My story:

 

I have a beautiful 8 year old daughter and yes she has dyslexia. 

It all started in 2006 when she was 6 years old and they had to start writing their names. She struggled to even remember the first letter “C”. Now I must be honest she doesn’t have the easiest of names “cherinne” but so do most of the kids in her class.

I kept asking the teacher if I should be worried about the writing and she just shrugged and said not to worry, they on need to know how to write their names in grade 1. By the middle of the year she could write her name with difficulty but left letters out every time.  I was really concern and my husband said that the teacher would have said something if anything was wrong but you know a woman’s intuition just told me “SOMETHING IS NOT RIGHT”.

Well 2007 downed on us and we had to go to grade 1. Cherinne was so excited, new uniform and teacher. My head was spinning with fear. First off she got the worst teacher in grade 1.

The first term came and went with no comment from the teacher about cherinne’s work. Everyday at home we had to struggle to get through the homework. Second term I went to her and said that I thought that Cherinne was not coping at school. Her reply to me was that Cherinne was very negative in class and she did not listen to her. Know my child is now ANGEL but please…..I left it there and just spent more time with her on her homework.

Third term- all of a sudden I receive a letter saying that my child will be failing at the end of the year….what the hellllllll. The next morning first thing I am waiting for her at her classroom door. Explain this, I ask..she just looks at me. Well Cherinne doesn’t know her abc or can’t count. I am dumb struck!!! I turn around and walk away. As I’m driving to work I thing to myself the only way I am going to help my child is by doing this myself.

THAT IS WHEN I STEPPED IN:

It took me a year and half and I will regret it for the rest of my lift but at least I got up and I am doing something about it know.

In the middle of 2007 I took her to a phyciatrist and she evaluated her. As I suspected her finding were that my child was not school ready and had learning problems.

She referred me to a O.T. (Occupational Therapist) that was part of the school system. I started her with this program right away. I also started ready all sorts on learning problems and did everything I could at home. By the end of 2007 I saw no improvement. I had a meeting with the teacher and the O.T. and they both said that they could not see anything wrong. Yet again…..questions came up.

We went on our Christmas holiday and came back to 2008 grade 2. This time I was prepared for the school and the teacher. The first day of school I walked into her classroom and demanded a meeting with her teacher the same day….never thinking what impacted it mite have.

To my astonishment the teacher agreed to the meeting later the day. I explained our situation and what has happen in the last two year. She was amazed to hear that nothing has been done about the child. She requested that I give her a week with Cherinne to evaluate her and meet again. As we did she explained that Cherinne could not even identify a simple letter as “a” and that was very concerning. She was a whole year behind the other kids in her class.

I then phoned the phyciatrist and asked her advice on the situation. She suggested that we take her to a Optometrist that specializes in Dyslexia. I made an appointment:

He did tests on her eyes and he did other tests that took about 5 hours. His results were that Cherinne needed to us spectacles with special lenses (blue) and that she has Primary Dyslexia and it is passed in family lines through their genes.

At long last we knew what was wrong with her and we could work on the problem. She was still going to a normal school because she had friends there and I didn’t want to take that away from her. The phyciatrist was happy with me keeping her in the same school but we had to remember that if it didn’t work out we had to consider other schools.

We worked very hard this year with the optometrist, phyciatrist, teacher and OT but there were still problems that we could not fix. Even though the school new that she was dyslexic they would not teach her by reading to her or giving her extra time and so forth.

Now we are at term 3 and we had to make the decision about the school. I went out looking for the perfect school for my child…and found it. A private school that only takes 15 kids per class and gives individual attention to each child. I took her there for 2 days so that she can see if she likes the school. After the two days she didn’t want to go back to the old school…..just shows u what a school and a teacher does for a child.

Well the decision has been made we will be starting at the new school on the 06 October 2008 wish us luck……

Here is more about Dyslexia

What is dyslexia?

