Maya Aarseth has finished her second year at Volda secondary school. This spring she had a written exam in Spanish. It was a stressful experience. – I take a very long time when I write, especially if I have to be careful. On the exam I had to choose to write enough words. Then I couldn’t look over, says Aarseth. She was diagnosed with dyslexia in the tenth grade. At the exam, she was allowed to read the assignments out loud, and spend an extra hour. In addition, she got to use the reading and writing tool Lingdys. – The problem is that it works quite badly in Spanish, he says. In standing, Aarseth received a grade of five. In the exam she got a two. – It was quite heavy. Spanish is a subject I really like. I don’t feel like I showed what I can do, says Maya Aarseth. Aarseth says that it has been difficult to know what kind of accommodation she is entitled to as a dyslexic. She asks for better and more accessible information. Photo: Remi Sagen / Remi Sagen Struggling with Spanish Torbjørn Nordgård is head of language technology at Lingit, the company that developed Lingdys. – We have probably not come as far in the development of Spanish. It simply comes from a lack of competence, says Nordgård. To develop an equally good programme, they need someone with deep insight into dyslexia problems and language skills. In addition, the person must have some knowledge of data. – We are in the process of collecting data for both Spanish and German, he explains. He thinks they will start further developing the product during the school year, and hopes they can soon offer a better aid for these two languages. Torbjørn Nordgård in Lingit explains that dyslexics often make different spelling mistakes than non-dyslexics. Their program detects and corrects typical mistakes dyslexics make. Photo: Steinar Tvervåg Best on the market It is the schools that buy aids for the pupils. The headmaster at Volda secondary school, Trond Hjelseth, says that the aid they can offer depends on what is available on the market. – Will buy what we are advised. As far as I know, we offer the best aid on the market, he says. The number of written and oral examinations is determined nationally. – I personally would like students with dyslexia to be able to choose oral exams to a greater extent, he says. Rector Trond Hjelseth believes it is challenging that the tool does not work equally well in all foreign languages. Photo: Remi Sagen / Remi Sagen Clear law Caroline Vigestad Solem is secretary general of Dyslexia Norway. She emphasizes that both the Equality and Discrimination Act and the Education Act make it clear that people with dyslexia must receive accommodation. – When the tools do not exist, the authorities must step in to ensure that the right technology is developed, she says. Caroline Vigestad Solem is general secretary of Dyslexia Norway. She believes that it is the students with dyslexia who lose out because the development of writing support programs has not progressed far enough. Photo: Dyslexia Norway Willing to learn Spanish At home, Aarseth is well underway with the summer holidays. In August, she starts her last year of secondary school. She has finished teaching Spanish. – I think I will still continue to learn the language. Even if it went as badly as it did, she says. Aarseth would like to study abroad after graduating. Right now he is considering studying in England. Photo: Remi Sagen / Remi Sagen
ttn-69
Maya Aarseth has dyslexia and was not allowed to adapt the exam in Spanish – news Møre og Romsdal – Local news, TV and radio
