indicated that ABRACADBRA could be a useful tool to help second language learners as well as struggling readers


Most Turkish children study English at school, so ABRACADBRA might be a useful programme to try out with your child to help with their language learning at home.Remember that generally if your child has dyslexia they will often experience difficulty in learning foreign languages.They often encounter problems with English because the syllable structure is complex and correspondence between letters and sounds is inconsistent.As a result they will generally find it very hard to read in English.

THE NUMBER RACE : FREE MATHS DOWNLOAD

The Number Race software is designed for remediation of dyscalculia in children aged 4-8. The Cognitive Neuroimaging Research Unit which produced the software say that it may be useful for the prevention of dyscalculia, or to teach number sense in kindergarten children without specific learning disabilities. The software was developed in France by Anna Wilson and Stanislas Dehaene.

Go to the following page to download free in English or French,German,Dutch and Spanish.
If you understand limited English it is still possible to use this.

http://www.unicog.org/main/pages.php?page=NumberRace

ONLINE MATHS COMPUTER GAMES

Maths Online Games

Many dyslexic children have problems in maths. They could find difficulty with topics such as multiplication, telling the time, fractions, place value, and decimals .


A dyslexic child will usually need to work extra at home in order to grasp certain concepts.


Games work particularly well with dyslexic children as they provide a welcome change from maths worksheets, which they do mainly at school. Games can help children to practice their maths skills and reinforce topics learnt . There are a lot of good educational sites on the web which have maths games.Unfortunately most of the sites are in English.However if you understand just a little English you can generally help your child to play these games.


Below I have listed some good sites to start to look at :

Woodlands Junior school site , UK – this has won very many web awards ,it’s a great site –
http://www.woodlands-junior.kent.sch.uk/maths/

These games were devised by a former teacher – James Barrett.
http://www.ictgames.com/

Coxhoe School ,UK – They have a whole list of useful links for maths.
http://www.coxhoe.durham.sch.uk/Curriculum/Numeracy.htm

Maths Cats :
http://www.mathcats.com/microworlds.html

Ambleside Primary School,UK :
http://www.amblesideprimary.com/ambleweb/numeracy.htm

Count us in – games to help children understand basic number concepts from ABC – Australia.
http://www.abc.net.au/countusin/



Here are some links to particular games I have tried with my child.

ADDITION

http://www.ictgames.com/funkymum.html

http://www.amblesideprimary.com/ambleweb/mentalmaths/additiontest.html

Additon pyramid

http://www.amblesideprimary.com/ambleweb/mentalmaths/pyramid.html


SUBTRACTION

Football subtraction game :

http://www.ictgames.com/soccer_subtraction.html

http://www.amblesideprimary.com/ambleweb/mentalmaths/subtractiontest.html

http://www.sums.co.uk/playground/c1a/playground.htm


MULTLIPLICATION


http://www.mathcats.com/microworlds.html

Variety of multiplication practice games ( Flash cards and magnetic fun )

http://www.woodlands-junior.kent.sch.uk/maths/timestable/

Woodlands Junior school site – interactive multiplication games:

http://www.woodlands-junior.kent.sch.uk/maths/timestable/interactive.htm

The Table Trees
http://www.amblesideprimary.com/ambleweb/mentalmaths/tabletrees.html

Multiplication Grid – Maths Cats
http://www.mathcats.com/microworlds/multiplication_grid.html

Spitfire game – ICT games
http://www.ictgames.com/spitfireufo.html

Multiplication.com
http://www.multiplication.com/flashgames/Monkeys.htm


DIVISION

Division bingo from bgfl.org
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/bingo/bingo1-4.html


GREATER OR LESSER

http://www.crickweb.co.uk/assets/resources/flash.php?&file=ncmenu

ROMAN NUMERALS

http://sln.fi.edu/time/keepers/Silverman/html/RomanMatch.html


TIME

http://www.netrover.com/~kingskid/clock/clock7hour.html

FRACTIONS

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/fractions/index.htm

Pizza party -
http://www.primarygames.com/fractions/start.htm


http://pbskids.org/cyberchase/games/equivalentfractions/index.html


MISSING NUMBERS

http://www.primaryresources.co.uk/online/missing.swf

Missing numbers - subtraction

http://www.kidsnumbers.com/subtraction_missing_number.php

DYSLEXICS KIDS BRAINS WORKING FIVE TIMES HARDER

Looking at Dyslexic Brains

Researchers at the University of Washington in Seattle are beginning to understand how dyslexic brains work. Dr.Virginia Berninger and Dr. Todd Richards lead a team of researchers whose studies have shown that the brains of children with dyslexia work about five times harder than other children's brains when performing the same language task.

