Reading Programs for Overcoming Dyslexia
This is a comprehensive guide covering the basics of dyslexia to a wide range of diagnostic procedures and tips to help you manage with your symptoms. These tips and tricks have been used on people with dyslexia of every varying degree and with great success. People just like yourself that suffer with adult dyslexia now feel more comfortable and relaxed in social and work situations.
Preschoolers with learning disorders sometimes have an inability to understand the information that is presented to them by their preschool teachers. They may suffer from their visual, language, attention, or memory deficits. Sometimes these deficits are a result of their medical conditions such as lead poisoning, exposure to alcohol as a fetus, or a genetic condition called Fragile X Syndrome. While toddlers and preschoolers rarely receive the formal diagnosis of learning disorder (because they have not entered formal schooling), preschooler teachers can observe early signs of impending reading, mathematical, or writing difficulties. Children with signs of early learning disorders often feel badly about themselves as they compare themselves to the achievements of other preschoolers and respond to this by acting out.
Many children on the autistic spectrum also have dyslexia. Dyslexia comes from the Greek meaning 'difficulty with words' and is a difference in the brain area that deals with language. Again, like dyspraxia, there is no 'only' about dyslexia - it pervades many areas of life. Interestingly, dyslexia and dyspraxia often go hand in hand and many difficulties that are present in one are also present in the other. As with a dyspraxia child, a dyslexic child may be clumsy, often tripping, have problems with tying shoe laces and ties. Overlaps are evident in so many of these 'disorders' that it really is impossible to fit each child neatly into little boxes and although that is exactly how it should be, no two people being the same, this causes problems for professionals, parents and children alike. One thing we all need to learn is that although a label is needed as a signpost in order to gain help for our unique children, they often have threads of many different parts of the colourful...
DSM-IV 315.4 - Diagnostic criteria for Developmental Coordination Disorder (Dyspraxia) 239 DSM-IV 299.00 - Diagnostic criteria for Autistic Disorder 239 DSM-IV and DSM-IV 315.00 - Diagnostic criteria for Reading Disorder (Dyslexia) 241 DSM-IV 299.80 -Diagnostic criteria for Asperger's Disorder 241 Gillbergs criteria for Asperger's Disorder 242
A., Lewis, C., Stephens, E., Lunn, J., & Lamb, M. E. (2006, March). Facilitating eyewitness testimony in children with learning disabilities. Paper presented at the Annual Meeting of the American Psychology and Law Society, Florida Nathanson, R., Crank, J. N., & Saywitz, K. J. (in press). Enhancing the oral narratives of children with learning disabilities. Reading and Writing Quarterly. O'Kelly, C. M. E., Kebbell, M. R., Hatton, C., & Johnson, S. D. (2003). Judicial intervention in court cases involving witnesses with and without learning disabilities. Legal and Criminological Psychology, 8, 229-240.
Soon both Sam and I embarked on the mission of finding the right school and we knew that the children would not manage at mainstream schools. We looked at the local special schools and Sam eventually decided that she was going to give the school for moderate learning difficulties a go. Ben however, also had the physical difficulties and still did his level best to escape from everywhere and so, with our helpful head teacher (thank you Sam) and the LEA in agreement, I decided to flexi school him - partly at the school for profound and multiple learning difficulties and partly at home. Both of them developed in their own little ways once they started school. Ben doesn't strip at all at school, and Emma-Jane became toilet trained in the first couple of weeks of attending school.
When you accept yourself just as you are, your self-esteem is healthy and it's easy to relate to others. You also respect your right to be safe. You insist on being protected by others or protecting yourself when others bully. Generally, children don't bother to bully secure, confident children. If your self-esteem is low, you feel bad about who you are and criticise yourself constantly. Your inner voice acts like a bully and makes you vulnerable. Bullies sense your secret. They look for your reaction, e.g. if you feel bad about your learning difficulties, the bully reads your feedback and bullies you about them. Or you may be blessed with wealthy parents and enjoy lovely holidays, and other children get jealous, e.g. 'So you've been to Disneyland.'. If you're extremely attractive, they might say, 'Hey ugly', and you may react with embarrassment. Remember, it's not your fault that you've been born lucky.
When you belong to a tribe, whether it is a sports team, a drama club or the neighbourhood gang, you feel more secure, accepted and respected. When you have friends, you are happier at school, despite any learning difficulties, physical problems or family stresses, compared to children with a small, insecure or unstable network of friends.
Instruct the parents to meet with the school psychologist and other educational staff to explore the possibility of a learning disability or other identifiable problems that may be contributing to the child's depression and may qualify the child for special education or other academic accommodations.
If anything at all is going to be remembered from this book, I would like it to be this chapter. It is not at the end ofthe book because it is of least importance - it is here because I wanted you to remember this above all else If we as parents don't survive both mentally and physically, then our children lose their source oflove, support, encouragement and advocacy. Our children need us to be strong and well. Whether you are parenting a young child or a teenager, whether you have a large multicoloured family like my own or one or two children, whether you have children without any 'added extras' or are parenting a child with autism, AD HD, dyspraxia, dyslexia, AS or any shade in between one thing that is absolutely certain is that mentally, emotionally and physically, it is often an exhausting task and any tips that can make life that bit easier are gems to be treasured.
