What is Dyslexia Infographic, facts (RT @apluslearningtx: What is Dyslexia Infographic - great information!
Your new post is loading...
Your new post is loading...
If you suspect that a child has dyslexia, an evaluation can lead to a better understanding of the problem. Test results are also used to determine state and local eligibility for special education services.
If you suspect that a child has dyslexia, an evaluation can lead to a better understanding of the problem and to recommendations for treatment. Test results are also used to determine state and local eligibility for special education services, as well as eligibility for support programs and services in colleges and universities. Ideally, evaluation results provide a basis for making instructional decisions and help determine which educational services and supports will be most effective.
At what age should people be tested for dyslexia?
People may be tested for dyslexia at any age. The tests and procedures used will vary according to the age of the person and the presenting problems. For example, testing with young children often looks at phonological processing, receptive and expressive language abilities, and the ability to make sound/symbol associations. When problems are found in these areas, targeted intervention can begin immediately. Of course, a diagnosis of dyslexia does not have to be made in order to offer early intervention in reading instruction.
Here's a great checklist for common warning signs of dyslexia.
Common Signs of Dyslexia
Are you an "insert profession here" with dyslexia? Share your story. We want to hear from people in all professions.
A Dyslexia Declaration by Allison Hertog, Lawyer:
My early life was defined by teachers and other professionals who doubted my academic abilities, though now I believe I am one of the few lawyers in the country with a Master's Degree in special education. I was retained in second grade because I couldn't read and the elementary school psychologist told my parents I would never attend college.
By working very long hours, sacrificing my social life in high school and beyond, learning self-compensatory strategies, and never giving up, I earned some impressive degrees. I was not diagnosed with dyslexia until after I graduated from law school.
Today I am an attorney who represents students and adults with learning disabilities and ADHD. Every "win" for a student is a victory for me personally.
Our first film provides an overview of dyslexia and attention deficit disorder while exploring the brave lives of diverse individuals persevering in a world not designed with them in mind. Click on the image below to watch the film in its entirety.
Yale Center For Dyslexia & Creativity--Choosing a School http://t.co/EiFft7Fy...
There is not one perfect school environment that will suit every child with a reading problem and his family. The perfect school does not exist. The key to selecting a school is to determine which school’s profile best matches you and your child’s priorities at a particular point in time. And your priorities will change as your child goes through school.
The steps and questions below will help guide you through the process of selecting a school and will also give insight to the range of possible programs and services that a school could potentially offer to your child.
Ask as many people as you can about the school, particularly parents whose children are attending or are graduates of the school.
Visit the school, and ask yourself:
- What is the overall environment like?
- Do the children seem happy?
- Is there a sense of orderliness?
- Are the teachers and administrators open and friendly, and do they welcome questions?
Find out how the school views itself and what experience and policies it has regarding children with learning disabilities.
Observe several classes in session.
Learn about the students who attend the school.
Learn about the school’s academic curriculum and its reading program.
Find out about the school’s attitude toward providing accommodations, such as extra time on tests.
Learn about the faculty.
- How available are the faculty for students who require extra help?
- How long have the teachers typically been at the school?
- How are parents kept informed of their child’s progress?
Learn about what extracurricular activities are offered.
"Apprentices at the Eli Whitney Museum learn to work with their hands." - Bill Brown leads 'tinkering' workshops at the Eli Whitney Museum. Students ages 13-18 become apprentices where they receive a stipend and learn how to use master tools and conduct workshops for visitors. Experimentation is highly valued.
From a New York Times article on Brown,
"Mr. Brown has long worked with youngsters on projects like the clockwork car. Powered by rubberbands, it demonstrates the storage and release of energy just as did the one that Leonardo devised when he studied clock springs.
"As I worked, I discovered kids who were excellent at making things but were struggling academically," he said.
In his students' learning habits, Mr. Brown recognized some of his own. Mr. Brown, 47 years old, who has a master's degree from Columbia University, said that he has awkward handwriting and struggles to synthesize material. The term "dyslexic," he said, probably fits him and many of his students. It may also have fit Leonardo, who wrote 6,000 pages of disorganized, often-misspelled journal notes.
Hands-On Learning Stressed
But Leonardo trained in a hands-on apprenticeship program and spent his life experimenting, an approach that Mr. Brown endorses.
"How do you help people realize how important the tradition of hands-on learning is? he asked. "Some people need to learn by touching and experimenting. What we've tried to do at the museum is find projects that will help people understand, learn by experiment and experience. We look for ways to demonstrate what this component of learning means."
If you compare investments made in education by the United States with initiatives in China and India, Americans have reason to be afraid, very afraid.
This week, the Center for American Progress and the Center for the Next Generation released a report entitled “The Race That Really Matters: Comparing U.S., Chinese and Indian Investments in the Next Generation Workforce.” The findings were breathtaking:
• Half of U.S. children get no early childhood education, and we have no national strategy to increase enrollment.
• More than a quarter of U.S. children have a chronic health condition, such as obesity or asthma, threatening their capacity to learn.
