Málfríður - 15.03.2009, Blaðsíða 13

MÁLFRÍÐUR 13
••
(fx  brug  af  en  ”talking  pen”  og  talesyntese  fx 
”Adgang for alle” (Telestyrelsen, 2008))
• klassens lærere jævnligt informeres om elever med 
læsevanskeligheder,  så  disse  får  hjælp  og  støtte  i 
alle fag så tidligt som muligt i skoleforløbet.
I  England  anvendes  begrebet  ’dyslexia-friendly 
schools’ om skoler, som i særlig grad søger at  tage 
højde  for  dyslektiske  elevers  forudsætninger  og 
behov  i  normalundervisningen.  Hvis  vi  i  Island 
ønsker at efterleve tanker om inklusion af vores ele-
ver med særlige behov og ønsker, gøre grundskolen 
til  en  skole  for  alle,  så  skal  lærerkvalifikationer  og 
ressourcer også følge med programerklæringerne og 
skrives ind i skolernes officielle politik om undervis-
ning af dyslektiske elever. 
Anvendt litteratur
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som fremmedsprog i Island.  København:  Nordisk  Ministerråd, 
Sprogsamarbejde.
Birsh, J. R. (2005). Multisensory teaching of basic language skills activity book. 
Baltimore: Brookes.
Crombie, M. A. (1995). The effects of specific learning difficulties (dys-
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html
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khi.is/dyslangue
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(Ed.), The Sage handbook of dyslexia  (pp. pp. 439 - 454). Los Angeles: 
Sage.
Dal, M., Arnbak, E., & Brandstätter, H.  (2008). Dyslexia and foreign lan-
guage learning - What to do? Reykjavík: University of iceland.
Det islandske undervisningsministerium. (2007). Aðalnámskrá grunnskóla
- erlend tungumál. Reykjavík: Menntamálaráðuneytið.
Dóra Sigríður Bjarnason.  (2003). School inclusion in Iceland : the cloak of
invisibility. New York: Nova Science.
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Difficulties in Modified Foreign language Classes.  Paper  presented 
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Elbro, C.  (1998). Reading-listening discrepancy definitions of dyslexia. 
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Gyldendal.
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