Innovate Issue 2 November 2020 | Page 28

LEARNING TO LEARN
For consideration
We have an excellent SEN Department at Sevenoaks , and a thriving Music Department with committed , passionate teachers and pupils . As examples above suggest , there is already very good work going on to support musicians with dyslexia , but in order to get the best out of the musical experience , these suggestions are ways in which we could improve what we do in the Music Department :
• Adapting the general advice from IEP to be more music specific to instrumental learning
• Continue to collect , analyse and disseminate the experiences and teaching strategies of current music teachers and pupils
• Continued encouragement of involvement in musical education for dyslexic pupils
• Keeping abreast with good practice and pedagogy
• Providing appropriate teaching materials and resources
• Encouraging the use of all the sensory processes with instrumental teaching
On a positive ‘ note ’
Dyslexia can affect musical activities , but music can also affect dyslexia , in a positive way . As shown by the pupils above , disciplined and structured practice in playing an instrument can reinforce the analogous brain functions , and applying these skills elsewhere is notably advantageous .
“ I used to look at my dyslexia as a disadvantage or problem I needed to solve : now I feel it is the gift I was given to make me into the creative person I am ”
References :
Collins , A . ( 2014 ) How playing an instrument benefits your brain . TED-ED . Available at : https :// www . ted . com / talks / anita _ collins _ how _ playing _ an _ instrument _ benefits _ your _ brain ? language = en ( accessed 09.09.20 )
The British Dyslexia Association ( 2012 ) The Dyslexia Handbook . Bracknell : BDA .
The British Dyslexia Association ( no date ) Music and dyslexia . Available at : https :// www . bdadyslexia . org . uk / advice / adults / music-and-dyslexia-1 ( accessed 09.09.20 ).
The Rose Review ( 2009 ) Identifying and teaching children and young people with dyslexia and literacy difficulties . Nottingham : DCSF Publications .
Some strategies used by the teachers in the case studies , and suggested by the British Dyslexia Association could be of use to teachers in other disciplines too :
• A good working relationship between teacher and pupil will give students confidence to say when they don ’ t understand .
• If teachers and pupils are flexible in their approach , then both parties can put in place strategies to overcome challenges . Students can work with teachers to devise tailor-made strategies for themselves .
• Using technology to help record / photograph instructions , so the student has an accurate record and can take their time assimilating the information .
• Engaging multi-sensory devices in lessons ( sound , vision , colour ).
• Keeping instructions short , clear and simple – and chunking information with summaries at the beginning and end of the lesson .
• Continually repeating and recapping key points .
• Ensuring the student knows exactly what is expected for next lesson ( revision / practice or homework ).
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