I have seven children, all very special, all very much loved and all very different - seven different colours of the rainbow. There are four boys and three girls the boys all being various colours of the autistic spectrum. In our house we have dyslexia, dyspraxia, Asperger Syndrome (AS), Attention Deficit, Hyperactivity Disorder (AD HD), Sensory Integration Dysfunction (SID) and autism to add that extra 'oomph' to an already manic family. Matthew, at nineteen years old, is at the stage where he is trying to decide what to do with his life. He is a sergeant in charge of Marine Cadets, has achieved his bronze and silver Duke of Edinburgh Award and is well on the way to getting his gold. He holds first aid certificates, GCSEs, has completed a pre-uniform course which gives him the equivalent of three A levels, and is living proof that dyslexia and dyspraxia don't need to prevent someone from achieving, either physically or academically.
You might be feeling highly stressed or angry. Let's face it, children can encounter many difficulties - e.g. personal tragedies such as a car accident, learning difficulties, sexual, emotional or physical abuse - and you may need to release your discomfort by jumping into a fight with the bully. If you are tense, hyperactive, frustrated or irritated, you make good bully fodder. Although it's useful to manipulate a bully to release your frustrations and blame someone else, it can boomerang back. The negative feedback reinforces your poor self-esteem, exacerbates the situation, and you are bullied again. Maybe you decide to ignore the bully, but once the pressure builds, you explode and fight back. This is when teachers who have seen nothing else blame you.
Nicole had difficulty reading even the blackboard was hard to see. She had learning difficulties, her self-esteem was poor, and kids excluded her. Eventually one teacher became suspicious and suggested to her parents that she have an eye test. Once she was given glasses, her schoolwork improved and she learnt how to stop being bullied.
The Lesson a Real Mother Teaches Probably the one thing every woman wants most is a healthy child. We pray our kids will be blessed with good health, but we also desperately hope life will bring them happiness. Unfortunately, all too many children aren't dealt easy life sentences. The array of difficulties might include autism spectrum disorders, learning disabilities, chronic illness, depression, or hearing impairments. But whatever the issue, real mothers know that some things can be changed and some can't. And real moms realize that accepting what can't be changed is a big secret to helping their children cope with their challenges and get on with their lives. And so
Matthew was put on the special educational needs register at school and given extra lessons in spelling and reading, I paid for private lessons in reading and writing, and still things didn't seem to get any better. Eventually dyslexia was suggested and after getting sick of waiting for assessments through the local authorities, I had him assessed privately by a specialist in dyslexia and he was officially diagnosed. I have to say that around this time I was probably Matthew's biggest hindrance. He was my first child so I had no yardstick by which to measure his development. I have never had any difficulties at all with reading and writing - in fact I was able to read perfectly at an extremely young age, even before I went to school. For this reason I found it impossible to understand why Matthew could be taught the same words over and over again and yet spell them a different way each time. Poor Matthew had lesson after lesson in reading and spelling and we paid thousands of pounds...
In my household, as you have seen, I have a combination of rather unusual characters with very different personalities and so have to help Luke and Matthew as they negotiate their pathway to adulthood. Dyslexia is making it harder for Matthew to fill out application forms in his bid to find employment and his rigidity and difficulties with social situations all make the interview stage even harder for him if he does get that far. As I have already written, Luke is struggling through the worst time of adolescence and this is being exacerbated (for all of us ) by the fact that he is being ruled totally and utterly by his obsessions at the moment. In general, teenagers with autism or related conditions have their own shade of difficulties in adolescence and sometimes the explosion of 'colour' is blinding Whilst focusing on parenting a 'multicoloured' combination of children, this book would be sadly lacking if I didn't write a full chapter on the whole minefield of adolescence and its...
The inability to concentrate or sustain attention for any length oftime is undoubtedly the most disabling part of AD HD or ADD. It often appears that children with AD HD or ADD have associated learning difficulties and whilst this is true in some cases, in many others it is the inability to concentrate long enough to learn that causes the difficulties. These difficulties have far reaching consequences and can spread into every area of life and indeed, throughout the whole of someone's life. More and more evidence suggests that AD HD is not merely a childhood disorder but a very real difference in the way someone thinks and learns - a lifelong condition. Children having such problems with concentrating, and thus learning, can often suffer from low self-esteem and consider themselves to be 'thick' as they frequently achieve less than their peers both socially and academically. It is imperative, therefore, to pick up these problems as early as possible and give the right support in order...
As I have just written about the cocktail of different kinds of autism both within my family and in each of my boys, I apologize for the fact that I am now going to write mainly about Ben. The main reason for this is because although Luke has Asperger Syndrome, a form of autism, although Joe has AD HD and a kaleidoscope of different autistic spectrum 'differences' and Matthew has many autistic ways, woven into the dyspraxia and dyslexia, autism is Ben's main diagnosis and his endearing (and not so endearing ) ways are more likely to be recognized by any parents and professionals reading this.
As I have illustrated, Joe seems to fit the criteria for many other 'conditions' though I prefer to think of Joe as having an autistic spectrum 'difference' with a predominant label of AD HD - Joe is simply (well maybe it's not so simple ) Joe. I have written briefly how added extras such as dyspraxia, dyslexia and sensory issues affect us as a household, just as I have written about autism, AD HD and Asperger Syndrome in later chapters. Other colours of the autistic spectrum and labels which our children often acquire, either separately or along with autism, are listed below
All parents with an autistic child at any place on the spectrum know far too well the difficulties that arise when trying to find appropriate education for our children. To be fair, most professionals working with children on the autistic spectrum know how hard these children are to place. The nature of autism is that the children have an uneven profile and so whilst a child may have limited communication they may not have learning difficulties at all or may indeed have problems in one area but be way above average in another. Autism is pervasive and school is one place that causes stress for the children, parents and teachers alike.