TEACHERS’ DESK: Helping dyslexic child
Apr 30, 2006
Maria (not real name), has moved her son from one school to another thinking the teachers didn’t like him and therefore were not giving him enough attention.
Maria (not real name), has moved her son from one school to another thinking the teachers didn’t like him and therefore were not giving him enough attention. However, after so much moving, she was advised to take her son to a psychologist for testing. The result revealed that the boy had a learning difficulty referred to as dyslexia.
Dyslexia is derived from Greek word which means “difficulty with wordsâ€.
This implies that the problem is not simply with reading but includes spelling, writing and other language aspects.
When children first attend school, their teachers and parents are keen to ensure that their reading and writing skills develop at the expected level. However, it soon becomes apparent that children learn at different paces. Although educationists try to avoid labelling children, it is distressing when a child who may be bright fails to read.
Early identification and appropriate support are fundamental in ensuring that dyslexic children receive the help they need.
In the past, parents’ concerns may have been brushed aside with observations such as, “boys often develop slower than girls†or, “that child lacks concentration.â€
There has also been an opinion that dyslexia is a disease for middle class or rich children and an excuse for stupidity. It is time that we turned away from the myths and recognised this condition at an early age. The reality of the situation is that dyslexia occurs throughout the world and doesn’t respect class boundaries.
Dyslexia can, however, be alleviated using appropriate teaching strategies. There are a number of things that need to be looked out for in these children.
Problems with phonics, poor short-term memory and problems with distinguishing right from left. The child can also write numbers and letters the wrong way round, e.g., 17 for 71, 9 for 6, etc. The child may also have a poor sense of rhythm. Learning about time may also be problematic, great difficulty with reading, writing, spelling, and calculation, concentration and personal organisation are a struggle such that the child is normally clumsy if not helped.
In older children, the child may make unexpected errors, for example, reading aloud, having difficulty when taking notes. A lack of self-esteem is often apparent.
Many dyslexic children/people can be very creative and make great achievements given the right support.
In Uganda, there is limited awareness in this area and a few testing centres for children.
Parents should visit specialists to help test their children and teachers should use proper strategies to support these children.
This will make the future of the dyslexic child brighter.
Deborah Mbuga,
Aga Khan Primary School,
mutumbad@yahoo.com
Dyslexia is derived from Greek word which means “difficulty with wordsâ€.
This implies that the problem is not simply with reading but includes spelling, writing and other language aspects.
When children first attend school, their teachers and parents are keen to ensure that their reading and writing skills develop at the expected level. However, it soon becomes apparent that children learn at different paces. Although educationists try to avoid labelling children, it is distressing when a child who may be bright fails to read.
Early identification and appropriate support are fundamental in ensuring that dyslexic children receive the help they need.
In the past, parents’ concerns may have been brushed aside with observations such as, “boys often develop slower than girls†or, “that child lacks concentration.â€
There has also been an opinion that dyslexia is a disease for middle class or rich children and an excuse for stupidity. It is time that we turned away from the myths and recognised this condition at an early age. The reality of the situation is that dyslexia occurs throughout the world and doesn’t respect class boundaries.
Dyslexia can, however, be alleviated using appropriate teaching strategies. There are a number of things that need to be looked out for in these children.
Problems with phonics, poor short-term memory and problems with distinguishing right from left. The child can also write numbers and letters the wrong way round, e.g., 17 for 71, 9 for 6, etc. The child may also have a poor sense of rhythm. Learning about time may also be problematic, great difficulty with reading, writing, spelling, and calculation, concentration and personal organisation are a struggle such that the child is normally clumsy if not helped.
In older children, the child may make unexpected errors, for example, reading aloud, having difficulty when taking notes. A lack of self-esteem is often apparent.
Many dyslexic children/people can be very creative and make great achievements given the right support.
In Uganda, there is limited awareness in this area and a few testing centres for children.
Parents should visit specialists to help test their children and teachers should use proper strategies to support these children.
This will make the future of the dyslexic child brighter.
Deborah Mbuga,
Aga Khan Primary School,
mutumbad@yahoo.com