The most common learning disabilities are in reading. Children with learning disabilities also have problems with attention, memory, and behavioral problems as a result of frustration. The term "learning disabilities" covers a combination of possible causes, symptoms, treatments, and outcomes.
What is a learning disability? With at least twelve definitions that appear in professional literature, there is no exact definition. Most experts agree that the learning disabled have difficulties with academic achievement and progress and that discrepancy exist between a person's potential for learning and what he actually learns. Learning problems are not due to environmental disadvantages, mental retardation, or emotional disturbance
Dyslexia is the most recognizable term in the field of learning disabilities. It is typically associated with a child's inability to learn to read. There is much interest in how to treat dyslexia through identifying specific practices and techniques for developing and improving the reading skills of children. A common misconception with the term is that parents and others may think that dyslexia is a cause for a child's difficulty learning to read and are unaware of the actual meaning of the term. Dyslexia is a descriptive term, which means impairment in the ability to read. Contributing to the misinterpretation of the term dyslexia, are recent media reports about dyslexia and about researchers who are beginning to identify anatomical and chemical differences in the brains of good and poor readers
When reading the article about Jeffrey H. Gallet was very inspiring to me because what he had to overcome while being in school and not knowing that he was living with dyslexia majority of his adult life. Thus becoming a successful judge makes me want to strive even further in my education path. I was diagnosed late in college of having dyslexia, affected my studies in the extent that I initially picked topics not suitable to my learning needs. For example I struggle with foreign language and Science even though I excelled in subjects I thought would give me the most problems such as English and History. This wasn't the first of my problems. It first started in First grade when I was introduced to reading and writing. That is when my parents were told that I was having difficulty and was unable to learn Phonics. I was never told of my problem from my parents or teachers. I was just past through in the educational system. I always got by with B's, C's and D's. I was always placed in special education class. At that time no one knew what was wrong with me. Why could I not read or write like the rest of the students. I'm convinced that having been diagnosed with dyslexia affected my overall performance if I would have had been diagnosed sooner I feel that my academic performance could have improved over the years.
By having dyslexia I feel that teachers may be particularly confused by the student whose consistent underachievement seems due to what may look like carelessness or lack of effort. These children can be made to feel very different from their peers simply because they may be unable to follow simple instructions, which for others seem easy. It is a class teacher's responsibility to provide an atmosphere conducive to learning for all pupils within their class. Class teachers need to have an understanding of the problems that the dyslexic child may have within the classroom situation. Hopefully, with this knowledge, a great deal of misunderstanding of a child's behavior can be prevented. In a positive and encouraging environment, a dyslexic child will experience the feeling of success and self-value.
Of particular importance is an understanding of the problems that poor auditory short term memory can cause, in terms of retaining input from the teacher. Examples of poor auditory short term memory can be a difficulty in remembering the sounds in spoken words long enough to match these, in sequence, with letters for spelling. Often children with poor auditory short term memory cannot remember even a short list of instructions.
In conclusion to be able to teach, as far as possible, according to each child's educational needs, it is essential to see him or her as a whole person, complete with individual strengths and weaknesses. An understanding of the pupil's specific difficulties, and how they may affect the student's classroom performance, can enable the teacher to adopt teaching methods and strategies to help the dyslexic child to be successfully integrated into the classroom environment.
Dyslexics have much strength: oral skills, comprehension, good visual spatial awareness/artistic abilities. More and more dyslexic children could become talented and gifted members of our schools if we worked not only with their specific areas of difficulty, but also their specific areas of strengths from an early age. To do this we have to let go of outmoded viewpoints that a dyslexic child must first fail in order to be identified.
These are the children of our future and they have a right to help and support before they develop the dreadful sense of failure which is so insidious. Class teachers dealing with dyslexic children need to be flexible in their approach, so that they can, as far as possible, find a method that suits the pupil, rather than expecting that all pupils will learn in the same way.
Above all, there must be an understanding from all who teach them, that they may have many talents and skills. Their abilities must not be measured purely on the basis of their difficulties in acquiring literacy skills. Dyslexic children, like all children, thrive on challenges and success