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Grundtvig workshop ALIPPE 2014

a wonderful experience for all the participants

Valk&Uil has received a Grundtvig grant to support 16 European prison educators. The Grundtvig workshop ALIPPE has been delivered between March 17th and March 23rd 2014.


ALIPPE is Yippee!!

Adult education teachers from ten countries respond enthusisastically to Alippe's approach to dyslexia.

Two teachers from Cardiff have made "ALIPPE is Yippee" the heading for their report in their newsletter. Just like their fourteen colleagues from ten European countries, they were enthusiastic about ALIPPE's Grundtvig workshop that took place in the Netherlands from the 17th to the 23rd of March 2014.

ALIPPE shines a spotlight on the abilities and possibilities open to dyslexics. Dyslexic persons will, by and large, not readily enter into education. This course restores their confidence in their own abilities and shows them that they have their own way of learning, and that they have their own special skills when it comes to reading and writing..

In the Netherlands, the UK, Ireland, Norway, Sweden and Finland, dyslexia in adults has already become a subject of academic and practical interest. The teachers from these countries responded enthusiastically to the ALIPPE approach. They saw this method as an aid and a support to their own method and wanted to incorporate it into their own methods as soon as possible. In Italy, Romania, Bulgaria and Germany, dyslexia among adults is much less understood or studied. For them, ALIPPE is a practical way of taking the first few steps towards a new approach to supporting dyslexic adults.

General remarks about this workshop:

Louise from Wales:
I feel it is about time someone put together an appropriate course for learners with dyslexia which challenges orthodox methods of teaching. I hope this course will be a success in opening teachers eyes to different approaches to teaching and learning and also that learners with dyslexia can feel that they can contribute with different kinds of intelligences rather than be judged only on reading/writing abilities.

Linda from Wales:
Attending the Alippe training was a valuable experience, meeting teachers from other European prisons and sharing experiences was very enlightening. Jan and Annett presented the course enthusiastically and this helped the group work together as a team and put in a lot of effort into activities. The dyslexia programme itself has inspired me to trial it in the Learning Support Unit and I hope we can use it for many years to come.

Edvin from Norway:
This week with you has given me a better forståles for dyslexia. This will help to focus more of my work with the student. You gave so much of yourself that you did and put together groups from different nasjonalitetrer in such a way that we were like one big family. This helped to make sure it was and very much easier and familiarize themselves with the work that deals with dyslexia. Can not thank you enough for what you gave me in those subjects with derre and with with my classmates down there with you.

Eleanor from Bulgary:
The workshop was very useful for me. It change my mind, my attitudes and provide useful information about dyslexia.

Wichert from the Netherlands:
Very deep, engaging, inspiring week!

Sarita from Finland:
Thank you for a very nice and interesting workshop!

Anncarin from Sweden:
A very "human" workshop as a whole! And good arrangements before and during the week. Fantastic to have a full week together with warm and generous persons from all Europe.

Ute from Germany:
Fantastic! Rich in variety, touching, emotional, rational, well balanced. Supporting for my work at home. Energising. Making curious. Motivating. Very important for intercultural understanding.

Filippo from Sicily:
I'd like very much to repeat this experience. I came back home improved and professionally enriched. The hospitality of Valk&Uil was faultless! I'd suggest to join an Alippe workshop to all teachers who works with adult students, not only with prisoners ones.

Marian Ivan from Romania:
If I have the possibility to repeat the experience I'd like to do again with great pleasure.

May from Norway:
A huge big THANK YOU.

Erin for Sweden: I am so grateful I had the opportunity to participate at ALIPPE workshop. The most memorable is of course all the amazing participants and course managers Jan & Annet.

Ulrike from Germany:
There could be a lot to be added, particularly a huge thank you to both of you, Anet and Jan, for everything you did to teach us and work with us in a very competent way offered in a warm atmosphere. I have got the feeling that both of you are convinced of what you do and what you taught us. And you gave us much more than a further education. I also enjoyed the additional program,so we also learned something about your country.
Summarized this workshop was a great enrichment for me - Thank you so much!!

