It is in the school where the training and proper enhancement of the dyslexic child’s skill happen. However, due to the stigma that dyslexics have a hard time learning, some institutions barely keep track of their students and because of the demand of the other non-dyslexic children, keeping time and effort to help dyslexic students in a regular institution is difficult. There was an account by one parent where the child begs her not to let her go back to school (Riddick, 1996). A reason where a specialized institution caters to dyslexic children.
Helping individuals with dyslexia can demand a lot of time and effort from an educator. The best way that is researched to help dyslexic kids read better is to let them stick with their phonetic studies. This is memorizing the sound of letters, which was better than memorizing words that could be over a million where as there are only 40 phonetic sounds that the kid would memorize. Intensive training modules are being heralded now to help dyslexic individuals cope up with their learning disabilities.
It should be noted that dyslexic individuals are not developmentally retarded or intelligently-challenged, they can be normal learners using a different way of teaching. There are new tools and strategies exercised by educators today when dealing with a student who has dyslexia. The University of Sheffield published some of this guideline for special education teachers to follow, or base their teaching approach in handling dyslexic students. It would be always helpful to get to know the student personally, build trust and rapport.
Since dyslexic students may read and write slowly, as compared to an ordinary student, it would be wise not to include them in a fast-paced learning environment. Remember that these students have a hard time coping up with the class. Therefore, it is advisable to give handouts or notes before the class starts for them to study the lesson ahead of time, give them time to think and analyze and process the information. Present the lesson in a variety of formats such as slides, videos and practical demonstrations.
In a lecture class, it’s always reassuring and courteous to have a definite pause or breaks for the dyslexic student to catch up. In handing out lesson notes, it is suitable to use clear and concise language, and most of the times if not always, avoid handing handwritten materials, as this may cause more confusion for them. It would be also helpful to print out topics on colored paper per subject. It helps the student recognize the topic and associate it with the color. When implementing examinations, dyslexic students may fair poorly because of the pressure and the time limit.
If possible, allot a specific test questions for dyslexic students that does not require long words or sentences, as this will slow them down due to their difficulty in reading. In addition to this, studies from the National Institutes of Child Health and Human Development have shown that for children with difficulties learning to read, a multi-sensory teaching method is the most effective teaching method (Bradford, 2000). Using this method of teaching implies stimulating all the senses available to the dyslexic child.
Since in a normal learning environment, only visual and auditory senses are being used, Bradford suggested that educators should focus on other senses especially the sense of touch and the use of kinetics or movements. An example of this is the phenomena of reversal of letters and words, a dyslexic child may see the letter “b” as “d”; in a multi-sensory teaching method, teacher may create cut outs of both letters and let the child feel the circle and where it is facing. Afterwards letting the child draw a really big letter on the board.
In this method, the child would learn to use their hands in relation to what they are thinking, so the next time they encounter that letter, the child would remember the experience of touching it, feeling it, and drawing it really big. Another technique would be drawing the letter “b” in sandpaper and letting the child feel the texture of the material, this would give a very strong tactile memory to the child. Another method is writing the word “bed”, wherein both letters “b” and “d” are present.
Show to them in a very precise manner (draw if necessary) that “b” holds up the head of the bed, and “d” supports the foot. A newspaper article citing exercise as a possible cure for Dyslexia is one of the most practical development for the treatment of the disease (The Birmingham Post, 2006). After a series of activities the article safely concluded about the effectivity of exercise in jogging up the brain cells. It is the responsibility of the educator to recommend a student for assessment and tests when suspecting that the student has dyslexia.
This is not to brand them or demoralize these students, but to properly address their difficulties wherein they improve their learning significantly. Some dyslexics don’t get a fair chance in employment. The stigma and ignorance of the condition led people to poorly judged individuals and base their actions on their minute connotations about dyslexia. As one dyslexic social worker raise up hell in London for rejecting her based on her dyslexic condition. The council further explained that due to her condition, additional support would be needed (The Daily Mail, London, 2005).
There are famous personalities who are dyslexic themselves but were successful in their chosen field and made a name for themselves. Examples are: Leonardo da Vinci (1452-1519), Galileo Galilei (1564-1642), Hans Christian Andersen (1805-1875), Thomas Edison (1847-1931), Sir Winston Churchill (1874-1965), Albert Einstein (1879-1955) and Cher (1946 -) (cited in Adelman & Adelman, 1987; Aaron, Phillips, & Larsen, 1988). This just shows that dyslexia is in no way a hindrance to become successful in whatever field that individual chooses.