Understanding Dyslexic Children and Their Problems

Dyslexia is not a disease but a particular learning disorder experienced in the reading and

writing process. The process of learning to read and write can be easy and smooth for most

students whereas the rest of the students can be suffered from the process of learning. Besides, this does not mean that dylexic children are dumb or lazy. The aim of this essay is to explain what is dyslexia and what are the problems encountered by dyslexic children. There are several problems which is taken from the dyslexic children. The essay also includes the examples of the poor educational implications in Turkey, depending on a research conducted by Yildiz, M., Yildirim, K., Ates, S., & Rasinski, T. (2012). In this process, school orientation and teacher support play a crucial role to make diagnoses of dyslexia. In the discussion part of the essay, effects of the family support will be discussed. At the end of the essay, all given informations will be covered.

Introduction

In Turkey, the meaning of dyslexia is blurred. There are many missing or incorrect

informations about dyslexia. The upcoming fifth edition of the Diagnostic and Statistical

Manual of Mental Disorders (DSM) takes a different approach to learning disorders than

previous editions. According to the DSM-V, dyslexia is located within the specific learning

disabilities. DSM-V is an internationally used medical manual and so uses the term ‘disorder’.However, in the DSM-IV dyslexia means a condition in which is an individual’s reading capabilities lower than expectation, based on age, intelligence, level of education that is why so many people believes that dylexia is a specific reading difficulty. In other words, ‘learning disorder’ has been changed to ‘specific learning disorder’ and the previous types of learning disorder (Dyslexia, Dyscalculia, and Disorder of Written Expression) no longer are being recommended (American Psychiatric Association). In Turkey, the DSM is not well known to the general public, yet it is very influential manual used to determine how doctors, teachers and other professionals interpret educational and mental health issues, how the press reports on them, and what kind of treatments and therapies will be covered by health insurance companies.

Dyslexia is also known as a reading disorder which is acceptable. In addition, the Texas

Education Agency accepted the definition of dylexia is difficulty with the alphabet, reading,

reading comprehension, writing and spelling in spite of adequate intelligence, exposure, and cultural opportunity (Dyslexia Informational Packet, 1994). The symptoms of dyslexia are

measured by reading achievement, i.e., reading accuracy, speed or comprehension as

measured by standardized tests, that falls substantially below that expected, given the

individual’s chronological age, measured intelligence, and age appropriate education (DSM-

IV, Dyslexia, 1994). Dyslexia symptoms can show up for a variety of reasons. 3 types of

dyslexia categorized by Council on Scientific Affairs in 1989. These are language disorders,

aritculary and graphomotor dyscoordination, visuospatial perceptual disorders. In addition,

acquired dyslexia is a disorder in reading that occurs in adults who once knew how to read

well, usually due to clear damage to the nervous system (Rosenhan, et. al.,1989). In general,

dyslexia usually appears by age 7 (2nd grade), sometimes appears by age 6 (1st grade) (DSM-III, 1987). It sometimes up to age 9.

In Turkey, many parents are unaware of dyslexia. School regulations have not enough

implications on dyslexic children. Teachers are not informed by professionals. They do not

know how to deal with dylexia neither that is why dyslexic children encounter problems with

teachers and the school; problems with relationships with family members and peers;

problems with the diagnostic process and legal procedures (Yildiz, et al., 2012).

Incomprehensible children suffer from these problems. Their friends make fun of them. In

other words, dyslexic children are exposed to bullying by their peers. These children fail the

courses. Moreover, they are forced to repeat the year. It does not mean that they are fool

because they draw concentration problems in courses. They also draw adaptation problems in society. In other words, these children feel like they are not belong to the society, because they are different from others. They need special attention.

In addition, there are lots of successful and famous people whom have dyslexia such as;

Graham Bell, Albert Einstein, Leonardo da Vinci, Tom Cruise, Steve Jobs, and Bill Gates.

Even in Turkey, everybody knows them; however, the same can not be said for dyslexia.

According to Yildiz et al., 2012, the study was conducted in a school in Ankara. Seven

parents with dyslexic children agreed to participate in this study. Schools do not have the

legal and economic autonomy to create solutions for dyslexic children. In other words, the

school is not capable to guide dyslexic children and their partners. Teachers are also incapable of diagnosing dyslexia. Even by guidance teachers, dyslexia is interpreted incorrectly that is why the parents do not know how to deal with dyslexia. For example, one parent stated that when they mentioned consulting a doctor, the teacher of their child said: “No need to see a doctor. There is nothing wrong with this child. The problem will be solved if you can take of him a little bit” and thus expressed a negative attitude toward the idea of consulting a doctor. This demonstrates the lack of professional regard toward reading disorders as a specific problem. Negative attitudes of the teacher can be seen clearly in the words of another parent: “I could not pay too much attention to my child due to my job, and the teacher did not tell us anything, and approached us very formally and would not talk much. I learned that my child had a reading problem when he was in third grade”. According to this study, the small number of parents just got professional help or sent children to special educational institution.