Dyslexia has been around for a long time and has been defined in different ways. For example, in 1968 dyslexia was defined as "a disorder in children who, despite conventional classroom experience, fail to attain the language skills of reading, writing, and spelling commensurate with their intellectual abilities. Dyslexia is the most common learning disability in children and persists throughout life. The severity of dyslexia can vary from mild to severe. The sooner dyslexia is treated, the more favorable the outcome; however, it is never too late for people with dyslexia to learn to improve their language skills.

Children with dyslexia have difficulty in learning to read despite traditional instruction, at least average intelligence, and an adequate opportunity to learn. It is caused by impairment in the brain's ability to translate images received from the eyes or ears into understandable language. It does not result from vision or hearing problems. It is not due to mental retardation damage, or a lack of intelligence.

Dyslexia can go undetected in the early grades of schooling. The child can become frustrated by the difficulty in learning to read, and other problems can arise that disguise dyslexia. The child may show signs of depression and low self-esteem. Behavior problems at home as well as at school are frequently seen. The child may become unmotivated and develop a dislike for school. The child's success in school may be jeopardized if the problem remains untreated.

What are the different types of dyslexia?

There are several types of dyslexia that can affect the child's ability to spell as well as read.

"Trauma dyslexia" usually occurs after some form of brain trauma or injury to the area of the brain that controls reading and writing. It is rarely seen in today's school-age population.

A second type of dyslexia is referred to as "primary dyslexia." This type of dyslexia is a dysfunction of, rather than damage to, the left side of the brain (cerebral cortex) and does not change with age. Individuals with this type are rarely able to read above a fourth-grade level and may struggle with reading, spelling, and writing as adults. Primary dyslexia is passed in family lines through their genes (hereditary). It is found more often in boys than in girls.

A third type of dyslexia is referred to as "secondary" or "developmental dyslexia" and is felt to be caused by hormonal development during the early stages of fetal development. Developmental dyslexia diminishes as the child matures. It is also more common in boys.

Dyslexia may affect several different functions. Visual dyslexia is characterized by number and letter reversals and the inability to write symbols in the correct sequence. Auditory dyslexia involves difficulty with sounds of letters or groups of letters. The sounds are perceived as jumbled or not heard correctly. "Dysqraphia” refers to the child's difficulty holding and controlling a pencil so that the correct markings can be made on the paper.

What are the signs and symptoms of dyslexia?

Classroom teachers may not be able to determine if a child has dyslexia. They may detect early signs that suggest further assessment by a psychologist or other health professional in order to actually diagnose the disorder. Letter and number reversals are the most common warning sign. Such reversals are fairly common up to the age of 7 or 8 and usually diminish by that time. If they do not, it may be appropriate to test for dyslexia or other learning problems. Difficulty copying from the board or a book can also suggest problems. There may be a general disorganization of written work. A child may not be able to remember content, even if it involves a favorite video or storybook. Problems with spatial relationships can extend beyond the classroom and be observed on the playground. The child may appear to be uncoordinated and have difficulty with organized sports or games. Difficulty with left and right is common, and often dominance for either hand has not been established. In the early grades, music and dance are often used to enhance academic learning. Children with dyslexia can have difficulty moving to the rhythm of the music.

Auditory problems in dyslexia encompass a variety of functions. Commonly, a child may have difficulty remembering or understanding what he hears. Recalling sequences of things or more than one command at a time can be difficult. Parts of words or parts of whole sentences may be missed, and words can come out sounding funny. The wrong word or a similar word may be used instead. Children struggling with this problem may know what they want to say but have trouble finding the actual words to express their thoughts.

Many subtle signs can be observed in children with dyslexia. Children may become withdrawn and appear to be depressed. They may begin to act out, drawing attention away from their learning difficulty. Problems with self-esteem can arise, and peer and sibling interactions can become strained. These children may lose their interest in school-related activities and appear to be unmotivated or lazy. The emotional symptoms and signs are just as important as the academic and require equal attention.

What do parents do if they see these signs and symptoms?

It is important to consult your pediatrician if you are concerned about your child's development. Additionally, meeting with your child's teachers is an important step toward getting more answers.

