Social, Emotional And Behavioural Effect Of Dyslexia On An Individual

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Social, Emotional And Behavioural Effect Of Dyslexia On An Individual

Dyslexia can lead to possible affect on social, emotional and behaviour problems. Person with dyslexia may have lack of confidence and low self-esteem. Children may become frustrated when they need to read loudly front of other children they feel they are unable perform the same level as their peers. This make for them an awkward social situation.

People with dyslexia may struggle to exposed themself with many words or quickly as others understands idioms or jokes. They have difficult to remember specific words or details. Children can have difficulty to read body language, facial expression and social cues. This lead to confusion about what others saying. The extremely common behaviour issue dyslexic children is avoidance. Children experience verbal and physical abuse from their peers, that make them to avoid situations in which they may be ridiculed. Often those children are afraid to take a risks and lose all beliefs in themselves and their abilities.

There are some other disorders that may appear with dyslexia:

Dyspraxia DCD – co-ordination disorder affect fine and/or gross motor skills in children or adult.
Dyscalculia – a presence of difficulties in mathematics, children are below expectation for individuals opportunities.
Attention Deficit Hyperactivity Disorder ADHD – symptoms appear in many cases, there are some share common traits. Behaviour problems inattentiveness, hyperactivity
Attention Deficit Disorder ADD – difficulties to focus on schoolwork, difficulty attending to instruction, following instructions, completing tasks and social interaction.
Auditory Processing Disorder APD – problem where the brain is unable to process sounds in the normal way.

Children who are left untreated from dyslexia may led to behaviour problems, anxiety and aggression.

The key difficulties with learning

Dyslexia is not a learning disability-its a learning difference (the brain works differently). The key difficulties can be spot in early childhood with delayed of speech and lack of phonological awareness.

In early years children with dyslexia can show the signs by difficulty learning nursery rhymes, paying attention sitting still or listening the stories. Children are not able to pronounce long words properly example such as hecilocopte instead of helicopter or instead of teddy bear saying beddy bear. There may be problems processing and understanding what child hear or difficulty seeing similarities and differences in letters and words.

Children have difficulty to read aloud even in the teenage age or adult, they try to avoid activities where is involve reading. They spend unusual time to complete the tasks that involve reading and writing. Teacher might require to provide effective learning opportunities for young learners to avoid dyslexia as dis-ability. Children have difficult understanding a jokes or expression that have meaning. There is a fear of dyslexic person to say something wrong, boring the same story or completely misunderstanding whats being said. Their find difficult to find a new friends, they are very quiet around new people or group of people.

Children can struggle with the memory and finding hard to express themselves, finding right words to deliver. A working memory leads to difficulty with spelling and writing, remember what they have just read or not able to adapt their learning to suit the tasks they are doing. Their physical skills can be affect too such as skipping, jumping, kicking or throwing the ball, they have difficulty to do shoelaces and buttons, or cut the paper with scissors like their peer group do. All children needs to be respected how their needs and how their seeing the world.

The coping strategies

There are numerous strategies for teaching dyslexic children. Every child is different so is very important know the child and his/her interests, let them know you as the educator that this is key to build the trust and confidence to support the child. Children with dyslexia cant hold information as efficiently as non-dyslexics, their learning is slow, difficult and sometimes impossible process. With good strategies from caring educator dyslexic child can be capable of learning and become high-achiever.

Multi sensory teaching

Multi sensory method is very effective approach for teaching children with dyslexia by using touch, sight and hearing senses. Teachers can teach through game, using mobile, tablet or using every day situations cooking, baking. Explaining mathematical process clearly maybe more then ones, when they make mistakes show them how to correct them. Very helpful are multiplication squares to use for counting. Music is relaxing and soothing on reading time or could be use for spelling words or maths facts to sing.

Learning to read and write dyslexic children have to be under one systematic theme. Letting a child to choose books help them to enjoy the books. It is important to pay attention to the irregular spelling words, sounds or plural words. Children get distracted by any sounds when they doing their homework it is always important to thing what to avoid like not to sit near window, traffic noise, television or mobile phone.

All children with dyslexia are unique by observing a child/adult we can tell what their dominant side of learning:

Visual learners they learn best by seeing pictures, looking at the pictures in books before they read, draw a maps, using different colours in words or using visual software program, play game in pair that improve memory.
Kinesthetic learners children learn most when the letters are trace the air or sand or they handle the numbers or letters as objects or when they memorise facts while moving about.
Auditory learners children learn best from listening it can be recorded so they can listen it again and again, they understand when you talk about the book to be read or information to be learned, very helpful is to use software with good auditory input.

Educator or teacher need to be direct and explicit when teaching a dyslexic child. Explicit means describing and providing examples clearly reasoning behind the skills until the child get the skills they need. Providing informations with clear instructions like example learning letter B teacher demonstrate the sound and child need to repeat it back and you as a teacher giving the feedback throughout the process.

Repeating helps dyslexic children to remember. They may struggle with short term memory and it is challenging for them to remember long enough to write it down. Repeating and incorporate previous and new informations create connection between concepts to help children.

Individual Education Plan IEP identifies the special educational needs of the child where support need to be done providing specific recommendations strengths and weaknesses of a child, and defines specific curriculum adjustments.

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