Dyslexia is a form of learning disability. When it comes to their own children, it’s a term that many parents hate hearing. What their “common” minds understand is that they have a child who will face challenges in his or her education and life. Dyslexia is a lifelong condition. There is no treatment to reduce the symptoms; worse, it is an undiagnosed condition that exposes the sufferer to a great deal of misunderstanding and ridicule over things about which he or she has no influence.
When parents learn more about their child’s dyslexia and collect input from professionals, they learn a lot of stuff that they want others to know. Here are twenty of them.
1. They have different reading styles.
A dyslexic child’s brain anatomy is distinct. The area of the brain that understands language is not the same as the average person’s. The brain must convert symbols on a page of a book into sounds, for example. After that, the sounds must be merged to form coherent phrases.
2. They would not be able to conquer dyslexia by reading more books.
Many who don’t understand dyslexia (including some teachers) believe that if parents read to their children more and elementary school students are encouraged to read more, dyslexia will be cured. The opposite could not be further from the facts. While reading to a dyslexic child has many advantages (for example, information, exposure, and imagination stimulation), it will not help him or her improve as a reader. Forcing a dyslexic child to simply learn more in the conventional way would only result in frustration.
3. They are not unmotivated or lazy.
In the classroom and at home, the undiagnosed dyslexic child is often branded as these items. However, keep in mind the following considerations:
– They may not be able to understand multi-step instructions. Their brains are still processing the first instruction while the second and third instructions are being sent.
– At school, they are only decoding the first sentence while their peers have progressed to the fifth or sixth.
– They take a lot longer to finish worksheets and exams. If they don’t finish their work, the teacher will decide to keep them in from recess to force them to do so. They don’t realize that this child is drained from the work required to complete what he has, and that he, like his peers, needs a break.
4. They also need tutoring outside of school hours.
According to certain research, if the tutoring is intended for kids with dyslexia, the brain actually shifts (this is called neuroplasticity) and “rewires” itself, resulting in improved reading skills. Tutoring for writing, reading, and test taking must continue for older students who are facing essays and papers for which homework must be done, as well as the regular rounds of standardized testing that arrive at particular milestone points of schooling.
5. They do not “see” the universe in reverse.
Yes, they often reverse letters and phrases, but this is due to the fact that such words and letters appear differently on the printed page. What they see in the world is frequently seen holistically by them (rather than in detail). They have a fantastic ability to spot what isn’t quite right.
6. They need a “ear reading”:
Audio books are referred to as this by supporters and parents. Although the obvious advantage is that they can keep up with their classmates in all content fields (textbook publishers all provide audio versions of their publications), they can also do analysis and write book reports/reviews. Increased vocabulary and the ability to “hear” strong grammar are two other advantages.
7. They need accommodations at all levels of education.
Although they may not always qualify for an IEP, other individualized arrangements may be implemented to allow for more time on assignments and tests, adjusted assignments (for example, half of the spelling word list), and orally administered assessments.
8. They are prone to becoming disorganized:
Their lack of attention to detail leads to disorganization, which has an effect on both school and home life. Their rooms are likely to be messier than most, and cleaning them can be difficult.
9. They believe they are stupid.
They are conscious that those in their classes are reading more, doing tasks on time, and learning stuff faster. This can have a long-term negative impact on a person’s self-esteem, leading them to withdraw. Teachers must consider and draw on students’ strengths and desires in the classroom. Outside activities can be used by parents to encourage their children’s abilities and talents. Art, music, sports, architecture, construction, and science are all examples of places where you can excel.
10. They need social interaction:
They can stop participating in social activities or making new friends if their negative feelings about themselves cause them to withdraw. It is important for parents of young children to take an active role in their children’s socialization. Joining a support group or enrolling them in clubs, Scouts, or athletic events are examples of this.
11. They are intelligent, ranging from average to above-average.
There’s nothing wrong with educators and parents informing these children about their IQ scores. They should continue to emphasize the fact that dyslexia affects a large number of highly successful individuals. Here are a few examples: Thomas Edison, Albert Einstein, Alexander Graham Bell, Henry Ford, Jay Leno, Whoopi Goldberg, Tom Cruise, Muhammed Ali, Steve Jobs, Tommy Hilfiger, Picasso, and Richard Branson are among the famous people who have contributed to the world.
12. They need technological assistance:
From apps that convert any text to audio to voice-command word processing programs to phonetic skill building in gaming platforms, medical and psycho/educational practitioners have suggested a variety of apps that benefit dyslexic students. Schools should be aware of these requirements and make sure that these resources are usable.
13. They are drained by minutiae.
This happens a lot when it comes to reading and “cluttered” math worksheets. Spreading out material in larger print and using recommended fonts would go a long way. They’ll still need a lot of breaks.
14. They are able to see what others are unable to:
Dyslexic children will claim that the words on the page are shifting, switching between light and dark, or flip-flopping. It’s tempting to believe they’re making things up, but they’re not. It’s critical to confirm that what they’re seeing is “true” for them.
15. They’re visual thinkers.
They absorb information through pictures and hands-on experiences. This is one of the reasons so many people excel in lab sciences. They note in photographs as well. If you can send them visual representations of concepts, they can remember them better.
16. They can not be grouped together as a single entity:
Dyslexic children are unique people. Their impairments vary from mild to serious. Some people will show signs of ADD, while others will not. Some people have a hard time putting their feelings into sentences, while others are more articulate.
17. They are irritated by their handicap.
While those who live and work with these children will become irritated, it is important to maintain empathy. To see dyslexia from the eyes of someone who has it, put yourself in his shoes.
18. They will be dyslexic for the rest of their lives:
Teachers, on the other hand, will create compensatory strategies, receive college degrees, and fill a variety of job openings with strong initiatives and versatility.
19. They can bring a lot of value to a business.
They are also able to “see” ideas that others cannot because they are innovative and visual thinkers. Dyslexia becomes an asset in these situations.
20. They have a keen sense of hearing.
Hearing has likely improved as a result of their ability to use their eyes well to understand, much as it has with those who are blind. They are, however, frequently unable to block out any of the sounds around them, which has a significant impact on their ability to concentrate. When they are engaging in audio learning, they can benefit immensely from the use of headphones…