[SENco-forum] Identification of dyslexia/Make a difference!

Dyslexia does have cultural issues most of which >have been related to the

The phonology is not a problem for all with dyslexia.  Some have
phonological manipulation or awareness but have visual and/or visual
processing problems and it is this type that shows up in other languages -
like Chinese- and then again when a Chinese person learns English.

I quite agree about the stress factors.  Children with dyslexia have days
when even things they can do become frustratingly difficult.  It has been
shown that building 'resiliency' into the child helps protect them from
this, builds self esteem and the will to continue against what at first seem
insurmountable odds. I am bluntly honest and tell them that it is unfair
that they are going to have to work harder than everyone else to get the
results they deserve.  I also try and instil the idea 'work smarter - not
harder'.  Until suitable spelling lists can be arranged we rearrange
inappropriate ones (according to talent either phonetic words first or
matched spelling rules etc) to maximize success and do not even try to learn
words that are 'out of reach' unless they choose to.

Great idea to go with the Specific Learning Difference label as that is all
it is: Difference in Learning (the specifically bit applying to the ADD or
APD or all dys -lexia, calculia or praxia).  More than most they need to
avoid tasks with built-in failure (non grouped spellings), but like any
other student they succeed in any learning tasks when given appropriate
'guided assistance'.

Sharon Tringham

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk]On Behalf Of
middleroom at blueyonder.co.uk
Sent: 25 March 2007 07:03
To: dolfrog
Cc: senco-forum at lists.becta.org.uk
Subject: RE: [senco-forum] Identification of dyslexia

>Dyslexia does have cultural issues most of which >have been related to the
>different languages and their phonologies. For >example we see more
dyslexia
>in England due to the very complex phonology of >the language.

I absolutely agree ... the complexity (oddity and variability of riddles
and rules) of the English language is, by nature, going to have a greater
impact on those with dyslexia than more transparent languages. Another
cultural issue is the importance/need/value we put upon literacy skills.
As a result, the impact of failure, frustration and lack of access to
learning, discovery and participation is huge. The impact of low
self-esteem and confidence, motivation and reward is often as great a
hindrance to children with dyslexia as the dyslexia itself.

We are unlikely to be able to change the English language, but we should
do all that we can to reduce the impact of dyslexia on the emotive domain.
I know I live in an ideal world, but for starters, I would suggest we
avoid the term 'specific learning difficulty' which is explicity labelling
dyslexia (etc) with a negative identity. 'Specific learning difference'
has been suggested, which I am now using whenever I can.

Any other suggestions?

Best wishes,
Sally

>

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