Ideally, every school has a team that meets on a regular basis to discuss problems a specific child might be having. These teams are made up of the principal, classroom teacher, and one or a combination of the following depending on the staffing of the school: school psychologist, nurse, speech therapist, reading specialist, and other pertinent professionals. A parent should always be included as a part of this team. The teams are commonly referred to as Child Study Teams, Student Study Teams, or Student Support Teams. Any parent or teacher who suspects a learning problem may request a meeting with this team to discuss the child's problem. The parent may request this even if the teacher feels the child is doing well. Sometimes a decision to test the child will be made. The parent or teacher may request testing, but it cannot be done without the parents' written permission.

If the child attends a private school which lacks the appropriate professionals to evaluate a suspected learning problem, he should be referred to the public-school system for evaluation. If testing is not satisfactorily conducted in the public-school system for private or public school students, the parent will need to locate the appropriate health professionals for assessment.

Because testing can sometimes be stressful for children, especially if they are unhappy about their school performance, alternative strategies are usually tried before testing is done. Once the assessment plan has been discussed with the parent(s) and they have granted permission, the school team completes the testing and holds a meeting with the parent(s) to discuss the test results.

The assessment plan for each child depends on the specific problems the child is having. Each plan should include testing in five areas: cognition (intelligence), academic performance, communication, sensory/motor, and health and developmental. The testing will be done by the various members of the school team or the professionals consulted by the parent. Typically, the school or clinical psychologist determines whether or not the child has dyslexia. Since there are different forms of dyslexia, such as learning disability in reading, written language, or math, the psychologist diagnoses the specific type. Another form known as expressive language delay can be diagnosed by a speech therapist.

Here are some signs of dyslexia:

• Good at "hands-on" learning, they seem almost intuitive at figuring out how to do things.
• Delay in learning how to tie shoes.
• They can utilize the brain's ability to alter and create perceptions.
• Highly aware of their environment but seem to be lost
• Curious about how things work
• Highly intuitive and insightful
• They have vivid imaginations
• Seems intelligent but reads slow
• Uses analogies to talk and explain things. (3d)
• Difficulty remembering words, learning new words especially under stress.
• Difficulty sequencing days of week, months of year.
• Develops negative, emotional, behavior due to academic performance.
• Family blood relatives who also experienced difficulty in acquiring text skills.
• Strong graphical skills.
• Outstanding building of toy blocks, coloring or drawing.
• Outstanding view of the "big picture".
• Views the world from different eyes or point of view.
• Able to fix/tear apart thing at an early age.
• Wants to know how things work and can understand them.
• Builds things or invents things
• Creative
• Left/Right confusions
• Slow reader or learning to talk
• The word "cat" written on a chalkboard can be perceived in 40 different ways by a dyslexic - with the letters reversed, upside down and sideways. Even though a dyslexic mind works faster than average, sorting though all those mental images to find the correct one makes him appear slow.
• Dyslexics are also known for creativity, musical ability and mechanical ability.
• Doesn't always understands what is said to them
• Loses reading place
• Mixing the order of letters/ numbers
• Difficulty finding appropriate words
• Dyslexia is the ability to see a thing from many points of view, all at once. The primary problem   for the dyslexic is that he is capable of processing so much information that it gets garbled, distorted or frozen. There is so much input that, if not filtered what begins as a special, insightful talent, is reduced to a tragic mass of confusion and disability.
• Difficulty organizing ideas to write a letter
• Messy room, desk, locker or note book
• Difficulty expressing oneself
• Slow learning the alphabet
• Transposes names of people or places
• Hesitant in speech
• Low self-esteem due to past frustrations.

 

What type of treatment is available for dyslexia?

