tag:blogger.com,1999:blog-295647222024-03-05T05:50:56.295-08:00Scottish Dyslexia NetworkEmpowering Dyslexic Children and Young AdultsColette Mengileshttp://www.blogger.com/profile/11916675371783760158noreply@blogger.comBlogger93125tag:blogger.com,1999:blog-29564722.post-22099189164056541482012-06-07T13:16:00.000-07:002012-06-07T13:30:45.740-07:00Dyslexia and the DSM-5 (Diagnostic and Statistical Manual of Mental Disorders)<div class="separator" style="clear: both; text-align: center;">
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By: LD OnLine (2012)<br />
<br />
The Diagnostic and Statistical Manual of
Mental Disorders (DSM) is not well known to the general public, yet it
is very influential manual used to determine how doctors, teachers and
other professionals interpret educational and mental health issues, how
the press reports on them, and what kind of treatments and therapies
will be covered by health insurance companies.<br />
<br />
The DSM, published by the American Psychiatric Association (APA),
includes codes for all mental health disorders currently recognized. The
4th edition of the manual was last revised in 2000; the DSM-5 is
scheduled to be released in May, 2013.<br />
<br />
Small changes in the DSM can have a major impact on how conditions
are understood and treated. Revisions to the 5th edition include changes
to the name and types of learning disabilities that are identified
within the document. Specifically:<br />
<blockquote>
<i>Learning Disorder has been changed to Specific
Learning Disorder and the previous types of Learning Disorder (Dyslexia,
Dyscalculia, and Disorder of Written Expression) are no longer being
recommended. The type of Learning Disorder will instead be specified as
noted in the diagnosis.</i> </blockquote>
<blockquote>
Source: <a href="http://www.dsm5.org/Pages/RecentUpdates.aspx" target="_blank">American Psychiatric Association</a></blockquote>
<a name='more'></a>Between now and <b>June 15, 2012</b>, the APA's DSM-5
Development team welcomes comments and questions on these changes
(Submit comments to dsm5@psych.org before June 15). According to the
APA DSM-5 site, work group members will review all comments, and in
conjunction with results from the recently completed DSM-5 Field Trials,
will begin making final revisions to their proposed changes.<br />
<br />
<div class="shortbottompad">
Reaction to the proposed change and omission
of dyslexia, dyscalculia, and disorders of written expression is
widespread. Below find links to several sources on the topic:</div>
<ul>
<li><a href="http://www.interdys.org/DSM5Revisions.htm#.T8ei_sVOZ8E" target="_blank">International Dyslexia Association's Breaking News & Call to Action document</a><br />Covers proposed revision changes, concerns, good news, and information on how to submit comments.</li>
<li><a href="http://www.texasldcenter.org/research/files/dsm5-fletcheretal.pdf" target="_blank">Comments on Proposed DSM5 Criteria for Learning Disabilities (Fletcher, Lyon, Fuchs, Barnes & Vaughn)</a>.<br />
Presents an overview, an overall recommendation, wording changes,
additional supporting comments, and concluding comments. This group
applauds the movement away from the IQ-achievement discrepancy model and
encourages less restrictive, more inclusive, intervention-linked
framework.</li>
<li><a href="http://www.ncbi.nlm.nih.gov/pubmed/22141434" target="_blank">Snowling
& Hume (2012). Annual research review: the nature and
classification of reading disorders--a commentary on proposals for DSM-5</a>.<br />
Abstract of an article that reviews current understanding of reading
disorders in children, and the risk of omitting these disorders from the
DSM-5 in terms of assessment, treatment, and understanding of these
disorders.</li>
<li>A <a href="http://www.nytimes.com/2012/05/12/opinion/break-up-the-psychiatric-monopoly.html?_r=3" target="_blank">May 15, 2012 Op-Ed by Allen Frances</a>,
who led the task force that produced the DSM-4. Frances suggests the
DSM-5 "promises to be a disaster" and argues that psychiatric diagnosis
may best be handled by a (currently non-existent) organization rather
than just by psychiatrists.</li>
</ul>
<br />
As with all issues, LD OnLine encourages parents and teachers to be informed and work as advocates for all learners.<br />
<br />
