Learning Disabilities

Most dyslexics do not find out that they’re dealing with a serious learning disability such as dyslexia until they become adults. This is primarily because the symptoms of dyslexia are extremely ambiguous and can be easily mistaken for day to day problems. Dyslexics have to put up with a lot of abuse and humiliation in life because of being learning-disabled. It is this humiliation that stops them from seeking active help from their family and peers which only makes their case even worse.

Dyslexia is not a learning disability which can only be treated in childhood. In fact there is no age at which dyslexia cannot be taken care of, and if you have even the slightest doubt about being learning-disabled then an online test for dyslexia is the best way to know whether or not you have any such problems. There are certain symptoms that you should look out for when trying to figure out whether or not you should take an online test for dyslexia. For instance, dyslexics have a huge amount of difficulty in their professional life in areas such as completing tasks on deadlines, keeping track of meetings, completing file-work, dealing with office politics etc. They are also generally speaking passed on for promotion because of poor performance.

It is indeed sad that people with such incredible caliber have to put up with so much abuse simply because they have not learned how to cope with their dyslexia. The professional difficulties explained above have more to do with choosing the wrong kind of career path than the learning disability itself. In fact dyslexics excel when they are allowed to choose professions which can have them tap into their natural creativity. Dyslexics also thrive on variety and professions such as marketing, customer relations etc which will suit them well. Dyslexics also seem to make excellent artisans, craftsmen, entrepreneurs, sportsmen, mechanics, engineers etc. Hence, if you are diagnosed with dyslexia then do consider one of the above described career parts and try your hand at.

If you think that any of the above statements apply to you, then you should seriously get yourself diagnosed for dyslexia as most of the above described symptoms are very prominent indicators of it. Also you should not be scared about asking for help from their family and friends; do try to understand that if they had been tormenting you they were simply doing it out of ignorance and did not mean to hurt you. After you have explained your case to them they will gain a better understanding of what you have been putting up with and hence will offer their support. Also be sure to consult with an experienced educational psychotherapist living in your area and discuss your case with him. With the support of your family and friends, the right knowledge and the right professional help you can easily overcome your dyslexia.

Dealing with dyslexia as an adult can be a troubling experience. Dyslexia is a gift which once exploited will allow you to live your life better and more confidently.

The Dyslexia Screening Online is the only Online Dyslexia test which is approved by the Dyslexia Institute, UK. In 30 minutes you can learn whether you have dyslexia or not and that to from the comfort of your home. Click here to take the test now.

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There is an amazing technique that changes the skills and attitudes of math students. It teaches students to understand math in a whole new way. For those students who count fingers to solve simple addition questions or students who count sets (8 + 8 + 8…) for simple multiplication questions, math becomes easy. In any given class there are one third of the students who struggle with math and another third who are completely lost. This technique, if done properly, lifts these students to a level of understanding that changes how they look at numbers.

The technique works with all students, save those with disabilities or behaviour problems so severe that the technique can’t be applied. It is geared for students in elementary ideally before they reach grade four since this is when they start learning the basic facts and early enough that they haven’t learned any bad habits that are difficult to undo. It does work with older students, but the closer they are to adulthood, the more difficult it is to have them apply the technique. It works with younger kids, even those as young as five or six years old. It is actually more beneficial to learn when they are younger as they grow up with the confidence and skills in math. It is also great for the self esteem when a six year old can recall the multiplication tables, something that usually isn’t mastered until grades five or six. Even then, only a third of the class will be able to do this.

Once they learn these skills, the rest of math becomes easy. The numbers are out of the way, so they don’t tumble around in the mind taking up valuable energy. They can focus on the concepts rather than counting fingers. They way they learn them also gives them a better understanding of the numbers as they apply to real life situations. It simply makes math fun.

So how does this technique work? It is actually very specific, precise images that you help students create in their minds. Think of an engine of a car. Even though a car is easy to drive, the engine is a complex design of parts that work together to create energy. The same is true of the images used to teach math which are called the Magic Numbers. They are specifically designed images that come from mnemonic research, key math patterns and mental connections that have been adapted from years of in class experience. Simply put, they are images that connect numbers to things children can relate to and remember.

Imagine a tricycle representing the number three. The shape of the handlebars looks like a number three (for visual learners). There are three wheels (for kinesthetic learners). It is also called a three wheeler (for auditory learners). The tricycle is easy to imagine and fun to use which makes it easy to connect with other numbers using images. The tricycle can then be a part of a mental image that is crystal clear and easy to remember.

Even though this technique works amazingly well, it is at times difficult to convince adults of its success. Adults, especially teachers, question and analyze new techniques and are often skeptical of the results. I have often asked parents to simply watch while I work one on one with the students having them hold their questions for at least thirty minutes. Once they see the results, they no longer need to know why it works.

Not everyone will have an opportunity to learn this technique, but it should inspire those searching to think outside the box. Although it is a technique that goes against traditional learning, it works. It was found out of necessity and developed through success. For parents who want to help their children who struggle in math or for those who want to ensure success for their children in math in the future, there is a way.

Darren Michalczuk is the founder of the Brick School. He has desined many programs and materials for elementary students. He offers practices and strageties proven effective in the classroom with a wide variety of ages and abilities. He believes every student can succeed if given the right skills.

Please visit his website. http://brickschool.ca

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The connection between social-emotional learning and learning disabilities: implications for intervention.: An article from: Learning Disability Quarterly : This digital document is an article from Learning Disability Quarterly, published by Council for Learning Disabilities on January 1, 2004. The length of the article is 7936 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

Citation Details
Title: The connection between social-emotional learning and learning disabilities: implications for intervention.
Author: Maurice J. Elias
Publication:Learning Disability Quarterly (Refereed)
Date: January 1, 2004
Publisher: Council for Learning Disabilities
Volume: 27 Issue: 1 Page: 53(11)

Distributed by Thomson Gale The connection between social-emotional learning and learning disabilities: implications for intervention.: An article from: Learning Disability Quarterly

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