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What is dyslexia?

The simplest definition of dyslexia is;

“partial text blindness”.

International Dyslexia Association defines dyslexia as “a specific learning disability that is neuro-biological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

Why students with dyslexia suffer?

In the conventional school setup, students with dyslexia suffer because the core of school learning is text. Their brain has difficulties processing text.  They are pushed by their teachers and parents to work hard. The teachers and parents think that ‘they are not trying hard enough’ but this is not true.

Why students with dyslexia do not get remedy

Students with dyslexia do not get remedy because many schools teachers and parents do not know about the existence of dyslexia. The parents think that the teacher is not doing his work hard enough. The teacher think that the student is lazy and the student hates the teachers and wonders why they lack sympathy and the ability to see that he/she is trying.

 Special education teachers get very brief training on all disabilities including dyslexia. This amount of training is not enough to enable them to identify, screen and offer remedy to pupils with dyslexia.

Dyslexia and Intelligence

Although dyslexia is a neurological condition, it only affects processing of text and not intelligence. Therefore, people with dyslexia have normal or above normal average intelligence.

Many successful personalities like Richard Branson, Whoopi Goldberg, Steven Spielberg, Anderson Cooper, among many others have been diagnosed with dyslexia.

UNDERSTAND DYSLEXIA

Don’t miss the chance to learn about:

  • Introduction to Dyslexia
  • Supporting children with Dyslexia in Class
  • Introduction to structured literature(Otton Gillingham based program)
  • Inclusion of children with learning difficulties in literature and numeracy

 Venue

Online Zoom Meetings:
Meeting ID: 836 4398 1079
Passcode: 590913


 Dates

Saturdays of 27th Nov 4th Dec 11th Dec and 18th Dec
Time: 9:00AM – 12:00 NOON


Registration Fees

Lipa Rent na Mpesa

PAYBILL NUMBER: 847279
KES 4,000.00
ACCOUNT NUMBER: YOUR NAME


 

 

Our Stories for Educators

Edited By Shawn Anthony Robinson

In today’s educational space, no student who struggles with reading should be denied a fair and equal education just because teachers are not trained to understand the implications of dyslexia. Failing to learn to read is not failing to learn. It merely means that the orthodox methods of whole-language reading instruction have not favored those students who need specific multisensory instruction.

In Narratives from Mothers of Children with Dyslexia: Our Stories for Educators, mothers share personal stories of pain in navigating educational spaces for the success of their sons and daughters who are dyslexic. Despite resistance from within the PreK–12 academy, these mothers have become warriors for education.

The narratives in this text are global ones, from Singapore, India, Kenya, Spain, Great Britain, and the United States, and are in local “dialect.” The mothers use a variety of terms to describe their experiences, but the differences in language only prove that the language of experience is universal; we can understand everyone, even if they use different terms or names. We understand what they have learned through the challenges and struggles of serving as the backbone of their child’s education. We can easily translate that experience into the global, universal expression of a parent’s love for their child.

Get a copy here>>

MAKING A DIFFERENCE TO A CHILD WITH DYSLEXIA IN KENYA.