Including Samuel demonstrates the difficulties of inclusion in education. Through the story of Samuel inclusion in the classroom is not an issue for him. Samuel’s peers are inclusive
The public should be educated on what dyslexia really is and what it isn’t, recognise the characteristics of this disability and be aware of the management strategies.
When I was a child, I always had to read paragraphs multiple times because I struggled with reading. This caused me to spend more time on reading than other children reading the same material. I thought I was stupid. Then one morning, my mother told me that I had dyslexia. Dyslexia causes reading and writing to require more energy and time. Though I was relieved to know that I was not doomed to a life of unintelligence, this only confirmed that I would have to work harder than everyone else in academics. Instead of crippling me, this empowered me. I used dyslexia as a motivator to work harder in every area of my life.
The inadequate support from the school and the local community is a major problem (Avramidis & Kalyva, 2007). There is lack of consensus (Nicolson, 1996), given that parents and schools do not deal with dyslexia in a serious way and they do not know enough about this condition (Department of Education,2004; Leij et al, 2001). Therefore, it would be crucial to have the continuous encouragement from the school principal and the school counselors. They should have the determination to work hard to claim funding from governmental and other resources. The existing infrastructure and the financial resources are highly insufficient in Greece. The limited amount of researches in Greece sheds light to the total lack of support services within the
On the other hand a child with dyslexia may need more time for example to do activities such as answering basic questions or filling in Literacy work sheets. Therefore this can be done in a group activity to make the child feel equal, safe, and secure and welcome in a setting through various ways. For example the adult could split the children into groups; a group of advanced gifted and talented children, the norm children and then the children that need a little bit more explaining to be able to complete the work to the best of their ability. Therefore the child with dyslexia may start of on the
Everyone in this world have different ways of knowing how to read. All readers all somehow start off by knowing nothing, and experiencing many different ways in learning to read. Jimmy Santiago Baca didn’t know how to read, but still managed to become a famous American poet in Apache and Chicano background and was incarcerated for drug possession. Gareth Cook also became a famous even though he struggled with dyslexia he still managed to become a writer for The New Yorker. Many people will not learn how to read if they struggle with disabilities but because Cook was always embarrassed of how he read when picked in class by his teachers. Since Cook didn’t know what he will always stutter while reading, until college
David Bois, a dyslexic lawyer and litigator, has struggled with reading all his life, but he had a "childhood fascination with the law and decided that he would go to law school," which requires a lot of reading, but because of his dyslexia, he could not read like everyone else (2). Although, ever since he was born, he has been meticulously listening, because as he says, “Listening… was the only way I could learn,” he had to scramble and adapt and come up with some kind of strategy that allowed him to keep pace with everyone around him (2). His peers would be reliant on reading and studying to succeed in school, and to succeed in a law career. Thankfully, when he was in school his listening is what kept him ahead of the game because, “while everyone else furiously made notes or doodled or lapsed into daydreams,” he would focus in on everything that was said and written, and paste it all into his memory (2). He was mentally advanced compared to his fellow students, because everything he needed to study or review has already been drilled into his mind. This type of learning, of which is common amongst dyslexics is called “compensation learning,” which means they are trying “to compensate for something that [has] been taken away from them,” they do
“Children know how to learn in more ways than we know how to teach them.”
In Scott Sonnon’s book A Mountain Stands: Confessions of a Suppressed Genius Sonnon says, “Dyslexia was not my deficit, but my advantage.” By clinical definition, dyslexia is a language-based learning disability, which affects an individual’s aptitude to read due to complications identifying sounds and linking letters and words. In elementary school, I was diagnosed with severe Dyslexia. Since my diagnosis, many aspects of my life have been defined by others’ perception of Dyslexia, which caused me to have a negative outlook on my learning disability. Through the progression of my educational career, I began to realize that my learning disability was a blessing in disguise.
Duration: 10 minutes lesson on language development (15 minutes for children to complete match board
The following paper will present and explain inclusion’s purpose, its benefits for both special and non-special needs students, as well as its drawbacks.
Henry Ford once said, “Coming together is a beginning; keeping together is progress. Working together is success” (Brainy Quote). From here, the concept of inclusive education, including students with and without learning disabilities as peers in the same classroom, originated. The aim of this type of education is to get students with learning disabilities involved in the society. Teachers and fellow students will also provide help for students with disabilities; in this way, students with learning disabilities will be motivated to study as they feel that they are a part of a group instead of being isolated in special places. Thus, they will achieve higher grades. Moreover, they will be greatly engaged in the society as they are building bridges with their peers from several backgrounds. On the long run, teachers, parents, and the society as a whole would develop. Students with learning disabilities should be included in the “normal” classroom because it improves their academic performance, social behavior, and communication language.
To provide support to learners with communication needs one must recognise that they do not have a cognitive delay due to their special need. One must not group them with other learners with a cognitive delay for this reason. Some children with speech and language needs may have been referred to therapy services, due to this the therapist may visit the pupil within the school, thus making it important for the teacher and therapist to communicate ways in which the teacher can help to further support within the classroom. When enhancing speech, language and communication it is important to immerse children in a talk-rich environment. Pupils will then develop their skills from being exposed to it. Some one to ones may be required to support learners with speech, language and communication needs but it is important they spend the majority of their time in the classroom, so they are exposed to the skills they need to develop. The teacher may use some of the following techniques to enable progress when teaching a pupil with communication or language need; reducing background noise, do not finish their sentences also provide opportunities for collaborative group work and discussion (Glazzard, Stokoe & Hughes,
Having dyslexia throughout elementary school is one of the biggest challenges for a child. Growing up working twice as hard as the other kids and proving that there’s nothing mentally wrong with you is a rough thing to do. I felt that this will interfere with my educational goals of going to college. The obstacles I had to encounter when I was young changed my life for the better. With the help of my father.
According to UNESCO, inclusive education is a process of addressing and responding to the diverse needs of all children by increasing participation in learning and reducing exclusion within and from education (Nguyet and Ha 2010). Inclusive education is a process of increasing the presence, participation and achievement of all learners (Booth and Ainscow 2002). The process involves mainstreaming children with special educational needs into regular classroom settings, allowing them to learn side by side with their peers without disabilities. Inclusive education implies that children with special educational needs have to attend mainstream schools they would have attended if they did not have a disability. Mainstreaming children with special needs education has a positive impact on both social and academic learning for children with and without special needs (Farrell 2000). Bunch (2008) views the inclusive education philosophy as socially just and more effective in both academic and social spheres. Worldwide, the educational authorities have adopted the principle of inclusion to address the social and moral obligation to educate all learners (Forbes