elastik’s Post

📑 Published Article 📑 The latest issue of the Learning Difficulties Australia (LDA) Bulletin is now available online to members! Not a member? Join now for instant access!! 🔗 https://bit.ly/LDAmember This edition includes 13 fantastic articles written by classroom teachers, school leaders, researchers and speech pathologists, including myself and Alex Oselton. 🙌🏻 A wide range of topics are covered from writing assessment and intervention, to read-alouds and oral language, mathematics in the early years, supporting ADHD in the classroom, and Multi-Tiered Systems of Support (MTSS) for literacy. There is sure to be something for all of our readers! Here is a copy of our article on elastik's AI enabled writing tool, Writemark.ai

#RLMClient Coral PS Hoh was featured in The AI Journal discussing the Dysolve Software and how it has a higher efficacy than traditional methods to treat Dyslexia as well as how the software works, its origins, and the ways it helps individuals with Dyslexia more effectively than traditional methods. You can read the feature below to learn more on Dr. Hoh and the Dysolve program. #TeamRLM #RLMPublicRelations #PublicRelations #DysolvingDyslexia #Dyslexia #PublicRelations #ArtificialIntelligence #Learning #Education https://lnkd.in/ePYzs6yX

Dysgraphia is a neurological condition characterized by difficulties in translating thoughts into written language, regardless of exposure to proper instruction and education. It can manifest with various symptoms at different stages of life, making it a recognized learning difference. The act of writing involves a combination of skills and brain functions, such as fine motor skills, spatial perception, working memory, orthographic coding, language processing, conceptualization, and organization. Due to this complexity, dysgraphia serves as a broad term to identify writing-related issues, posing challenges in diagnosis. Developmental dysgraphia typically emerges during the initial stages of writing acquisition in children, while acquired dysgraphia can occur suddenly following head or brain injuries. Dysgraphia falls under the category of a "specific learning disorder," specifically in the realm of written expression. #RaiseAgainstAutism #PinnacleSaysItAll #PinnacleBloomsNetwork #1AutismTherapyCentresNetwork

The schools I support in Australia no longer request dyslexia assessments for children aged 8+ because children are no longer struggling with reading and spelling. For the less than 5% not reading and spelling at the expected grade level (in Australia, they use NAPLAN rather than SATS), there is something else at play (their phonemic awareness and phonics skills are fine). With specific support and training, certain individuals (not all, unfortunately) will ensure that over 95% of children can read and spell without difficulties and develop a love for reading - because we get them reading texts of interest (interest to the child) early. We aren’t saying ‘your reading difficulties are a part of who you are, and with that come gifts. We are saying that you are brilliant, let’s make sure you don’t find reading and spelling difficult. Synthetic phonics programmes in KS1 make it difficult for me to share this mindset and approach in England. They create instructional casualties. Especially if followed ‘with fidelity’. So parents and teachers don’t see an alternative. We are seeking funding to nationally screen children at age 3, before they start learning about letters/ written English, to predict which are most at risk. It’s easier to protect them that way - before they start learning to read and spell in ways that aren’t fit for purpose, for our ‘non-neurotypical’ brains. I phrase it that way for a reason. This early ‘screen and intervene’ - before they start school - is the important missing piece for children in England. Even without children being diagnosed as dyslexic, as they face no difficulties, and with many previous diagnoses being questioned, I can happily tell you the gifts these Aussie children have aren’t affected. They are still unique, their ‘super powers’ intact. I just make sure they don’t struggle with reading and spelling. That’s my super power.

AI is not scary. But it can help educators better explain jargon, especially IEP jargon. If you’re a school psychologist, special education teacher, or educator, give it a try and lets chill with the jargon 😂😩 #schoolpsychfam #schoolpsychai #schoolpsychology #schoolpsychologist #specialeducation #edtech #gpt #chatgpt #ai #openAI #IEP

AI is not scary. But it can help educators better explain jargon, especially IEP jargon. If you’re a school psychologist, special education teacher, or educator, give it a try and lets chill with the jargon 😂😩 #schoolpsychfam #schoolpsychai #schoolpsychology #schoolpsychologist #specialeducation #edtech #gpt #chatgpt #ai #openAI #IEP

I wrote about AI for the back to school issue of Feminist Pedagogy: https://lnkd.in/eAmTMxiY

I asked AI to create an image with the simple prompt 'Oracy in the classroom'. Clearly, AI considers oracy to be something that is delivered by the teacher verbally to the pupils... a transfer of knowledge and wisdom in a linear, one way direction. Whilst this was definitely seen in education in years gone by, pedagogy and best practice has moved with the times. Oracy now should be dialogic, 2 way and purposeful. It should open up debates, encourage curious questioning and ensure the talk is driven by the learners not the teachers. In a book I'm currently reading, it shows oracy as a blend of 'learning to talk' overlapped with 'learning through talk'. This is our aim as educators as we shift past that teacher-dominated classroom.