Before any treatment is started, an evaluation must be done to determine the child's specific area of disability. While there are many theories about successful treatment for dyslexia, there is no actual cure for it. The school will develop a plan with the parent to meet the child's needs. If the child's current school is unprepared to address this condition, the child will need to be transferred to a school, if available in the area, which can appropriately educate the dyslexic child. The plan may be implemented in a Special Education setting or in the regular classroom. An appropriate treatment plan will focus on strengthening the child's weaknesses while utilizing the strengths. A direct approach may include a systematic study of phonics. Techniques designed to help all the senses work together efficiently can also be used. Specific reading approaches that require a child to hear, see, say, and do something (multisensory). Computers are powerful tools for these children and should be utilized as much as possible. The child should be taught compensation and coping skills. Attention should be given to optimum learning conditions and alternative avenues for student performance.

In addition to what the school has to offer, there are alternative treatment options available outside the school setting. Although alternative treatments are commonly recommended, there is limited research supporting the effectiveness of these treatments. In addition, many of these treatments are very costly, and it may be easy for frustrated parents to be misled by something that is expensive and sounds attractive.

Perhaps the most important aspect of any treatment plan is attitude. The child will be influenced by the attitudes of the adults around him. Dyslexia should not become an excuse for a child to avoid written work. Because the academic demands on a child with dyslexia may be great and the child may tire easily, work increments should be broken down into appropriate chunks. Frequent breaks should be built into class and homework time. Reinforcement should be given for efforts as well as achievements. Alternatives to traditional written assignments should be explored and utilized. Teachers are learning to deliver information to students in a variety of ways that are not only more interesting but helpful to students who may learn best by different techniques. Interactive technology is providing interesting ways for students to feedback on what they have learned, in contrast to traditional paper-pencil tasks.

Tips for parents of children with learning disabilities

Learn about learning disabilities. The more you know, the more you can help yourself and your child.

       Praise your child when he or she does well. Children with learning disabilities are often very good at a variety of things. Find out what your child really enjoys doing, such as dancing, playing soccer, or working with computers. Give your child plenty of opportunities to pursue his or her strengths and talents.

       Find out the ways your child learns best. Does he or she learn by hands-on practice, looking, or listening? Help your child learn through his or her areas of strength.

       Let your child help with household chores. These can build self-confidence and concrete skills. Keep instructions simple, break down tasks into smaller steps, and reward your child's efforts with praise.

       Make homework a priority. Read more about how to help your child be a success at homework. (See resource list at the end.)

       Pay attention to your child's mental health (and your own!). Be open to counseling, which can help your child deal with frustration, feel better about himself or herself, and learn more about social skills.

       Talk to other parents whose children have learning disabilities. Parents can share practical advice and emotional support. Call NICHCY (1.800.695.0285) and ask how to find parent groups near you. Also let us put you in touch with the parent training and information (PTI) center in your state.

       Meet with school personnel and help develop an educational plan to address your child's needs. Plan what accommodations your child needs, and don't forget to talk about assistive technology!

       Establish a positive working relationship with your child's teacher. Through regular communication, exchange information about your child's progress at home and at school.

Tips for teachers of children with learning disabilities

Learn as much as you can about the different types of learning disabilities. The resources and organizations at the end of this document can help you identify specific techniques and strategies to support the student educationally.

Seize the opportunity to make an enormous difference in this student's life! Find out and emphasize what the student's strengths and interests are. Give the student positive feedback and lots of opportunities for practice.

Review the student's evaluation records to identify where specifically the student has trouble. Talk to specialists in your school (e.g., special education teacher) about methods for teaching this student. Provide instruction and accommodations to address the student's special needs. Examples include:

       breaking tasks into smaller steps, and giving directions verbally and in writing;

       giving the student more time to finish schoolwork or take tests;

       letting the student with reading problems use textbooks-on-tape;

       letting the student with listening difficulties borrow notes from a classmate or use a tape recorder; and

       letting the student with writing difficulties use a computer with specialized software that spell checks, grammar checks, or recognizes speech.

Learn about the different testing modifications that can really help a student with learning disabilities show what he or she has learned.

Teach organizational skills, study skills, and learning strategies. These help all students but are particularly helpful to those with learning disabilities.

Work with the student's parents to create an educational plan tailored to meet the student's needs.

Establish a positive working relationship with the student's parents. Through regular communication, exchange information about the student's progress at school.