Issues Ideas Educ.

Enrich the Learning Environment Before any Dyslexic Child Leave School

Subhash Chandra Basu, Poonam and Anita Beniwal

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  • DOI Number
    https://doi.org/10.15415/iie.2018.62012
KEYWORDS

dyslexia, learning disability, children with dyslexia (CWD), dedicated learners, special educators, special educational needs (SENs).

PUBLISHED DATE September 03, 2018
PUBLISHER The Author(s) 2018. This article is published with open access at www.chitkara.edu.in/publications
ABSTRACT

Background: The role of the teacher is of immense importance in early years schooling of any children. Dyslexia is one of the most common learning disability which causes difficulty in reading and distracts the progress of the children in various aspects including their academic achievements, and later on, introduces various other complications. To overcome these cumbersome problems teachers need to behave more responsible and prudent when the learners are children with dyslexia. Aims: The present study has explored the views and experiences of special educators towards academic performance and classroom difficulties faced by dyslexic children during the teaching-learning process, and also made an effort to know the need and nature of help provided to facilitate learning.

Methods: The study was conducted with purposively selected special educators of selected schools situated in the Delhi region and, serving the children with special educational needs. The measure for the above domain was developed in the form of a questionnaire, to suit the background and the aim of the study, and administered to the selected special educators. In furtherance of the answered questionnaire, the experiences, and perceptions regarding schooling, learning, needs, and nature of dyslexic children were discussed in details, with the respective respondent.

Results: The findings position special educators as strategic agents, who actively negotiate a range of obstacles, resolve and handle the problems of children with dyslexia to ensure their learning and continuity in school. They are having a system designed to support them, help each one at some point in their education.

Conclusion: Particularly, the perceptions and perspectives of special educators forge a large difference in the learning and academic achievement of dyslexic children. There is potential waiting to be unlocked in dyslexic children, and teaching them, if done well, is the most fulfilling of tasks.

INTRODUCTION

Learning to read and write is difficult and many children struggle with it. According to Coltheart and Prior (2007) children who read substantially less well than most children of their age may be referred to as exhibiting ‘specific learning difficulties’ or ‘developmental dyslexia’. One can distinguish dyslexia and ‘poor reading’ by assuming that dyslexia is a specific learning difficulty whereas poor reading is a general one. We read to know and write to express. This is a simple fact, but teachers and parents may not remember this. Writing has become a problem with many children, including school children in India. Teachers complain about it because some children refuse to write. If even in examinations they are turning in a blank answer sheet, should the teachers fail the student and deny promotion to the next class? (Das, 2009). The general concept of difficulties in reading and writing includes various aspects of reading and writing problem. The individual vulnerability and inadequate environment conditions for language development, both are responsible for such difficulties (Høien & Lundberg, 2004).

Page(s) 173-182
URL http://dspace.chitkara.edu.in/jspui/bitstream/123456789/778/1/006_IIE.pdf
ISSN Print : 2320-7655, Online : 2320-8805
DOI https://doi.org/10.15415/iie.2018.62012
CONCLUSION

The current research is important in advancing knowledge about the needs and nature of children with dyslexia from the teachers’ perspective. These special teachers/educators took responsibility for the learning of children with special needs or learning disabled children. They opined that all children with dyslexia can learn like other children by getting appropriate support from teachers. They viewed mistakes dyslexic children as opportunities for learning and as a reflection of their teaching, that they needed to find different ways to teach a concept to dyslexic children when they had difficulty. These teachers use mixedability groupings for seating arrangement of children with dyslexia in the classroom and actively encourage helping, collaborating and co-operating with each other. Webb (1992) indicates that for children to feel successful, they need to become aware of their unique learning strengths, so that they may apply them more effectively while working to strengthen the lagging areas.

In summary, the current research concluded the special educators’ perspective towards children with dyslexia as follows:

  • Most of the dyslexic children are good or average in their academic performance.
  • The regularity in coming to school reduces the chance of failure and enhances the academic performance of the children with dyslexia.
  • The children with dyslexia have the difficulties in expression. The participation in the classroom discussion helps them to overcome the problem of expression as well as improve the understanding of the given instructions and the subject matters.
  • These children with dyslexia need extra academic assistance, special behavioural and social attention, along with frequent emotional care.
  • Children with dyslexia are dedicated learners; who fascinated and dedicated to learning but the way is very different, very specific, very selective and sometimes very perfunctory also.
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