Hazel from Ireland:
When I returned, I did my best to get started immediately with the course, but found that it can be a slow process to set it up and establish a feeling of trust within the students to try it. They can be uncertain about what it involves and can be fearful that it will embarrass them in front of others, but fortunately, with gentle explanations and persuasion, two small groups began it and are enjoying it at present.
I am taking each class as it comes and hoping that they will finish it, but even if some of them don't, I know that they will have found it helpful, by what they have done so far. I will give more feedback when it is done, as we are only halfway through it by now and it is early days yet.
Thank you very much again for running a very worthwhile course.

Outcomes :

The Learners tell:

Louise from Wales:
Increased knowledge of other countries/prisons and their current provision for learning difficulties/dyslexia was very informative and interesting. My mind was opened to new skills and tools to implement into my teaching and learning.
I enjoyed working with fellow peers who had dyslexia and learnt from them a different perception and depth of another way of seeing the world through imagery and creativity.
I also gained confidence that my approach seemed to be in keeping with Gardner's theories which was comforting because I have been working in isolation. I am glad to have created a network of like-minded people for support.
I learnt that I can also be re-inspired and refreshed by others and new approaches.
I also learnt to focus on the positive more with learners as it is easy to fall into the trap of being solution focussed rather than celebrating learners strengths and working from this perspective.

Linda from Wales:
1. Enable learners to gain awareness of ways in which the dyslexic brain dyslexia learns.
2. Enable to evaluate their own strengths, ie being able to see the bigger picture.
3. Enable learners to find their own learning style.
4. Introduce learners to mind mapping as an effective method of expressing their skills and knowledge.

Edvin from Norway:
To focus on the student's difficulties with reading and writing difficulties theirs. It has given me one more focus on learning and writing difficulties theirs. and will then continue working with them.

Eleanor from Bulgary:
- dyslexia is not an obstacle, but an opportunity
- need to start with the self-esteem
- care and support for each one

Sarita from Finland:
I learned much about different prison education systems in other European countries. I found the Alippe program very interesting and useful - especially exercises were nice. I`m sure that we can use the program or at least parts of it also in Finnish prisons.

Anncarin from Sweden:
The importance of giving each individual chances to develop his talents and thus strengthen his self esteem, which will help in the process of learning other things

Ute from Germany:
I learnt about dyslexia; in Germany we don't really use that word for the described phenomenon; it is interesting to learn about prison work in other countries; very important impression about communication --> what do people mean by what? do we talk about the same things? questions about contexts; very very useful for motivation; being "in the same boat"; how do other countries solve which problems; big impact on communication; I even read the newspaper in a different way now; new targets; encouraged to go on with a certain way of social work and education; but also losing naivity in certain points

Filippo from Sicily:
I've improved my knowledge about dyslexia and I've learnt new teaching skills and new study strategy. This experience has been very useful and significant for my career and for my teaching.

Marian Ivan from Romania:
I tried the technique works in small groups and exchange of views, which led to interesting results
The opening games of every day were ment to give us a start for each activity .
Each participant became an important character to others through the work submitted, the constructive ideas and personal way of presentation.

May from Norway:
Professional level: Different methods, learning styles and strategies put together in a course made for inmates. Awareness of the possibilities one should look for in inmates struggeling with dyslexia and reading and writing difficulties and not their impossibilities. Discussions and exchanging ideas with fellow teachers have given ideas on how to approach and work with this issue. Perhaps feeling a bit more confident in my work and of the process we hopefully will join. Personal level: Feeling good and proud of being able to open up and share experience and ideas. Thankful for receiving and learning more about my students and how to guide and teach them. Motivated for future work by the optimism and enthusiasm created within the group.

Erin from Sweden:
ALIPPE workshop has given me practical tips and tools for how I can meet students with dyslexia, but also with other learning difficulties.

Ulrike from Germany:
> background facts about dyslexia
> handling dyslexia in NL and the countries of the other participants
> more information about how to teach reading and writing

Hazel from Ireland:
I found that the workshop was very stimulating and challenged me to think differently about how we work with dyslexic students in the prison system. It gave me more insights to how the dyslexic mind works and that learning styles are significantly different for the dyslexic learner and that behavioural difficulties are often signs of dyslexic traits.