According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), "Dyslexia is a Neurodevelopmental Disorder that impedes the ability to learn or use specific academic skills (like, learning, writing, or arithmetic), which are the foundation for other academic learning," (American Psychiatric Association, 2013). Individuals suffering from dyslexia experience problems in spelling, reading, writing, and in math including an average intelligence. This mental disorder is real and approximately15-20% of the world population suffers from dyslexia yet most people are never diagnosed. Most important to note is that children suffering from dyslexia can become effective readers and successful students thus exploiting their potentials as adults (Exley, 2003).
This paper focuses on how students suffering from dyslexia should be effectively taught to improve their learning skills. The article begins by evaluating the impacts of this disorder on students' school functionality, interventions which can be undertaken to meet the needs of these students, diagnostic criteria as well as legal and ethical implications when handling these students. Being the most common learning disorder, dyslexia is massively misunderstood in learning environment-schools. Teachers should embrace dyslexia by enlightening and inspiring dyslexic children. They should also advocate for early dyslexia diagnosis for all children as it is important. Dyslexic students need quality mental and behavioral support from all stakeholders so that they become successful throughout their lives.
Educating Students with Dyslexia
Effects of Dyslexia on School Functioning of Students
Moats and Dakin (2007) argue that dyslexia is a learning disorder that is language-based. It refers to numerous symptoms which lead to individuals developing difficulties with particular skills in language, especially reading. Moreover, students suffering from dyslexia often encounter problems with skills like the pronunciation of words, spellings, and writing. The disorder impacts individuals' entire lives, although, at various stages in the individuals' lives, the effects can change. This disability is known as a learning disorder since it makes it very difficult for students who are victims to academically thrive, especially in an emblematic learning environment. If the disorder progresses to more severe forms, the students will be forced to move to special learning environment where they can access special education, accommodation as well as additional support services (Moats and Dakin, 2007).
The effects of dyslexia vary from one individual to another and it relies on not only the condition's severity but also the effectiveness and timeliness of intervention or remediation. The primary challenge of individuals suffering from this disorder is the difficulty in recognizing words are fluency reading, writing, and spellings. Some individuals suffering from dyslexia are able to learn primary tasks of spellings and reading, particularly when they are given excellent instructions (Exley, 2003). However, later in life, they experience the most unbearable challenges, especially when more sophisticated language skills, for instance, grammar, comprehension of book materials as well as essay writing are needed.
Furthermore, Exley (2003) debate that individuals suffering from dyslexia experiences difficulty in spoken language, even after exposing them to excellent models of language in their homes including exposing them to school language instruction that is of high quality. These individuals may face the challenge of clearly expressing themselves or comprehending fully the meaning of other people's utterances. Recognizing this kind of language problems is always difficult, hence they can result in major school functioning problems of these individuals. Notably, the impacts of dyslexia go beyond the classroom.
Generally, students suffering from dyslexia have numerous school functioning problems. These students experience organizational difficulties whereby they are not able to be at the right place at the right time. Additionally, their processing, writing and reading speed is low. The students may also have problems in digesting and comprehending written statements hence they need to reread a number of times before understanding. Besides, they have the tendency of misreading and copying inaccurately. Their note-taking skills are very poor besides having a poor short-term memory. Also, their learning and retaining capacity is low due to a short concentration span. Finally, they have problems in new term acquisition and comprehension.
Social and Psychological Needs of Students with Dyslexia
The International Dyslexia Association (2014) elucidate that the emotional problems of children with dyslexia start to develop when early instructions about reading don't match with their learning needs. For a long period of time, the frustration augments when their classmates outdo these students in reading skills. Among the social and psychological needs of these students are stress and anxiety. Researchers argue that stress and anxiety augment when individuals are encountered in situations where they have a minimum or no control. "All people, young and old, can experience overwhelming stress and exhibit signs of anxiety, but children, adolescents, and adults with dyslexia are particularly vulnerable." (International Dyslexia Association, 2014). This is because most individuals don't understand the learning disorder's nature, thus they end up blaming themselves for these difficulties. Living in self-doubt as well as self-recrimination may carry away the individual's self-esteem, rendering them unable to cope up with the challenge in the learning environment, workplace, or social interactions hence becoming more anxious and stressed.
Many dyslexic individuals live in frustrations as well as limited success, despite the fact that specialist spends a good time with them under special programs (Shultz, 2013). Their attempts to move out of these frustrations are unbearably slow making them emotionally vulnerable and fragile. Some dyslexic individuals are subjected to undue pressure to excel in the absence of appropriate support. Moreover, some are constantly compared to co-workers, classmates, or siblings rendering them frustrated, defensive and cautious. Dyslexic individuals end up developing the notion that interacting with others makes them vulnerable to public mistakes leading to inevitable negative reactions. Thus individuals suffering from dyslexia have withdrawn and become social isolates.