As a result parents of dyslexic children must bear this in mind when doing homework with their children - and give frequent breaks. In addition teachers should reduce homework to a reasonable amount.

Dr Berninger said :
‘People often don't see how hard it is for dyslexic children to do a task that others do so effortlessly. We can't blame the schools or hold teachers accountable for teaching dyslexic children unless both teachers and the schools are given specialized training to deal with these children’ '"

MORE INFO:
http://faculty.washington.edu/chudler/dysl.html

http://faculty.washington.edu/toddr/dyslexic.htm

SALLY GARDNER - WRITER OF BOOKS FOR CHILDREN, WHO IS DYSLEXIC.

Sally Gardner who is dyslexic, was originally called Sarah, but as a child she couldn't spell her name, so later she changed her name to Sally because she found it easier to spell!!

She did not learn to read or write until she was fourteen and had been thrown out of several schools. Despite this, she went on to become a very successful costume designer.

After the birth of her children, she started first to illustrate and then to write childrens books. In 2005 Sally Gardner won the Nestlé Children's Book Prize Gold Award for her book I, Coriander. Previous Nestle prize-winners include some of the UKs best childrens writers - Anne Fine, Quentin Blake, Michael Morpurgo and Jacqueline Wilson.

Sally Gardner is proof that dyslexia does not have to stop you from being a successful writer !!

Some of her books are available in Turkish – they are printed by Doğan Egmont.I would recommend them for children who are dyslexic as they have interesting story-lines and the chapters are usually about 4 pages long.The font used in the books is reasonably large.!!

Here are some of her book reviews :"The Invisible Boy has enough humour and action to keep less confident readers as well as assured readers turning the pages." (Books for Keeps )

'All the books in the Magical Children series have satisfying stories, scintillating crisp sound effects and lively,humour-filled readings’ – ( The Times – Christina Hardyment)

If you follow this link you can hear Sally Gardner talking about her award winning book : Reading Aloud with Michael Rosen - Sally Gardner

http://www.teachers.tv/video/3426

You can visit her own site at : http://www.sallygardner.net/

TELEVISION VIEWING AND LEARNING DISABILITIES

TV/COMPUTER VIEWING

The American Academy of Pediatrics (AAP) recommends that parents to eliminate all TV viewing for children under age 2 and to limit screen time (including computer use) for older kids to no more than an hour or two a day.It is known that too much TV can negatively affect brain development in children.

Researchers have found some evidence to connect TV viewing to general attention problems in children.

I think that too much tv/ computers can certainly have a negative effect, especially on children with dyslexia or other learning disabilities. As a parent,I feel that you need to set reasonable limits.You need also to try to reduce your own tv viewing in order to be a good role model to your kid !! If they see you doing something else other than watching the tv – maybe they will pick up on your example. !!

Other points to note concerning tv :

Never let your child do homework while the television is on …..

It is advisable not let your child have a tv or computer in their bedroom since you can’t monitor how much and what they are watching.

Make an agreement with your child over tv/ computer viewing and make sure you stick to it !!

http://www.bilkent.edu.tr/~yuva/ayink4.html

http://www.aap.org/family/smarttv.htm

3 DECEMBER INTERNATIONAL DAY OF PERSONS WITH DISABILITIES

Did you know that the 3rd of December is the International Day of Persons with Disabilities ??

Dyslexia is a hidden disability.The term hidden disability refers to the fact that if a person meets someone with dyslexia they will not be aware that anything is different. You look however, at a person in a wheelchair and determine that he has some serious physical problem; you look at a person with a white cane and easily notice that he cannot see; and, you look at a person using sign language and quickly deduce that he has limited hearing. These types of disabilities are very visible. The dyslexic, however, does not have any outward physical signs that give anyone a hint of their disability.

Many children may have never been tested nor or even may not know that they have a learning disability.For these children school can be very difficult because they have problems with learning, but do not have any idea why !! In fact these children become adults and very often still do not realise that they are dyslexic.Often they encounter problems in the workplace and their daily life due to their dyslexia.

Very often dyslexic children may be called names by their classmates and labelled as lazy,retarded or stupid by teachers, because they are unaware that they have dyslexia.

In a country,like Turkey, many parents do not want to admit their children have a learning disabilty because they are worried that other people will have a negative reaction.

We need to try to make more people aware of this problem in Turkey and to talk about this problem openly so that we can begin to help dyslexic children.

http://www.ldpride.net/idexplain.htm#Definition:

www.ncsd.org/Newsletter/InvisibleDisabilities.pdf

WORLD DYSLEXIA FORUM,UNESCO, PARIS, 2010

http://worlddyslexiaforum.org/

This forum is being organised by DITT. It will discuss the reasons for dyslexia, good practices and solutions etc.The outcome of the forum will be on-line training, setting up of forums and a web site.