<a href="http://www.ldonline.org/article/Dyslexia_and_the_DSM-5_%28Diagnostic_and_Statistical_Manual_of_Mental_Disorders%29">LD OnLine</a>Colette Mengileshttp://www.blogger.com/profile/11916675371783760158noreply@blogger.com0tag:blogger.com,1999:blog-29564722.post-37720951778527313512012-06-05T03:58:00.001-07:002012-06-05T04:05:09.349-07:00Spotting the Signs of Dyslexia in Children & What to do next?<div class="separator" style="clear: both; text-align: center;">
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<b>According to the British Dyslexia Association the following signs can help us spot dyslexia in children:<br />
</b><br />
<b> 1. Persisting factors.</b><br />
<br />
There are many persisting factors in dyslexia, which can appear from
an early age. They will still be noticeable when the dyslexic child
leaves school.<br />
These include:<br />
<ul>
<li>
Obvious 'good' and 'bad' days, for no apparent reason,</li>
<li>
Confusion between directional words, e.g. up/down, in/out,</li>
<li>
Difficulty with sequence, e.g. coloured bead sequence, later with days of the week or numbers,</li>
</ul>
A family history of dyslexia/reading difficulties.<br />
<br />
<a name='more'></a><b>2. Pre-school.</b><br />
<br />
<ul>
<li>
Has persistent jumbled phrases, e.g. 'cobbler's club' for 'toddler's club'</li>
<li>
Use of substitute words e.g. 'lampshade' for 'lamppost'.</li>
<li>
Inability to remember the label for known objects, e.g. 'table, chair'.</li>
<li>
Difficulty learning nursery rhymes and rhyming words, e.g. 'cat, mat, sat'.</li>
<li>
Later than expected speech development.</li>
</ul>
<br />
<ul>
</ul>
<b>Pre-School Non-language indicators.</b><br />
<br />
<ul>
<li>
May have walked early but did not crawl - was a 'bottom shuffler' or 'tummy wriggler'.</li>
<li>
Persistent difficulties in getting dressed efficiently and putting shoes on the correct feet.</li>
<li>
Enjoys being read to but shows no interest in letters or words.</li>
<li>
Is often accused of not listening or paying attention.</li>
<li>
Excessive tripping, bumping into things and falling over.</li>
<li>
Difficulty with catching, kicking or throwing a ball; with hopping and/or skipping.</li>
<li>
Difficulty with clapping a simple rhythm.</li>
</ul>
<br />
<ul>
</ul>
<b>3. Primary school age.</b><br />
<br />
<ul>
<li>
Has particular difficulty with reading and spelling.</li>
<li>
Puts letters and figures the wrong way round.</li>
<li>
Has difficulty remembering tables, alphabet, formulae etc.</li>
<li>
Leaves letters out of words or puts them in the wrong order.</li>
<li>
Still occasionally confuses 'b' and 'd' and words such as 'no/on'.</li>
<li>
Still needs to use fingers or marks on paper to make simple calculations.</li>
<li>
Poor concentration.</li>
<li>
Has problems understanding what he/she has read.</li>
<li>
Takes longer than average to do written work.</li>
<li>
Problems processing language at speed.</li>
</ul>
<br />
<ul>
</ul>
<b>Primary school age non-language indicators:</b><br />
<br />
<ul>
<li>
Has difficulty with tying shoe laces, tie, dressing.</li>
<li>
Has difficulty telling left from right, order of days of the week, months of the year etc.</li>
<li>
Surprises you because in other ways he/she is bright and alert.</li>
<li>
Has a poor sense of direction and still confuses left and right.</li>
<li>
Lacks confidence and has a poor self image.</li>
</ul>
<br />
<ul>
</ul>
<b>4. 12 or over.</b><br />
<b><br />
</b><br />
<b> As for primary schools, plus:</b><br />
<br />
<ul>
<li>
Still reads inaccurately.</li>
<li>
Still has difficulties in spelling.</li>
<li>
Needs to have instructions and telephone numbers repeated.</li>
<li>
Gets 'tied up' using long words, e.g. 'preliminary', 'philosophical'.</li>
<li>
Confuses places, times, dates.</li>
<li>
Has difficulty with planning and writing essays.</li>
<li>
Has difficulty processing complex language or long series of instructions at speed.</li>
</ul>
<br />
<ul>
</ul>
<b>12 or over non-language indicators:</b><br />
<br />
<ul>
<li>
Has poor confidence and self-esteem.</li>
<li>
Has areas of strength as well as weakness. </li>
</ul>
<br />
If you suspect your child might be dyslexic, an independent <a href="http://www.thefamilypsychologist.co.uk/content/Dyslexic-Assessment-and-Cognitive-Testing-Children-Adults" title="Dyslexia Assessment">adult dyslexia assessment </a>will
help you understand their boost their self-esteem. It will also help
