For public school teachers, the word dyslexia may be a word that is rarely heard, but for extraordinary school teachers, the word dyslexia is a taboo word he often encounters, this short article tries to introduce the name dyslexia to the solution for handling dyslexic children in schools by general teachers and special teachers.
1. What is dyslexia:
Many experts put forward the notion of dyslexia, but when viewed in terms of the word dyslexia, two words from Greek are combined: "Dys" which means sick, difficult or abnormal and "Lexicos" means word. If it is meant by the meaning of the word dyslexia, it means: difficulty with the word. But according to The Dyslexia Institute: Dyslexia is a specific learning difficulty that hinders the ability to read and usually can also affect other symbols such as mathematics and art but not in the result of low learning motivation, emotional disturbance, vision or lack of learning opportunities.
Dyslexic children usually experience interference in writing and reading. This disorder is innate. However, this does not mean that dyslexic children are backward in terms of intelligence. Dyslexic disorders do not cause limitations in terms of intelligence, ability to analyze, and also sensory power in the sense of taste. Dyslexic children we often encounter have difficulty remembering the names of letters, sounds and difficulty connecting between sounds and symbols such as it is difficult to distinguish a small b from d and v with u or 6 with 9 etc. And children with dyslexia can also master the letters of the alphabet but in phonological strategies in reading and spelling like the word "Shame" often read "Forward" dyslexic children are very often mistaken if we see.
2. What caused it:
I am very heavy to mention the factors that cause dyslexia are caused by genetics because many experts debate this issue but there are several studies conducted by Taipale in 2003. A boy who is one of his parents has dyslexia has a 50% chance of becoming dyslexic. We need to be careful in this statement because dyslexia is a personal condition brought by the child from within and we cannot do anything. But as a teacher who teaches dyslexic children encourages and modifies learning for dyslexic children to help prevent the occurrence of obstacles too severe in reading for dyslexic children.
But in the results of other studies about dyslexia discovered by Stein & Walsh in 1997 found evidence of magnocellular deficiency. Magnocellular is an eye nerve cell that is related to the visual area of the brain. So if the defect in magnosel interferes with the flow of visual information between the eye and the brain. Because problems with the visual system can result in decreased focus, blurred vision, headaches, even unstable image formation. Recognition of dyslexia as a visual deficit often results in a variety of interventions provided to reduce glare from white paper. This strategy includes the use of colored layers, colored paper and colored lenses.
3. How to deal with dyslexic children:
There are several strategies in teaching dyslexic children that the teacher must respond to the child's needs begin:
The Multisensory approach involves all senses such as seeing letters, feeling the shape of letters, or feeling the shape of letters such as writing on the palms of his friends, saying letters and also writing on sand.
Repetition: Dyslexic children often have short-term memory problems so it takes a lot of repetition in the lessons that have been taught.
Spelling and Writing: Dyslexic children need to practice writing at the same time they are introduced phonemes means that sound is always accompanied by hand movements to facilitate training cyanak in spelling and writing.
Let's sympathize a little with dyslexic children not to read in front of the class and read in a big voice. Mareka is more helpful if mentoring in writing and reading is accompanied by a teacher because many dyslexic children have good ideas and the above average arts are disturbed by how teachers intervene in dyslexic children.
4. Stamp or Label:
One of the latent dangers received by sianak is how shocked the feeling of cyanak is when carrying a Stupid title in one class, it feels as if his presence in the class pollutes the intelligence of other students, but a teacher must see dyslexic children are individuals even though sometimes have the same characteristics, sometimes can be dyslexic children will not respond in the same way.
As a teacher has a very large role when able to generate the positive value of cyanak, it is not uncommon for dyslexic children to avoid reading in front of a class, reading aloud because the inability of a dyslexic child to read in a big voice or in front of a class results in low self-esteem and shame.
As a teacher has a very large role when it is able to generate the positive value of cyanak, it is not uncommon for dyslexic children to avoid reading in front of a class, reading aloud because the inability of a dyslexic child to read in a big voice or in front of the class results in low self-confidence and the child will feel inferior and embarrassed.