The second social and psychological need for dyslexic individuals is self-image. Students suffering from dyslexia in most cases view themselves as "dumb" and less able than their actual capability. Increased frustrations from their academic performance demotivate these students from continuing with school. Usually, when children excel academically they develop a more positive attitude and believe in themselves. However, when children encounter failure and embarrassments, they develop an inferiority complex. They leave the environment to control them rather than feeling authoritative and productive, thus becoming powerless and incompetent. Shultz (2013) dispute that dyslexic students will attribute their achievement to fortune while typical students will attribute their credit to their own efforts. Inferiority complex developed by dyslexic individuals makes them develop a negative self-image about themselves.
Besides, depression is another social and psychological need for individuals suffering from dyslexia. Depressed individuals are always vigorous or misbehave to make up for the agonizing emotions (Shultz, 2013). However, these individuals think negatively about themselves, their lives, the world and their future. Children with dyslexia who are depressed experiences great agony in both the present experiences as well as continuous failure.
International Dyslexia Association (2014) postulate that school can help these children to overcome these devastating challenges. Teachers can come up with support programs by listening to the emotions of these children who have language difficulties in expressing their feelings. Instructors should also reward the efforts of these children in the progress they make. Dyslexic children should not be discouraged when confronting undesired behavior and they should be assisted in setting realistic goals rather than setting perfectionistic and unachievable goals (International Dyslexia Association, 2014). Through this, schools will greatly impact the lives of these children positively.
Effective Academic or Behavioral Interventions for Meeting the Needs of Students with Dyslexia
According to Silva and Ted (2010), schools ought to come up with academic changes and interventions aimed at helping dyslexic students to succeed. Stimulating learning and managing dyslexic learners entails teachers fostering accommodation of all the learners in heterogeneous classes. Children with learning problems should be helped to achieve academically through various accommodation frameworks ranging from materials to interactive instructions and performance. Material accommodations include teachers clarifying and simplifying written directions to students with difficulties, giving a small quantity of work so that students are not discouraged by the quantity of work presented.
Moreover, teachers can block extraneous stimuli which can distract the students out of the concept being handled and highlight crucial information to emphasize essential concepts (Silva " Ted, 2010). Also, teachers can use extra practice activities to enhance learners' mastery of skills, and this can be done through the provision of glossary for most important concepts. Other material accommodations include developing reading guides to help the learner comprehend main ideas, using audio recording devices which can be used by learners after class as well as using helpful technology like electronic readers to support learning for children with learning problems.
On the other hand, interactive instruction accommodations involve those activities which attract the attention of learners (Gresham, 2004). Some of these activities include, use of teaching procedure which are explicit, repeating instructions, helping learners in maintaining daily routines, proving the learners with copies of lesson notes, providing learners with graphic organizers to help students in linking concepts, presenting instructions sequentially, integrating visual and verbal information, writing major concepts on the chalkboard, balancing between theory and practical activities, using mnemonic devices to aid students in recalling main concepts as well as emphasizing on daily reviews.
The third intervention entails accommodating the students' performance (Gresham, 2004). Students show a great variance in performance and therefore those with learning difficulties should be assisted to enhance their performance by changing their mode of responding to questions, giving a lesson outline before the lesson starts, placing the students closer to the teacher, encouraging students to use assignment books and calendars, using cues to emphasize on important items, designing hierarchical worksheets so that students are motivated to work, displaying work samples, using flexible timetables to accommodate slow learners as well as providing extra practice activities to enhance students' mastery of skill.
Effects of Dyslexia on the Family
Children suffering dyslexia affects not only the parents but also other siblings (Dyson, 2010). However, parents especially mothers are the most affected if a child is diagnosed with this condition. Parents experience many difficulties as a result of their child's dyslexia, and this may lead to quite profound emotions. At the initial stage of this conditions, parents become confused about the nature of this disorder and get it difficult to understand. For instance in Turkey people still, lack information about the nature of dyslexia (Dyson, 2010). Secondly, parents become guilty because they believe that they must have contributed to the child's condition genetically, particularly if they are dyslexic. Besides, parents feel concerned about the future of their child who is dyslexic. They become worried whether the child will be able to achieve academically as well as exploiting the full potential. They even become afraid that if the child is not able to progress in school, they may be discouraged and drop out of school leading to other deviant behavior like crime and substance abuse.
