Fundamental Issuses Surrounding Dysleixa in the Classroom

Topics: Special education, Educational psychology, Education Pages: 6 (2341 words) Published: March 19, 2013
Dyslexia has long been a controversial issue. This essay will discuss, what Dyslexia is, the different types, recognition of dyslexia, the process of assessment, a leaners response to the diagnosis and its benefits. It will consider some of the more general problems encountered with dyslexic learners in further education ie. Dyslexic learners need to feel involved in the process of learning, and to understand the how and why of what is being taught. I will also examine who suffers and why?. I have specifically focussed on dyslexia in further education, as during my placement I worked closely with a learner who was recently diagnosed with dyslexia, as are a majority of students when they enter into this educational sector. There seems to be no simple answer to my question of what is dyslexia? Because it is a complex condition that varies widely from one individual to another. The majority of dyslexic students will experience some difficulty with reading, spelling, writing and possibly mathematics, this is due to dyslexia not being related to intelligence but it causes persistent difficulties in processing information, meaning the persons ability to read, write and spell is affected. Although it is not fully understood, it appears that the brain struggles to process certain types of information. This can also mean the individual suffering from dyslexia may have excellent language, knowledge and creative skills but then find it hard to process symbolic information. Dyslexia comes from the Greek meaning ‘Difficulty with words’. Because there are so many different possible underlying problems dyslexia is very hard to define as it effects people in many different ways. “There is much confusion to what dyslexia is. Not only has understanding of the disorder developed and changed over more than 100 years but there are still differing theoretical views. Although the genetic basis is still not fully understood, it is known that dyslexia runs in families”. Jamieson & Morgan (2008 p1) Acquired dyslexia is said to be a result of an injury to the brain for example a stroke or an accident, which may trigger a range of different effects on a receptive and expressive language on both reading and writing. Developmental dyslexia is there from the day a person is born and will remain with them throughout life. Depending on a range of factors, such as getting older and more knowledgeable, the effects will change and in many cases become less of a problem. It is not possible to become dyslexic when starting out in education, neither is it possible to stop being dyslexic the moment you leave college. Dyslexia can occur in minor or severe forms because of this there is an arrangement as to whether minor dyslexia can be classified as having a disability under the legislation. The issue with this matter is to determine whether the difficulties with suffering from dyslexia, may impede a learner from reaching his or her full potential. The time that it takes learners suffering with dyslexia to complete their course work and examinations may require a lot more time than a learner who does not suffer with dyslexia. A student with dyslexia may be helped with course work through being able to use a computer or by being given more time to complete examinations. More often than not, learners suffering with dyslexia do not see this as having a disability. Learners often find ways of coping which have helped them to succeed academically and professionally. “Other dyslexic students, who have been diagnosed with dyslexia at university, want help and advice to overcome the barriers that having dyslexia puts in there way, so they are able to succeed. These students may not see themselves as having a disability, but however seek help and support provided for leaners with dyslexia”. Jamieson & Morgan (2008 p17) The signs that relate to a student having dyslexia are that they are likely to have been late in learning to read, find it difficult when reading...
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