their teachers make the necassary provisions in their classrooms and
they may also be entitled to extra time in exams and ICT equipement to
support their learning.<br />
<br />
For more information about dyslexia assessments and to find out how
much they cost please visit our Dyslexia Assessment page here: <a href="http://www.thefamilypsychologist.co.uk/content/Dyslexic-Assessment-and-Cognitive-Testing-Children-Adults">http://www.thefamilypsychologist.co.uk/content/Dyslexic-Assessment.</a><br />
<br />
<br />
<a href="http://www.thefamilypsychologist.co.uk/content/spotting-signs-dyslexia-children-what-do-next">The Family Psychologist </a>Colette Mengileshttp://www.blogger.com/profile/11916675371783760158noreply@blogger.com2tag:blogger.com,1999:blog-29564722.post-57836320464264483552012-05-30T02:50:00.003-07:002012-05-30T03:24:07.699-07:00Highly able children with dyslexia<div class="separator" style="clear: both; text-align: center;">
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<br />
<b>Dr Carrie Winstanley explains the principle of dual exceptionality with dyslexic children</b><br />
<br />
Children with high ability and a difficulty, deficit or impairment are known as ‘dually exceptional’. When the difficulty is a sensory impairment, physical disability or identified syndrome such as Asperger’s, or attention deficit/hyperactivity disorder (AD/HD), there is a high likelihood that a psychologist has been involved and useful recommendations have been presented. With dyslexia, there are so many issues that it can be very hard to find the right balance between remediation and challenge.<br />
<br />
‘<i>Dyslexia causes difficulties in learning to read, write and spell. Short-term memory, maths, concentration, personal organisation and sequencing may also be affected.’</i><br />
<br />
(Dyslexia Institute, 2002)<br />
<br />
<br />
<a name='more'></a><br />
<br />
The DI also note that dyslexia is, ‘difficulty with words… It is a difference in the brain area that deals with language… Brain imaging techniques show that dyslexic people process information differently’. Other learning situations (such as having English as an additional language, or an issue such as AD/HD) can result in the same difficulties as those suffered by children with dyslexia, causing further confusion and misdiagnosis.<br />
<br />
Dyslexia is found within 4-5% of the population, which amounts to around 35,700 pupils in the UK (figures from the Dyslexia Institute and the British Dyslexia Association).<br />
<br />
Teachers of able pupils know the effect of labelling children and the controversy surrounding the use of the terms ‘gifted’, ‘talented’ and ‘able’. Similar issues exist concerning the propensity of people to label children by their difficulties, calling them ‘dyslexics’. This is against convention or recommendation and referring to such children as ‘children with dyslexia’ is generally preferable.<br />
<br />
Some people, however, feel that their dyslexia is what defines them and their abilities and consider that their dyslexia allows them to think in different ways, freeing them from the conventional and stifling reliance on reading and linear thinking. This ‘gift’ of dyslexia suggests that unimaginative teaching and outdated assessment modes are to blame for failing children. A list on the DI website summarises the apparent strengths of people with dyslexia, but this is definitely disputable, particularly for the child who may also be intellectually very able and not exhibit some of the ‘weaknesses’ also displayed on the site, particularly that of being unable to concentrate:<br />
<br />
<b>Strengths:</b><br />
<ul>
<li> visual sense</li>
<li>practical</li>
<li>skilful</li>
<li>sporty</li>
<li>imaginative.</li>
</ul>
<br />
<b>Likely to be poor at:</b><br />
<ul>
<li>recalling instruction</li>
<li>organising</li>
<li>concentrating</li>
<li>proof reading.</li>
</ul>
<br />
Dyslexia is an umbrella term for a range of difficulties affecting the processing of visual and auditory information and may encompass difficulties with spelling (dysorthographia), handwriting (dysgraphia) and manipulation of numbers (dyscalculia). Some categorisations of dyslexia even incorporate spatial difficulties (dyspraxia) and so it is vital for careful diagnosis of difficulties to be undertaken if support is to be appropriate.<br />
<br />