Moreover, the parents may feel angry about the school of the child since they cannot be able to get appreciative and understanding teachers who can help them support their child. He may also express their emotions to other family members when he realizes that they are not supporting the child or they are not fully appreciating the problem. Dyson (2010) claim that in most cases, the burden of support is left for mothers. Parents may become frustrated and embarrassed as a result of helplessness since their voices cannot be heard at school. If they feel that they are not doing much in supporting their child to satisfactory, they become frustrated.
In addition, parents develop feelings of anxiousness when they see their child traumatized, frustrated and embarrassed over their past experiences. They become over-protective as a result of seeing their child struggle with this disorders. Stress may be part and parcel of them especially when they try to help them with their daily activities such as homework. The parents may be exasperated since convincing professionals about the conditions of the child becomes a challenge. They may become desperate in the absence of appropriate support for their children as well as lack of improvement of the situation. The condition may also bring about a misunderstanding between members of the family and his may lead to tension and upset.
According Dyson (2010), dyslexia also makes the child feel isolated and rejected when they lack the necessary support from parents. The child may also become overly dependent on parental attention if they are treated like the disabled. During adolescence, an overly dependent child is always angry with parents and this may lead to the child misbehaving as a way of expressing this anger. "Raising a learning disabled child who feels supported and valued by their family but not smothered by the extra academic help is a delicate balancing act for any family," (Dyson, 2010). Besides, a child suffering from dyslexia draws the attention of the parents compared to children who don't have any developmental problem. This leads to hatred and antagonism by other children who feel that the dyslexic sibling is treated specially. Furthermore, siblings are compelled to make up for their parents' duties as the parents attend to the dyslexic child. The siblings are also forced to assist in taking care of the dyslexic child and thus they become angered by this condition.
Diagnostic Criteria and Assessment Tools Used To Identify Students with Dyslexia
Early diagnosis and intervention for students with dyslexia are crucial for better outcomes (Snowling, 2013). Tests on the memory, phonological awareness, language skills, as well as rapid naming should be conducted on children early enough to establish the risk for dyslexia. These tests can be used to identify children who need intervention so that they can improve on these vital skills for them to attain grade-level benchmarks. A comprehensive evaluation of dyslexia involves academic and intellectual achievement testing, including evaluation of important skills in the language which are closely related to the disorder. These language skills include listening and speaking, phonological and phonemic awareness, as well as the ability to quickly name letters. The capability of a student to read a group of words separately and in context should be evaluated. If characteristics of a dyslexic individual are noticed, a plan for individualized intervention should be advanced to include suitable accommodations, for instance, extended time. This testing should be carried out by a specialist within the school or outside.
Snowling (2013) explain that beginning in kindergarten, children in schools should be screened to establish the children who are likely to have learning problems. This should be followed by a preventative intervention regardless of whether dyslexia is suspected. The response of the child to supplementary instructions gives directions on the appropriate educational services. There are various tools used in assessing dyslexia. Among them is the Colorado Learning Disability Questionnaire- Reading Subscale (CLDWQ-R). This is a device used for screening and measuring the risk of dyslexia for school-age children. However, the tool only screens neither a formal evaluation nor diagnosis.
Legal and Ethical Considerations When Working with Students with Dyslexia
Dyslexic students belong to a vulnerable group of individuals in society thus handling this kind of group, especially when carrying out research entail ethical and legal implications (Burns, Jacob " Wagner, 2008). With respect to research ethics, interviewing dyslexic children there are some common practices to be taken into consideration. First, the researcher should seek and safeguard the interests of these children and consider the potential repercussions of the research including misuse of results. Secondly, the researcher must be committed to listening to the children's perspective during research.
Moreover, the researcher must obtain a written consent from every child willing to participate in the study and make them aware of their rights during the research (Burns, Jacob " Wagner, 2008). The children including their parents should also be made aware of what the study entails, how it will be conducted as well as how data will be processed, analyzed and store. Additionally, all data collected from these children should be kept confidential and stored in a secured place. The researcher should ensure the duty of care and support in case the children are at risk. Finally, all the children who ask for study feedback should be provided with.
Conclusion
The effects of dyslexia vary from one individual to another and it relies on not only the condition's severity but also the effectiveness and timeliness of intervention or remediation. This disorder is rampant among the school-age children and it inhibits their learning ability. Dyslexic children experience various social and emotional challenges such as anxiety, negative self-image and depression throughout their lives thus schools should provide appropriate interventions. Families, especially the parents experience several emotional when their child is diagnosed with dyslexia. Furthermore, early diagnosis and intervention for students with dyslexia is crucial for better outcomes. When handling dyslexic students especially during research there are various ethical and legal implications to be considered. Deductively, Dyslexic students need quality mental and behavioral support from all stakeholders so that they become successful throughout their lives.
References
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