• More than 22 percent of U.S. children lived in poverty in 2010, up from about 17 percent in 2007.
• More than half of U.S. postsecondary students drop out without receiving a degree.
Now compare that with the report’s findings on China. It estimates that “by 2030, China will have 200 million college graduates — more than the entire U.S. work force,” and points out that by 2020 China plans to:
• Enroll 40 million children in preschool, a 50 percent increase from today.
• Provide 70 percent of children in China with three years of preschool.
• Graduate 95 percent of Chinese youths through nine years of compulsory education (that’s 165 million students, more than the U.S. labor force).
• Ensure that no child drops out of school for financial reasons.
• More than double enrollment in higher education.
And the report also points out that “by 2017, India will graduate 20 million people from high school — or five times as many as in the United States.”
According to the National Institutes of Health, it’s estimated that 15 to 20 percent of the population, or one out of every five students, has a language-based learning disability. The most common of these disabilities is dyslexia, a neurological disorder that results in difficulties with language skills such as reading, writing, spelling or word pronunciation.
Contrary to popular belief, people with dyslexia do not always reverse letters or read words backwards, although letters may appear transposed or closer together for individuals with dyslexia. The disorder is considered a language-based learning disability because dyslexia can make it very difficult for a student to succeed academically in the typical school environment.
The National Assessment of Educational Progress (NAEP) reports that approximately 38 percent of fourth grade students have “below basic” reading skills. These students are below the 40th percentile (performing below the other 60 percent of their peers) and are at greater than 50 percent chance of failing school achievement tests. Yet, to a large extent, about three quarters of children who show primary difficulties with basic reading skills early in reading development can be helped to overcome those difficulties.
“Early recognition of language-based learning problems is the key to effectively addressing these issues,” says Eugenie Flaherty, Ph.D., a clinical psychologist and past president of the PBIDA. Parents are often the first line of defense in recognizing any problems their child may be having with speech, pronunciation, recognizing letters and numbers, listening skills, and the like.
RT @DyslexiaYale: Transforming dyslexia from a liability to an asset. Children and adults with dyslexia are highly creative, and have many cognitive and emotional strengths, despite a weakness in decoding words. Successful dyslexics draw on their strengths to hit their targets in life
Teachers with the District’s Dyslexia Program were recently trained to use new assistive technology devices which where graciously donated by Care Innovations, an Intel GE Company from Northern California. The donated items included 15 Intel Readers and 10 portable Capture Stations. These items will be used to help students with Dyslexia or hearing impairments. Pictured is Col. Santos Benavides Elementary teacher Elizabeth Guevara and Care Innovations Market Development Manager Lou Meier. Meier explained that he asked for the items donated to children in Laredo since he attended and graduated from high school here when his family was stationed at the former air force base. Meier is also Dyslexic and knows these devices will help students gain more confidence and independence with the printed word. The teachers will be utilizing this much needed equipment in the new upcoming school year which begins August 27, 2012.
For more than 10 years, Marburn Academy has been offering free educational seminars to central Ohio parents of children who learn differently. These seminars offer scientifically based and state-of-the-art information about the best ways to teach bright children who learn differently throughout the school year. Parents of children who struggle in school are invited to take advantage of this unique opportunity to learn information about teaching and learning which they might not find from any other source.
Seminars begin at 7:00 pm, and take place at the Academy.September 11: “When Children Struggle with Reading: Is It Dyslexia?” September 24: “How a High School Designed Specifically for ADHD Students Can Make All the Difference” (This is a new topic) October 9: “Solving Reading Problems October 30: Understanding the Problems of ADHD Children” & “How to Teach Self-Management to Distractible, Impulsive Students” (2-Part Seminar) December 11: “How To Get High School to Work for ADHD Students (and How To Get ADHD Students to Work In High School) January 15, 2013: “Early Identification and Early Intervention for Reading Problems: Why Wait for Failure?” February 12: Correcting Persistent Spelling Errors: the Sources of and Solutions to the Problems” March 5: “Getting It Down on Paper: The Solutions to Student Writing Problems” April 9: “AHDH Students and the Role of Medication” May 9: “Solving Math Learning Problems” June 11: “Understanding the Problems of ADHD Children” and “How to Teach Self-Management to Distractible, Impulsive Students” (2-Part Seminar)
Marburn Academy offers these seminars free to parents of children with learning disabilities every year. Feel free to invite friends and neighbors who could benefit from this information.
Top 10 Colleges for Budding EntrepreneursHuffington Post: In this weekend edition of the 2013 Unigo College Rankings we're showcasing the colleges across the country that, according to students, have built exemplary entrepreneurship programs and made resources for aspiring founders readily available.
The Top 10 Schools Where There's A Lemonade Stand in Every Dorm Room
Mr Tan, the Mayor of Central Singapore District, is dyslexic.
Dyslexia is a condition that makes it very difficult for children and adults to read, write and/or spell.
As a child, Mr Tan struggled in school because of his condition, and failed his O- and A-level English as a Second Language oral exams.
For instance, Mr Tan could not recognise the word "fire". He could not get the meaning nor could he say the word. So he failed his O-level English oral exam.
