The Way Adult Can Help Dyslexic Students At School

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The emotional effects of dyslexia and the many ways adults can help their children counter these effects.

Imagine if you have noticed someone in your family, school, or workplace that struggles with reading, writing, spelling, challenges with numbers and mental issues, while you are not familiar with dyslexia and do not have knowledge about that learning disability to be able to support a dyslexic person to build their self-esteem and emotional stability. Understanding dyslexia basics, such as what is dyslexia? Causes and effects of dyslexia and the rights of a person with dyslexia are a fundamental step for adults to start the process of helping a dyslexic person. First and foremost, adult must never lose heart. Adult, as parent or educator, can make a critical difference in the life of a dyslexic person. The best gift that a parent or educator can give to a dyslexic child, in addition to unconditional love, of course, is the gift of understanding the emotional impact that dyslexia has on their daily life and learning strategies to support them at home, school, and beyond.

Louisa Moats and Karen Dakin report in their article ‘Basics facts about dyslexia and other reading problems’ that dyslexia is a language-based learning disability. Dyslexia is a learning disorder that involves difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words (decoding), also called reading disability; dyslexia affects areas of the brain that process language (Dakin 155).

The International Dyslexia Association reports that dyslexia is Neurological, lifelong, hereditary, and earlier diagnosed is better. Dyslexia is a learning difference that is neurological in origin. The challenges of a person with dyslexia occur in the brain as it processes information. Because dyslexia is neurological, it is also lifelong. One doesn’t merely outgrow dyslexia. It is possible to minimize its effects with the right instructions, especially if begun early, but if someone has dyslexia, they will always have dyslexia. If you or someone in your family struggled with learning to read and write, and your child is struggling, it is possible that dyslexia was and is a factor. Also, the earlier a student is diagnosed with dyslexia and receives the appropriate instruction, the more they can adapt to and compensate for their learning differences. It is even possible to develop new learning pathways. When dyslexia is identified and treated early, students can keep up with their peers. It benefits them emotionally, socially, and academically.

Another fact about dyslexia basic is its causes and effects. The Academic Medical center states that the exact causes of dyslexia are still not completely clear. It appears to be linked to specific genes that affect how the brain processes reading and language, as well as risk factors in the environment such as a family history of dyslexia or other learning disabilities, premature birth, exposure during pregnancy to nicotine, alcohol, or infections that may alter brain development in the fetus and individual differences in the parts of the brain that enable reading. The International Dyslexia Association claims that the impact that dyslexia has is different for each person and depends on the severity of the condition and the effectiveness of instruction or remediation. The effects of dyslexia can reach well beyond the classroom, like significant problems in the workplace and in relating to other people because of their difficulty to express themselves clearly or to fully comprehend what others mean when they speak. Self-image- dyslexia can also affect a person’s self- image. Students with dyslexia often end up feeling less intelligent and less capable than they are after experiencing a great deal of stress due to academic problems. A student may become discouraged about continuing in school.

The Yale Center for Dyslexia & Creativity discusses that parents of a person with disabilities should be aware of relevant federal laws of the rights of a person with dyslexia. The Individuals with Disabilities Education Act 2004(IDEA), Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA) define the rights of students with dyslexia and other specific learning disabilities. These individuals are legally entitled to special services to help them overcome and accommodate their learning problems. Such services include education programs designed to meet the needs of these students. The Acts also protects people with dyslexia against unfair and illegal discrimination.

Understanding dyslexia facts, causes, and effects and the rights will provide adults a better view of that learning disability called dyslexia. Also, it will help adults to understand and provide support for a dyslexic person. For adults to be able to help a dyslexic person cope with emotional issues is necessary to learn about the disability. It is essential to learning about that disability, the causes, and effects of dyslexia, and it is crucial for the adults to get support for the child’s needs, boosting the child’s self-esteem and learning strategies for success at school, home, and in the outside world.

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A person with dyslexia experiences its effects all day, every day. It’s a lifelong issue for each person. The emotional effects of dyslexia are angry, jealous, embarrass, frustrated, alone, and feel inferior. It is vital to make your students or children feel as if they are not alone. The most important role is to be supportive and let the dyslexic person know it’s okay to have and to talk about their feelings. It is essential for the adults to try to help the dyslexic person focus on the positive aspects of their life and steer them toward the activities that give them pleasure. It is crucial to understand that everything takes longer for the dyslexic person such as writing, spelling, reading, following directions, and studying. So, preparation and organization are excellent tools for adults to provide better support for the person with a disability. For example, a dyslexic person has a need for planning ahead, they need to know what’s coming up around the corner, so they can prepare for it. Surprises, quizzes, changes in plans or directions, and last-minute projects can be catastrophic for the dyslexic child. Also, it is essential to remember that, as with most kids, children with dyslexia function best with a good night’s sleep. Feelings of disorganization are intensified when a child with dyslexia stays up too late and doesn’t follow a healthy bedtime routine. Preparation and organization are crucial to their success, and the best way for adults to support dyslexic person is to be there for them and to be patient with their feelings.

