SUPPORTING CHILDREN WITH DYSLEXIA AT AN EARLY SETTING Introduction The knowledge of dyslexia has spurred debate in every possible dimension. It has been mistaken to be a sign of low intelligence or laziness by those who little knowledge on dyslexia (Reid, 2011). It is a universal condition influencing the way the brain processes written and spoken language. Dyslexia is known to manifest as reading problems among children, usually referred to as the reading disorder. The disorder may further manifest in the form of spelling and even speaking disability under extreme cases (Shaywitz, 2008). The patients are capable of understanding complex information, only if they are granted more processing time. In some cases, the persons use audio materials like an audio book to facilitate fast understanding of information. Aspect ChosenThe main aspect chosen is derived from the symptoms of dyslexia. The major symptom analysed was learning difficulty. The underlying assumptions about the character, pervasiveness and materialization of the condition were considered (Reid, 2011). The manifestations characterizing dyslexia supported in the research in relation to reading and learning difficulties were as follows: the reading disability included categorical difficulties with reading speeds and understanding levels. The other aspect included spelling difficulties that further influences reading glibness and written expression. Summary of Main Points of LearningDyslexia may occur in segregation or may overlap widely in persons with reading problem. The condition quite often exists in persons with abilities, talents and gifts that enable them thrive in many realms. The affected persons portray problems with attention and memory, which makes it difficult to develop intellectually (Reid, 2011). The most probable approach in dealing with the condition is early detection. People with the condition can be assisted, regardless of age (Shaywitz, 2008). The treatment of the condition is the responsibility of all teachers and support personnel in any academic institution. The patients deserve sufficient instruction and guidance in regular classrooms and through other involvement programs.Management of DyslexiaDyslexia patients require the love and understanding of the people around them in order to boost their self-worth (Reid, 2011). The children should not be alienated on the grounds of class performance because they are always very gifted in other areas beyond classroom. In the class, it is important to check if the child correctly writes down exactly what is required in the homework (Shaywitz, 2008). All academic work should be written down and not verbally, to help the child remember what is required. Self-reliance can be promoted by developing a daily checklist for the pupil to refer to. The child should also be placed fairly close to the teacher so that he/she can receive immediate assistance when needed. This will also let the teacher keep an eye to the child and monitor their progress. The reading ability can be enhanced by introducing an organised reading format involving reiteration and gradual introduction of new words (Reid, 2011). The child should not be forced to read aloud in class as this will provide a comparison ground with other children in class, eventually demoralising them (Shaywitz, 2008). If possible, audio materials could be used to encourage them to understand the context and improve their reading abilities.Reflection To fully understand what dyslexia is, the first step involves seeing the child as a whole person, inclusive of their strengths and weaknesses. The understandings of the child’s specific difficulties in relation to how they affect their performance enables one develop specific strategies to integrate the child into the learning environment (Reid, 2011). It was noted that dyslexics portray many strengths that include oral skills, adept spatial awareness and artistic talents. Therefore, the teaching fraternity should not only focus on working with the weaknesses of the dyslexics but also include their strengths at an early age. The approach involves shattering the notion that the child must first fail before making a mark in their world. Action Points Dyslexic children are part of the society and most importantly, they are the future. The society should support them and ignite their full abilities that will enable them shine just like other children. This ensures motivation and development of a strong sense of self-worth (Reid, 2011). When in a classroom set up, the teacher should develop a more flexible approach and identify the most suitable method of assisting the child rather than expecting them to perform like other students (Shaywitz, 2008). Most importantly, those who teach them should understand that they have multiple talents and skills. They should desist from evaluation based on their hitches in attaining bookish skills. In summary, dyslexic children thrive in challenges just like any other child.Conclusion Dyslexia presents several challenges to the child and parent as well. With adequate support, the children can overcome their challenges and become more accurate readers and performers just like anyone else (Shaywitz, 2008). The first step as was discussed, involves understanding the symptoms. Not all can be done at once but with proper strategies, the results may be quite positive (Reid, 2011). Patience and tolerance are necessary to achieve the success. The parental love and care will always play a very significant role in the child’s life.BibliographyReid, G. (2011) Dyslexia. 3rd edn. New York: Continuum International Publishing Group.Shaywitz, S. M. (2008) Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level. New York: Knopf Doubleday Publishing Group.
Support children with additional needs in a Early years setting