Although some teachers receive training to treat students with this problem, it is not enough. Apparently the Montessori method is the answer to integrating people suffering from Dyslexia into society.
Edith Tacusi Oblitas
Non-governmental organisations in the UK focused on this disease, which has been defined as “difficulty in reading that prevents correct understanding”, agree that teachers should have more hours of training on the problem.
Fundamentally, this is about knowing how to detect dyslexia in students.
According to statistics from the Driver Youth Trust (DYT), 52% of teachers in England have not received training on dyslexia, 18% have received less than one hour of training and nine out of 10 teachers have had less than half a day of training.
Members of Indigo Dyslexia Centre and the DYT say that there are even some teachers who rarely check their notes on how to treat a student with dyslexia.
Meanwhile, in December last year the UK Department of Education announced an investment of £31.7 million, to continue to meet the costs of implementing reform in special educational needs and disabilities.
They also acknowledged that teachers should receive training that meets the standards of these new requirements.
Studies published by DYT show that one in five students fail to master the basics of writing at the end of primary school, and that in each school class three children have dyslexia.
Dyslexia Action believes that teachers should be adequately trained to recognise specific learning difficulties, to support and promptly refer students to specialised services.
The executive director of Indigo Dyslexia Centre in Suffolk, Martin Parsonage, has said that teachers receive basic training during their Postgraduate Certificate in Education (PGCE) qualification, but while they are aware of the issue this part of thier training is rarely reviewed.
On the evaluation of dyslexia, Parsonage indicates that primany school students receive test screenings and detection, while young people in higher education or universities receive a different test.
People who speak another language also receive an educational psychology assessment.
“If the test reports that the individual is dyslexic, additional education or a program assisted by computers is provided,” he added.According to the NHS, the early diagnosis of dyslexia is more effective, but identifying this disability is difficult because symptoms and signs are not obvious.
Several teachers suggest that the Montessori Method is the practical answer to achieving effective progress with dyslexic and integrating it into society.
This is because “beyond traditional classrooms, children explore their environment, they learn with concrete objects and they learn from their own mistakes. They enjoy learning and – most importantly, it is through contact with objects that they recognise and differentiate things by their shape and colour. In this way they prepare themselves for writing.”
Defining the concept of dyslexia, researchers specify it as a different way of thinking, which in turn affects the sense of assimilating information.
This creates problems with reading and writing, among other difficulties.
According to Parsonage, dyslexia is a biological difference in the brain structure that affects the learning of reading, writing and the alphabet.
However, he clarifies that some dyslexics have problems with mathematics, which refers to the problem of dyscalculia.
Other dyslexics have Irlen Syndrome. These people need coloured glasses because they are sensitive to a particular wavelength of light, for example, and the bottom of a printed page can hurt your eyes and cause headaches.
Watching and observing
Experts recommend observing children in their learning progress, both in writing, reading, spelling and numeracy.
If children have difficulties with these issues, and show poor concentration, difficulty following directions, and continue to confuse of letters like b/d, p/q, m/w, n/u, among other signs, an assessment of the child’s problem is necessary.
Meanwhile Samuel T. Orton, a researcher on the emotional aspects in dyslexic, argues that emotional problems start with learning to read. In fact, the dyslexic child can live with feelings of frustration, anxiety and depression if not treated in time.
The investigation launched by the European Centre for Reading Recovery at the Institute of Education has found a fundamental link between illiteracy and the behavior and lifestyle choices of a person.
Consequently, the implementation of a successful intervention on literacy at an early age is crucial to a childd’s future, and helps to prevent disconnection not only at school but also in society.
(Translated by Grace Essex)