Despite all this overlap of definitions, it is certainly commonplace to find that pupils have some problems with writing and teachers are often looking for ways to help children close the gap between their oral abilities and weak written work.<br />
<br />
<b>Are there any solutions?</b><br />
Over the years, various suggestions have come in and out of fashion including dietary supplements, physical exercise and coloured lenses. All have their advocates and detractors, but in terms of classroom teaching there are some aspects of good practice that are worth emphasising.<br />
<br />
Good practice in the classroom will help all children whether or not they have learning difficulties and matching tasks to abilities and interests will be a great help. As well as providing help where there are obvious difficulties, it is vital to also build on children’s strengths, allowing them opportunities to excel. Sometimes more experienced and older pupils can be called upon to ‘buddy’ a younger pupil, helping them improve and making suggestions to teachers concerning ways of presenting tasks to pupils as well as inventive methods for children to share their learning; catering for the individual is the key.<br />
<br />
The classroom environment<br />
Check that children are seated where the board and teacher can be easily seen and that written material is clearly presented. Use alternate colours for alternate lines to help children find their place on the board (avoid red on a white background).<br />
<br />
Whilst it is exciting to have a classroom full of bright colours, posters and pictures, avoid overload and keep the area around the whiteboard clear of distracting materials. Seating children away from windows and glass doors will help to minimise outside distractions.<br />
<br />
<b>Learning tasks</b><br />
Present material in a variety of ways; use visual, oral and kinaesthetic presentation modes (taping written material). Allow students to share knowledge and learning in different ways such as making poster presentations, taping reports or producing podcasts. Creating an oral or written quiz is a fun way to check learning – children enjoy testing their friends and creating multiple alternatives to the correct answer. Children can present a wide range of ideas through class demonstrations or dramatic presentations.<br />
<br />
Imaginative alternative learning experiences are welcomed by children with dyslexia and many tasks can be constructed in ways that are not dependent on reading or paper and pencil: logic games (such as tangrams), drawing activities (recording a story as a cartoon strip), movement tasks and puzzles.<br />
<br />
Children may need additional time for completing assignments in order to present work of good quality. Pupils working under an extra time pressure as they read may not understand what they are reading. They can also work inconsistently, affected more acutely by environmental distractions. Despite trying to follow prescribed advice they are often disorganised, which causes further difficulties.<br />
<br />
Children with dyslexia can find that all their tasks remain unfinished. Instead, enter into a contract with children where they are allowed additional time to complete a task, but ensure that time is restricted and not endlessly extended. They may be allowed alternative ways of presenting, but they must still have criteria demanding good quality work.<br />
<br />
<b>What not to do</b><br />
<ul>
<li> Don’t ask children to read aloud in a large group – even if they are making great improvements they are likely to be significantly less fluent than peers.</li>
</ul>
<ul>
<li> Don’t correct every single error in a piece of work – instead, ‘close mark’ a small section of the work and then pay attention to ideas and not mechanics for the rest of the piece.</li>
</ul>
<ul>
<li> Don’t compare with other pupils – inappropriate comparisons can affect children’s self-esteem and embarrass the pupils whose work is being held up as exemplary.</li>
</ul>
<ul>
<li> Don’t give long spelling lists – shorter tasks are more manageable and these can be distributed frequently resulting in the same outcomes.</li>
</ul>
<ul>
<li> Don’t make children rewrite their work – this is the most disheartening task. Using a computer makes editing less laborious, but sometimes getting ideas down is sufficient. There is little merit in rewriting without redrafting.</li>