Another negative class practice is to place successful and unsuccessful students in different

group. This kind of grouping affects children negatively. It reduces their motivation and also

it is becoming a permanent label on students of the lazy group. Therefore, this situation

alienates dyslexic children from school and their classes. According to Yildiz et al., 2012,

grouping students according to their achievement level is a method that is often used by

teachers in order to differentiate instruction. However, this practice should be used cautiously, and necessary measures must be taken to prevent relatively unsuccessful students from being negatively affected by such groupings. This study ,which was conducted in a school in Ankara, shows that another poor educational implication is the insufficiency of counseling services. Parents believe that counseling services offered at the school level do not provide the required level of support, as reflected in their following comments: “I have tried the counseling service; they told me what everybody knows about dealing with children”. “I went to the counseling service at school every single time I had problems with the teacher about my child. However, they were not of any help at all. They could not come up with a solution to any of my problems”. The parents pointed out that they did not receive any support or assistance from the school administrators in any phase of the problem they encountered.

Discussion

The main purpose of this study was to increase the awareness of dyslexia. To gather the

information given so far, dyslexia is not a disease but a particular learning disorder occured in the reading and writing process. Dyslexic children face various problems throughout their

lives. They are alienated from their environment because they do not be understood by even their families. They begin to differentiation from the society. Before the isolation, by the collaboration of teachers, counselors and families with dyslexic children can be achieved to overcome dyslexia. In that case, families have a great impact on their children. Bingol (2003) stated that teachers complain about the apathy of parents toward the reading disorders of their children. However, conscious families are finding time for their children. In addition, according to the study (Yildiz, et al., 2012), the children are mostly cared for by their mothers. In general, in Turkey, father works, mother is a homemaker that is why mother takes care of her children alone. Being patience is a key role when dealing with the children. The responsibility for children with severe reading difficulties should not be on the shoulders of one single family member (Yildiz, et al,. 2012). In other words, If there is a division of labor at home regarding caring for dyslexic children, it will be more effective because this enhances the childrens’ self-esteem. Socialization starts with family first. When dyslexic children experience trust and unconditional love in the family atmosphere, they will gain acceptance by their peers. There are also families who do not know what to do. In such condition, professionals are very important to help children and families to understand dyslexia. Professionals or counselors should inform families about how to deal with dyslexic children. If families need help, therapy can work.

Turkey has been making efforts to develop a system of counselling in schools for approximately 50 years (Dogan, 2000). There are still working counsellors were specialized

in different disciplines other than counselling, such as sociology, psychology, education and

philosophy that is why Turkey's school counseling qualification is argumentative to cope with dyslexia. Guidance teachers should have the right information first. Then, they could be

effective. But, guidance teachers have limited informations about special education. The

number of special education courses should be expanded at the universities. Practical training should be given by the every university.

As a result, the rationale for this study has been linked to the understanding problems

encountered by dyslexic children and learning help methods for dealing with these children.

Dyslexia is not a disease, but a situation where the process of learning is affected to different degrees. Dyslexic children face many challenges. But, the collaboration of teachers, counselors and families with dyslexic children brings positive results. They must

communicate with each other. If they work together, these children overcome all difficulties.

The school and parents should be educated about the dyslexia, whereby being ignorant may be prevented. The curricula of elemantary teacher education programs should offer courses as the types of reading difficulties, instructional methods for instruction, strategies for the diagnosis and treatment of reading difficulties, and counseling and support services. If these remediations are implemented, children with dyslexia is no reason to fail. They will be successful in their lifes.

References

Yildiz, M., Yildirim, K., Ates, S., & Rasinski, T. (2012). Perceptions of Turkish Parents with Children Identified as Dyslexic About the Problems that They and Their Children Experience, Reading Psychology.

Rosenhan, D. L., & Seligman, M.E.P. (1989). Abnormal Psychology. New York: W. W. Norton and Company.

American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders. (4th. ed.). Washington, DC: Author.

Council on Scientific Affairs (1989). Dyslexia. Presented to the House of Delegates of the American Medical Association: Vol. 261. Journal of the American Medical Association, (pp. 2236-2239). Chicago: Council on Scientific Affairs.

Bingol, A. (2003). Ankara’daki ilkokul 2. ve 4. sinif öğrencilerinde gelisimsel disleksi oranı [Rate of developmental dyslexia in second and fourth graders in Ankara]. Ankara Universitesi Tip Fakultesi Mecmuasi, 56, 67-82.

Dogan, S. (2000). The historical development of counselling in Turkey.

Dyslexia informational packet. (1994). Texas Education Agency.

DSM-III, 1987.

DSM-IV, Dyslexia, 1994.

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