Learning how to deal with dyslexia children as well as know strategies to help the child when dealing with dyslexia is essential to help them with the emotional issues caused by dyslexia. Also, adults can help a dyslexic person to cope with emotional problems by Professional help, listening to children’s feelings, love, and support them. At school, the adult needs to discuss a dyslexic person’s individualized education program to support them at school and at home. The school should provide classroom accommodation, such as tape-record, clarify or simplify written directions, highlight essential information, provide additional practice activities, provide a glossary in content areas, and develop reading guides. Adults could use the same accommodations at home to support a dyslexic person to succeed in their goals at home. Each dyslexic person is going to need help in specific areas to reach their potential. The IEP will describe what they need to do their best. With the right tools, the dyslexic person can set their goals and aspirations as high as they wish. The key is finding the right strategies and methods to fit their learning style. If the adults provide for the dyslexic person support as professional help, as well as listening to the children’s feelings, love and support will allow the dyslexic person to be active as they grew up. At school is fundamental to provide for dyslexic person a classroom accommodation, reward effort, and specific educational techniques to motivate them to learn in the right way.

Getting support for a dyslexic person is one of the most important steps that an adult can make toward helping a dyslexic person succeed in life. First, build a dyslexic person’s team. For example, a dyslexic person team will consist of their parents, teachers, tutors, coaches, friends, and relatives, but an adult can find valuable support just about anywhere. A right support person is one who is patient, understanding, and capable of the tasks that a dyslexic person cannot do. It is essential to work with the school because the school is a necessary part of a dyslexic person’s support team.

Another way to help a dyslexic person cope with their emotional issues is to focus on abilities, not disabilities. It is essential to seek out positive people who have optimistic outlooks. Adults should beware of individuals who want to focus on their child’s disabilities rather than on their abilities. A positive person will be boosting dyslexic person self-esteem. Self-esteem is a crucial issue for all children and adults. For a dyslexic person, self-confidence is an especially sensitive area because many dyslexic kids are treated as if they are not smart, particularly by those who don’t understand the nature of the disability. The child’s self-esteem will depend, in part, on adult approval, so adult support is essential. Good self-esteem helps a child to be confident and affects an array of elements in his life. With a solid sense of self-esteem, he will feel sure about trying new things, get along with others, and be more likely to do well in school. Self-esteem is at the base of our accomplishments in life.

Another way for adults provides support for a dyslexic child is set up strategies for success at home, such as morning routine, good sleep habits, providing a functional workspace, helping with homework, managing frustration, reading at home, writing at home, studying in advance for tests, doing chores, having fun and making home a positive place for learning. Help a dyslexic child at home by establishing routines and structure, by making sure that he gets enough rest, and by being available for emotional and practical support. Home is a place of safety and comfort, and this is particularly important for a child with dyslexia. A loving, supportive home environment gives a child a solid base from which to grow and learn.

Dyslexia will always be a reality and a challenge for a dyslexic person in their daily life. But just as importantly, dyslexia can be managed, and that with the adult’s help, a dyslexic person will meet their goals and achieve their dreams. Parents and educators can make a difference in their lives by supporting them at home, school, and outside the world. Also, adjust, but do not lower your expectations, help your child or student set realistic goals and dreams. Focus on their abilities, not his disabilities. Help a dyslexic child find a place where he can excel and have fun.be an advocate. You are your child or student’s best supporter. Never give up seeking ways to help him to learn and achieve. Also, believe in your dyslexic child or student, because adult support means everything. Enjoy a dyslexic person and remember to cherish and appreciate them every day.

There are plenty of ways that adults can help a dyslexic person succeed in life. For instance, be happy and cope with emotional issues, such as using the best method of learning, to teach the dyslexic person. Don’t be afraid to ask for help; be realistic about their strengths and weaknesses. Encourage them to let others know about how their disability affects their life and their learning style. Also is crucial adults guide a dyslexic person to be patient with themselves. Finally, it’s vital to encourage parents and educators to remember that helping their children to learn to do their best and accepting and celebrating their best without comparing themselves to others.
There is no strategy more important than this: Belief in your child and openly display that belief. Whether it’s a parent, grandparent, teacher, counselor, principal, or friend, each dyslexic child needs someone to believe that he can do it and someone to take the extra time required to make it happen. A hand on a child’s shoulder and a comment like ‘You Can do it!’ Or the simple words ‘I Love You’ can make a vital difference in whether a dyslexic child develops the inner confidence necessary to keep on trying.

Works Cited

  1. “…Until Everyone Can Read!” International Dyslexia Association, https://dyslexiaida.org/.
  2. “Mayo Clinic.” Mayo Clinic, Mayo Foundation for Medical Education and Research, https://www.mayoclinic.org/.
  3. Moats, L. & Dakin, K (2008). Basic facts about Dyslexia and other reading problems. Baltimore, MD: International Dyslexia Association.
  4. “The Yale Center for Dyslexia & Creativity – Yale School of Medicine.” Yale Dyslexia, http://dyslexia.yale.edu/.
  5. Nosek, Kathleen. “The Dyslexic Scholar: Helping Your Child Achieve Academic Success.” Amazon, Taylor Pub., 1995, http://www.amazon.com/Dyslexic-Scholar-Helping-Achieve-Academic/dp/0878338829.
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