The same thing happened during his A-level English oral exam. He could not recognise the word "mosque" and failed the exam.
But far from being a dolt, Mr Tan, who is also Senior Parliamentary Secretary at the Ministry of Foreign Affairs and the Ministry of Community Development, Youth and Sports scraped through his English as a Second Language exam to enter the National University of Singapore (NUS) in 1979, where he read political science and Chinese Studies.
He graduated with a second class upper honours.
At NUS, an American who was an English language lecturer, pulled him aside after class one day and told him that he was dyslexic.
Said Mr Tan: "I didn't know what dyslexia was."
Fix that problem that's bugged you since childhood (RT @DyslexiaYale: Good Housekeeping article featuring Dr. Sally!
Read more: How To Correct Childhood Conditions - Adult Treatment For Childhood Conditions - Good Housekeeping
Almost all kids grumble about back-to-school, but for those who think differently, process differently and exhibit a different set of strengths than most, it’s a return to a stress-filled environment where they just don’t fit in at all. And they fail miserably, invisibly, their learning differences completely misunderstood by teachers, classmates, even family and friends.
Amid continuing education upheaval and shifting definitions of everything from school finance to testing to teacher evaluation, Kerrie Dallman begins her term leading the state's largest teachers union not by working to resist change but to shape it.
Read more: New teachers' union president looks to take ownership of reform - The Denver Post http://www.denverpost.com/news/ci_21401840/new-teachers-union-president-looks-take-ownership-reform#ixzz24kzOqfyU
Laverne Antrobus explores how child development is affected by dyslexia.
We live in a world of words. Almost everything we do involves reading - instructions, computers, phones, newspapers. It's a skill that is fundamental to functioning properly in today's society, and with the internet it has become ever more crucial. It has now been estimated that we see or hear over 100,000 words every day. Laverne meets Lettie, a ten-year-old girl who faces a daily battle with reading. Through an insightful interview, Laverne learns just how challenging this can make things for her. In a fascinating experiment, Laverne also uses computer animations to make her favourite book - Jane Eyre - difficult for her to read. Through this we begin to see the different way in which a dyslexic views the world.
What shocked and saddened me were the parents who would say, "I don't think anyone has ever called me from school with anything positive about my child." I occasionally heard soft sobbing during these calls.
I'd first used this phone call thing as a strategy for managing behavior and building partnerships and it worked. However, after ten years of teaching I became a parent and my feelings shifted into some other universe. As a parent, I now can't think of anything more I want a teacher to do -- just recognize what my boy is doing well, when he's trying, when he's learning, when his behavior is shifting, and share those observations with me.
I know how many hours teachers work. And I also know that a phone call can take three minutes. If every teacher allocated 15 minutes a day to calling parents with good news, the impact could be tremendous. In the long list of priorities for teachers, communicating good news is usually not at the top. But try it -- just for a week -- try calling a few kid's parents (and maybe not just the challenging ones -- they all need and deserve these calls) and see what happens. The ripple effects for the kid, the class, and the teacher might be transformational.
This free toolkit has the resources schools need to take an effective stand against cyberbullying.
Every day, you see how cyberbullying hurts students, disrupts classrooms, and impacts your school's culture. So how should you handle it? What are the right things to do and say? What can you do today that will help your students avoid this pitfall of our digital world?
Now that a new school year has started, columnist Margaret Bernstein is looking for "investors" who are willing to share their time with local youngsters.
An investor isn't necessarily someone who gives money. From what I've seen, a person who gives his or her time is even more valuable to these youngsters.
The Child Mind Institute, founded just three years ago, is the only nonprofit organization in the U.S. dedicated solely to children’s mental health. Their mission includes diagnosing and finding better treatments for childhood psychiatric and learning disorders, gaining an improved understanding of healthy brain development, and helping families deal with issues ranging from school transitions to serious anxiety disorders and behavior problems.
Our kids need help. According to the Institute’s website, more than 15 million children in America have psychiatric disorders and at least half of them will never receive treatment. Lots of other children, no doubt, have psychological troubles that may fall short of a disorder but that parents do not know how to handle.
Allaying A Child’s Fears
One of the Institute’s areas of focus is childhood anxiety, which afflicts 13 percent of kids in its assorted forms, according to Ronald Steingard, a psychopharmacologist there. Some kids have severe separation anxiety, others panic or post-traumatic stress. In pediatric obsessive compulsive disorder, children have intrusive and repetitive thoughts—say, that something will happen to mom and dad—and attempt to stamp them out with an irrational ritual they perform compulsively. They might have to wash their hands six times before bedtime or perform a triple-tap on the front door before leaving the house. In some cases, the anxieties and behaviors become so numerous and pervasive that they essentially take over a child’s life.
A great tool for school or work, G8R Software’s note-taking app, CaptureNotes, already offered audio recording, two text input methods, photo support, tagging, and more. With the release of v2.0 earlier today, users also have the ability to secure and easily share notes, along with improvements to previously implemented features.
Listen to audio recordings and share them all or individually.