They are asking for parents and individuals to send in their real life stories or profiles of dyslexics.These can be sent anonymously .
PLEASE SEND YOUR STORIES in English or Turkish.
Write World Dyslexia Forum – Personal story -Turkey at top of letter

SEND TO DITT AT :
Admin@ditt-online.org

DITT , 1 Rue Defacqz,B-1000, Brussels, Belcika.

OTHERWISE TURKEY WILL NOT BE COUNTED !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

LOBBY

In addition LOBBY your Turkish UNESCO delegates about dyslexia and the problems we have here !! Make your voice heard !! Mention the World Dyslexia Forum in your letter.

Send to :

Mr Ali Tinaz Tuygan (Ambassador )
Permanent Delegation of Turkey to UNESCO
Maison de l'UNESCO
Bureau MS1.59/60/61
1, rue Miollis
75732 PARIS Cedex 15

Fax: 01.40 56 04 13
dl.turquie@unesco.org

Dr Arsin Aydinuraz
Chairperson of Turkish National Commission for UNESCO
Göreme Sokak, 7/9
06680 Kavaklidere
ANKARA
TURKEY

Fax : 0312 427 20 64
arsin@scienc.ankara.edu.tr

zal@unesco.orh.tr

WE NEED TO INFORM THE TURKISH UNESCO REPRESENTATİVES ABOUT THE PROBLEMS DYSLEXIC CHILDREN FACE IN TURKEY AND THE NEED FOR MORE TRAINING FOR TEACHERS ABOUT THIS SUBJECT !!

PAIRED READING

What is Paired Reading ?

It is a simple technique which is widely used to help slow or struggling readers.Many dyslexic associations recommend this as a technique for parents to try with their dyslexic child in order to improve their reading skills.

Who is it for ?

2nd grade students and above, who are slow readers .Volunteers could be the child’s mother or father, a university student – in fact even an older pupil could help.The student would need to be two years older or in 2 classes above the child.

Why do we use Paired Reading ?

to increase fluency and accuracy.

Research has shown an marked improvement in reading age.After 6 weeks, if done regularly fluency increases by 3 times and comprehension by 5 times.

Increases childrens confidence and self-esteem.

There are social benefits as well to both students and volunteers. There is sometimes less bullying of the younger children as a result of carrying out paired reading.

How to do Paired Reading ?

Together with the child you read outloud.

Decide on a quiet signal to be used by the child when he or she feels she is ready to read alone – like a tap on the hand.

If the child makes a mistake give the child 5 seconds to self-correct , if they don’t

Point to the word.
Say the word and get the child to repeat the word.

Then you will join back in reading together again- until again the child feels confident to read again by him or herself.

Give plenty of praise – for example if the child self- corrects – uses words like bravo, well done etc

When and how often should paired reading be done ?·

It can be done at home or school 3 times in a week for about 20 minutes.It must be carried out for at least 8-10 weeks .

Which type of books should be read ?

Books or magazines can be used as long as they are at the childs reading level.The child should be allowed to choose their own book or magazine to read as long as it isnt too hard for them.Preferably choose a book with a large font – small print will be more diffcult to read. With the child read the first page of the book together, if he or she makes more than 5 mistakes then this book is too hard for them , so ask the child to select another book

http://www.dyslexia.ie/paired.htm

http://commonweal.co.uk/videopairedread.htm

STORY OF BEYHAN WHO COULD'NT READ

It was reported in the newspaper that Beyhan Savaşçıoğlu, a 1st year pupil at one of the leading primary schools in İstanbul was sent to the MEB Counselling Research Centre because she couldn’t read and write.After doing tests, including an IQ test, it was discovered that she was of above average intelligence and had dyslexia.
(Takvim newsparer -Pervin METİN)

We know that in every school all over Turkey there will be other pupils like Beyhan.There are many children, just like her, who are of normal or above intelligence with learning difficulties.Due to Turkey’s general education problems, many teachers and parents know nothing about dyslexia. For this reason, many children suffer in their school life.

BENEATH THE SURFACE

I have blond hair. blue eyes and an infectious smile.People tell Mum how gorgeous I am and how lucky she is to have me.But under the surface, I am in a turmoil.Words look like swiggles and writing stories is a disaster area because of my spelling.There were no play-times at my old school until work was finished, which meant no play time at all.Teachers said I was clever but just didn’t try. Shouting was the only way the teachers ever communicated with me.Other boys made fun of me so I was lonely and misarable.It was like being on a desert island, lost and alone.Life was life and school was school.

Written by Alexander aged 9 who is dyslexic

From The Dyslexic Institute

http://www.dyslexia-inst.org.uk/what.htm