The Learning Environment
The working environment can be the 'make or break' for a dyslexic child. They may be having difficulties with listening, hearing, looking, sitting still, concentrating, writing and finding things they need.
If their classroom environment works against them, no matter how hard
they try, they will not succeed.
(BDA-dyslexia website, 2004) http://www.bda-dyslexia.org.uk
By making these students aware that their classroom environment can influence their learning, they can then take steps to improve their own learning. At the same time, their teachers need to be aware that they too can influence their students' success in their classroom, by making a few simple changes to the way things are done.
"Classrooms must communicate values environments in which children feel a sense of
welcome and belonging, in which their ideas are valued, and where participation is
Norton & Wiburg, 2003. p. 211
"Current educational practice is built on the factory model. Mass education that
teaches basic reading, writing and arithmetic, a bit of history and other subjects
constitutes the 'overt curriculum'. Beneath it, however, lies an invisible or 'covert
curriculum' that is far more basic. It consist of three courses: one in punctuality, one
in obedience, and one in rote, repetitive work."
Norton & Wiburg question whether much has changed in this new millennium.
"Educators who plan to design environments for today's students must design for the
whole learning - the covert as well as the overt. They must recognise that much of
learning is social, that learning is not for later life but for living, and that students are
not vessels to be filled but constructors of their knowledge. They must create values
environments that promote problem-solving, co-operation, communication, critical
thinking, and learning how to learn."
Norton & Wiburg, 2003 (p. 266)