Description of Dyslexia - Essay Example

Disability Resources al Affiliation) Description of dyslexia Dyslexia is a disorder that affects many people for a long duration of time. This disorder is neurological and genetics play no role in its occurrence. Dyslexia makes it hard for the brain of a patient to process and interpret information. This disorder makes it difficult for its victims to read, write, or Spell (Moragne, 2007). Moreover, Dyslexia can cause speaking problems to the patient. Most patients with Dyslexia have disabilities from birth. Other patients acquire dyslexia from brain damage, commonly referred to as alexia that can be in different forms namely; surface dyslexia, phonological and semantic dyslexia. (Fielding, 2001) In early childhood, patients with Dyslexia find it hard to know direction and differentiate between left and right, experience delay in speech and suffer from letter reversing. It seems hard for schoolchildren to generate or even identify rhyming words; they also cannot segment words to different sounds, and these students mostly tend to add or omit words during writing or reading. Moreover, it becomes hard for them to count syllables in words and retrieve them while they still cannot name problems (Hoien, 2000). Schools with student who suffer from dyslexia always maintain structured daily routines. This assists them know what to do, how and at what time. These schools should also embrace methods and channels that provide learning through a combination of visual and audio elements. For this, pupils to perform well academically also these schools should provide a platform in which these students can use and build additional resources to the best of their interests. Resources that help dyslexia patient Certain resources are helpful in improving Dyslexia condition. These resources range from practical aid resources, computerized resources, multi-sensory learning resources, and reading resources. AccelerateRead Accelewrite software AcceleRead Accelerate software gives complete instructions on how to use the computer in text to speech software. The software helps in teaching students who experience literacy hardships to improve in writing, reading, spelling, and listening skills. It is composed of perforated, color-coded flash cards with record sheets, along with flash cards that are blank, which one can use to print their own sentences. This software requires installation of a text-to-speech engine in the pupil’s computer. It also aids students with Dyslexia in writing letters at specific times. Here he learns to read and write because of the introduction of irregular and tricky words (fielding, 2001). Unit of sound online Martin’s school can also introduce the use of a unit of sound online; this is a new way that helps in reading, dictation, spelling and boosting of memory. Unit of sound is a cumulative, structured and multisensory program me that teaches the student how to t spell and read independently. The teacher introduces each unit sound to him differently, and then in word blocks and later transmitted as sentences. It demonstrates words in an auditory and visual pattern at the beginning the process. The program starts with words and works (consonants-vowel-consonants) throughout until the adult reading level. The advantage of this mode of learning is that it usable at any place where internet is accessible (Hoien, 2000). Word shark program The school can embrace the use of word shark program. This program has over 60 games specifically developed to help pupils read and spell words. Its design is special such that it uses more than 9000 words in recordings. Furthermore, it also allows a person to add his words. Word shark can be the best tool for Martin since it is has a spelling course that is up to date with curriculum. This program has phonics of high quality and is always available for most of the existing word lists (Moragne, 1997). The different games that are available cover most of the auditory and common letter patterns. However, it also covers homophones, alphabets, spelling rules and long words with syllables. The games are helpful in differentiating syllables and sound for easier spelling, and it converts sounds into words for easier reading. Children who suffer from dyslexia may always find it hard for them to acquire the literacy skills and knowledge (Fielding, 2001). It becomes difficult for them to understand teachings and as a result become prone to frequent trauma and anguish. Patients with Dyslexia always view that others are mentally abusing them all because they have a difficulty in understanding what they are learning. Identification of these problems facilitates the adoption of remedies that help in making students feel comfortable within the learning environment. As the student understands his problems, he finds it easier to deal with the trauma and as a result, becomes confident, and his raises self-esteem (Fielding, 2001). It is necessary for schools to implement policies that fully support and improve the notion that students with Dyslexia are unable to understand teachings. First, teachers should teach students with Dyslexia how to break syllables or words into Split phonemes. This teaching also makes it easier for the student to combine individual sounds and then form words. Secondly, the student has to learn how to match phoneme and grapheme (Hoien, 2000). He should learn representation of sound by letters and the use of single words from sounds. In the next step, the teacher has to teach him the six types of syllables so as to makes him familiarize with the syllables that he undertakes to learn. In addition, he should learn about the kind of sound that vowels make. Learning becomes easier when Martin can spell syllables and voice corresponding sounds. He should then learn the basic rules and probabilities that provide for the pronunciation of sounds. The final step is to expand the student’s ability to spell words that he is not familiar with, and expand his ability to use vocabulary. This involves teaching him roots and affixes (Moragne, 1997). Interview with an expert in dyslexia Mr. Ervine Spencer is a renowned expert in special education and resides in Houston, Texas US. In the fifteen years he has worked as an expert of special education, he has had a chance to interact with and aid many people with disorders including school-going kids like Martin. For the thirty minutes that I interviewed him, I got a chance to understand some of the most complicated issues that face people with disabilities. Specifically, Mr. Spencer shed light on the Dyslexia condition, which has affected most of his students. He mentions that Dyslexic students sometimes have difficulties in comprehending teachings. However, he notes that there are more severe cases than Dyslexia. He says that, “some students in my class use 5% more mental energy. This is because they only use the left part of the brain compared to Dyslexic students who use three parts of their brain.” Mr. Spencer mentions the programs that the institution uses to improve learning experience for students with disorders. One of the techniques involves putting a student under Dore programme that lasts for 9-18 months. Mr. Spencer states that the student is to exercise 5-10 minutes twice a day while at home. He then returns to the Dore center after every six weeks for re-evaluation. Later the teachers counsel the student on issues to do with confusion for 30 hours over a period of five consecutive days. Even though teachers, parents, and caregivers invest many efforts in the management of dyslexic people, improvement of programs is necessary to cater for the different specific needs of patients. In addition, teachers and trainers need to access relevant techniques and materials to ensure efficient and effective management of Dyslexia. There is also need for subjections of caregivers to instructional knowledge to ensure efficient delivery of care. Advances in Computer technology should also be a priority since research suggests that there is more room for inventions. Computers can help in the development of vocabularies, word recognition, and comprehension of all new technologies. Other improvements include development of new cost-effective programs to facilitate the well-being of patients with Dyslexia. References Fielding, R. (2001). Dyslexia: recognizing the condition & getting help. Deeside: R. Fielding. Høien, T., & Lundberg, I. (2000).Dyslexia: from theory to intervention. Dordrecht: Kluwer. Moragne, W. (1997). Dyslexia. Brookfield, Conn.: Millbrook Press. Copy & Paste | Parenthetical Read More