Mummy, I don't want to go to school today.

“Would you be able to retain your personal goals and expectations while being unable to read, to think what to say, to write or to spell? Try to imagine what it would be like to face the terror of being asked to do these things unaided for most of the day, every day. Is it a wonder these students tell us their favourite time at school is recess and lunchtime?” said Angela Weeks, while guest editor for the Australian Journal of Learning Disabilities, December 2001, on the pain endured by children with dyslexia.

Dyslexia, a hereditary neurological disorder, is found in some 16% of Australian children. Auditory and / or visual information processing problems result in a range of learning difficulties in reading, writing, spelling and numeracy. Dyslexia is a medical condition, and has no relevance to the amount of time or effort parents spend with their child reading, talking and playing games in their early years.

The symptoms and severity of dyslexia vary immensely, and the condition is incurable. However, with early detection, intervention and patience, you can manage it successfully.

The many indicators that a child may be dyslexic include:
• falling behind at school
• poor pencil grip and handwriting
• difficulty following instructions
• phonetic or jumbled spelling
• skipping words when reading
• disorganisation
• spelling the same word different ways
• not hearing fine differences in words (eg ‘cowboy’ – ‘cowbuy’)
• poor note-taking abilities
• difficulty pronouncing words
• difficulty telling time
• exhausted at end of day
• difficulty copying from blackboard
• relying on memory
• unhappy at school

Additionally, a dyslexic child often has low self-esteem and feels embarrassed. While many are taunted by words like ‘stupid’ on a daily basis, dyslexia is not a sign of low intelligence. In fact, many dyslexics show a higher than average intelligence and are often gifted in areas such as creativity, technology, spatial skills or interpersonal relationships. These talents should be encouraged and recognised regularly and, where possible, should form the foundations for learning.

Behaviour problems may occur, resulting from the child’s experiences at school. A standard day of learning may cause excessive stress, frustration, tiredness and teasing. To help cope with this some may become the class clown, while for others, sending them for ‘time out’ simply removes them from the frustrations they are facing. Some dyslexics regularly become ill during the day, resulting in a visit to the sick bay or, if lucky enough, the school requests that their parents collect them. In many cases, this onset of illness is not an excuse, but is very real. They may find the effort of concentrating all morning so intense that they develop a headache, or they may worry themselves sick, literally, over an upcoming test.

If you suspect your child has dyslexia, you should first visit your child’s doctor for a full assessment, along with hearing and eye tests, to rule out other problems.

Arrange a meeting with your child’s teacher to discuss all issues that concern you. If you still suspect your child may have learning difficulties, request an appraisement by the school’s learning support unit. Request this in writing to the school’s principal. You can also have your child assessed by specialist services such as the Dyslexia Testing Service in Brisbane (www.dyslexiaqld.com.au). They will thoroughly assess your child through a number of tests, detail their findings, and suggest how to best manage the condition. Once you have an accurate diagnosis of where your child is experiencing difficulty, you can establish a management plan.

Most specialists agree that learning difficulties are apparent and manageable from around the age of seven. Wherever possible, encourage learning by use of games and activities your child enjoys. Computers are another great form of assistance. There are numerous learning assistance programs available to help with specific difficulties. Using computers to prepare projects should be encouraged, especially for children with untidy handwriting, and will help them prepare presentations they are proud of.

Other assistance includes the use of flash cards, taped books (from Queensland Narrating Service and most libraries), discussing books they have read, and reading using the Neurological Impress Method, which involves reading with your child, only slightly louder and faster than them.

Within the classroom, dyslexic children need modifications, including being able to use computers, scribing, having instructions read to them for non-language subjects, and for oral reporting to be substituted for written reporting where possible. They also require a peaceful, organised classroom, and short, clear instructions that may need repeating often. Homework usually causes dyslexic children and their parents great distress and requires close monitoring so it does not dominate their afternoon.

As dyslexic children usually perform learning tasks slower than other children, and have to work harder than most to achieve results, it is important they do not spend free time or playtime completing unfinished tasks. A diligent teacher knows when a child has made a fair effort with their work, and should give them only what they can manage.

While dyslexia can cause seemingly insurmountable frustrations for sufferers, it does not need to affect their success in life. With patience, adjustment and encouragement, many dyslexics become highly successful adults, and often, entrepreneurs. Some well-known dyslexics include entrepreneur and Virgin boss Richard Branson and US actor Tom Cruise. Cruise recently said, “My childhood was extremely lonely. I didn’t have many friends. I was dyslexic and a lot of kids made fun of me. That experience made me tough inside because you learn to quietly accept abuse and ridicule.”

If you are lucky enough to have children without dyslexia, take the time to discuss learning difficulties with them, and encourage them to give confidence and support to dyslexic siblings and classmates. This simple gesture will have major benefits on the self-esteem of those struggling to learn.

For further information on dyslexia and its management:
www.dyslexiaqld.com.au
www.learningconnections.com.au
www.spectronicsinoz.com

Article Source: http://www.therepozitory.com.au

Donna-Marie is the owner of Jacaranda Business Support Services and Author of Ready, Set, Go For It! Offering writing, editing and small business support, she can be contacted at www.jacaranda-business-support.com or e-mail info@jacaranda-business-support.com. During her 'spare' time, Donna-Marie works with children with learning difficulties to learn to read and write, and to generally find ways to cope with these challenges.

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