إعداد دكتور محمود الخيال

Psychosocial Aspects of Dyslexia

Childhood

Until recently, many people had no idea that they were dyslexic until later in their adult life. Due to the increased awareness of multiple learning disabilities that effect children, childhood is often the most likely time of diagnosis. Studies indicate that boys are four times more likely to be dyslexic than are girls, even though not genetically sex-linked (see Biological Aspects). Dyslexics are often gifted people whose IQs range from average to above average. They have trouble translating language into thought and thought into language. Although the three-dimensional world for the dyslexia is alive and well, as they are often highly creative and intuitive, their struggle lies within the two-dimensional world of reading, handwriting, spelling, and pencil/paper mathematics. Project ASSIST reports that "the dyslexic child's mind is working harder to fill in the gaps between what he actually sees, hears and feels in the outer world, and how he thinks about these things in his head and puts then into words. The dyslexic mind needs more time and help in sorting, recognizing, and organizing the raw material of language for reading and spelling."

The emphasis of elementary education is placed on learning to read, to write, and to do arithmetic. Combining this kind of curriculum with the dyslexic is like mixing oil and water. They do not mix. Often, these children see a difference between themselves and their peers but don't know how to express it to others. The child is forced to compete in a world in which his/her mind is not able to function. They are constantly being told to simply "try harder" or "just concentrate and you'll get it". With this in mind, a child with dyslexia is set up to fail, upon entering school. No matter how hard the child tries he may be doomed, unless the problem is recognized early, and the child's teachers are willing to be creative in presenting the material. That's where parents and teachers can help through their support and guidance towards self-advocacy for success in their own lives.

Some suggested teaching strategies are as follows:

• Assess individual learning style and teach to strengths and modality.
• Use multisensory teaching approach with role playing techniques.
• Create opportunities for concrete and experiential learning and abstract reflection.
• Make abstract concepts more concrete by handle materials, relate to daily life, and demonstrate tasks.
• Teach new concepts concretely with practical application leading to theory.
• Talk to students using their experiences and materials to build on strengths.
• Give frequent positive feedback to set up for success and help student recognize it.
• Make directions specific, concrete, and understandable.
• Check accuracy with oral and written summaries with open ended questions.
• Provide detailed syllabi and choose texts carefully.
• Explain and demonstrate how to use text aids like study guides.
• Assign advance readings and provide handouts.
• Give directions for assignments and test orally and written.
• Provide repetition and lecture outlines (preview and review) while using mnemonics and concrete presentations.
• Personalize information and encourage small group discussions.
• Use chalkboard, films, slides, overheads, and handouts especially for new materials.
• Clarify points, relationships of ideas, and expectations before class begins.
• Allow taping of lecture, use of scratch paper, calculator, and dictionary.
• Allow time to reflect on new materials and concepts with discussion afterwards.
• Provide study questions to exam and demonstrate testing format and content with examples.