Dyslexia: 10 Intervention Guidelines For Educators
Dyslexia has become one of the most commonly diagnosed disorders in children in recent years. Although it is very complex to detect an exact percentage of prevalence due to the problem in rigorously establishing a clear diagnosis, the latest studies affirm that approximately 15% of school students present these difficulties. For this reason, it seems increasingly necessary to define which psychopedagogical and psychological orientations are most effective to effectively serve this population group.
Dyslexia is the usual nomenclature given to the Specific Learning Disorder (ASD) related to the presence of difficulties in the ability to read and write As provided by the Statistical Manual of Mental Disorders in its most updated version (2013), it refers to the presence of difficulties in fluent word recognition, poor reading decoding in spelling ability and deficits in reading comprehension.
Besides may be accompanied by alterations in written expression or mathematical reasoning, which must be additionally specified in the initial diagnosis. Another key aspect is the presence of a preserved level of general intellectual capacity, so ASD-Reading and Writing is incompatible with significant levels of mental disability, nor can it be explained by sensory deficits, whether visual or auditory. The indicated difficulties must be present for a minimum period of six months and must cause significant interference in the student’s academic development.
More specifically, by observing the following behaviors set out below, the presence of ASD-Reading and Writing can be suspected. from which it is known it is necessary to propose an exhaustive psychopedagogical evaluation that corroborates these indications:
Guidelines in educational care in children with dyslexia
As educators, it is essential to take into account the following guidelines when dealing with a child with this particularity, since an empathetic attitude, reinforcing their potential and flexible according to their difficulties They will have a protective effect in order to avoid problems of low self-concept or self-esteem and even situations of school failure in the longer term:
1. Establish a daily reading habit of about 20 minutes maximum duration
The content of said reading is recommended to be on a topic of interest to the child, regardless of whether it is a story, a magazine or a comic. The relevant point is that you acquire a positive attitude for reading. It will also be necessary to assess whether the volume of school readings to be done during the course should be limited.
3. Make spelling correction more flexible
It seems more effective the priority work of 3-4 spelling standards until their mastery to later add new ones.
5. Provide short, concise statements and requests
Use short phrases to give instructions using visual support that can serve as a reference. The indications must be segmented and expressed gradually. It also seems fundamental adapt the statements of exercises and exams so that they can be understood by the child, allowing specific explanatory clarifications.
6. Establish a plan of objectives adapted to each case
These objectives must specify realistic and acceptable goals for the student, whether weekly, monthly or quarterly.
7. Facilitate planning of activities, homework, exams with sufficient advance notice
In this way, the student with dyslexia you will be able to organize your study time dosing your work in order to avoid the feeling of feeling overwhelmed.
8. Positively reinforce the effort made by the student
This must be done ceasing to prioritize the result obtained at a quantitative level In many cases there is a decrease in motivation to do school work, which is why the support of the educator will be essential for the child.
9. As educators, avoid comparisons with other children in class, siblings, etc.
As has been indicated, it is very common for the self-esteem of this type of student to be affected. This fact can greatly harm their academic performance and the achievement of their potential
10. Emphasize their autonomy when doing their schoolwork
It is very positive to convey the idea to the student of their potential learning capacity. It is recommended flee from overprotection regarding non-compliance with academic responsibilities
Due to his preserved general cognitive capacity, the child is capable of assuming his school obligations, even if these are adapted to his specific difficulties. The application of these adaptations is assessed by the educational center in order to quantitatively and qualitatively adapt the methodology, the correction criteria and the learning objectives for each student individually.
In conclusion
As has been commented in the text, usually the assimilation of the presence of psycho-pedagogical difficulties in the student himself is a process that can significantly interfere with the psychological development of the child, causing in certain situations a worsening of the initially proposed diagnostic situation. Thus, Early detection and intervention of the indicated deficits is a fundamental process to prevent further deterioration in the minor’s different vital areas, both academically and emotionally.