</ul>
<br />
<b>Computers in the classroom</b><br />
Technological advances in the classroom have provided great help for children coping with various types of dyslexia.<br />
<br />
There is now software that allows users to plan and structure their ideas more easily than on paper. These programmes allow pupils to write ideas in concept or mind maps and then convert the ideas into a linear form that can be the basis of an essay structure. Other programmes convert text to speech and vice versa (such as the pen that will ‘read’ text). Dictating machines can help people with dyslexia to capture ideas without having to write at speed.<br />
<br />
Computers also allow for versatility when a simple technique can make a surprising difference for someone with a visual problem. By adjusting the font or colour, text can be rendered readable. It is also possible to use coloured plastic overlays and lamps with variable intensities and colours to help children read more easily. For older children and adults, devices such as PDAs (personal digital assistant, ie hand-held computers) have helped transform lives, particularly where time and task management is problematic.<br />
<br />
<b>Identification</b><br />
Identifying pupils with dyslexia as able can be problematic as many G&T checklists cite reading and writing as key indicators of ability. Teachers often have a ‘hunch’ that a child is able; they may say unusual things, have a sophisticated sense of humour or just an unusual outlook.<br />
<br />
Noting these characteristics is insufficient as evidence for recommending children for extra provision and so it is therefore vital to ensure that the methods used to identify the able are fully inclusive and that untypical indicators of ability are incorporated in the school’s approach.<br />
<br />
Characteristics may need to be weighted differently and a revolving door model is necessary to allow those who begin to shine the facility to be included when they are ready, which might not be at the start of term. Some pupils may need to take a break from the activities for the able and focus on a difficulty for a while; they should be allowed to rejoin the activities for the able at a later date. Making use of peer- and self-referral can be helpful.<br />
<br />
<b>Classroom ethos</b><br />
The classroom ethos should reflect the diversity of abilities and interests of all pupils. There needs to be respect for pupils and their abilities, and understanding and tolerance of difficulties. Those without dyslexia-associated problems need to feel that they are being treated fairly, and that if they are given less time to complete a task, they understand that it is based on need and not favouritism. Teachers need to foster a classroom atmosphere in which difference is celebrated.<br />
<br />
Children should be encouraged to talk about their feelings in a safe atmosphere in which they are able to explain what it is like to be able with a learning problem. It can help to invite highly able successful adults with learning difficulties into the classroom to serve as role models.<br />
<br />
<b>Case study</b><br />
<br />
Vanessa was a reluctant reader and writer. Keen to please, she struggled through set tasks only to be repeatedly asked to rewrite sections of her painstaking work. It was by accident that one day she was sent out with a group of identified able children to undertake a mathematical activity (a supply teacher confused her with another child). Vanessa excelled and the teacher taking the group saw an able child enjoying a challenge, whereas the class teacher had understandably seen a child doing poorly all-round, held back by her reading difficulties.<br />
<br />
On returning to school, the teacher investigated further and was able to identify other discrepancies in Vanessa’s performance. It was discovered that she had been tested for learning problems at a younger age and since no obvious auditory or visual problem had been identified, it was assumed that her difficulties in learning to read were a lack of ability. The teacher was unsuccessful in persuading the head to allow for a further set of tests and parents were unable to pay. The breakthrough came in an unexpected form.<br />
<br />
The school ran a hobby day when children were invited to share their hobbies with friends and teachers with a display of items, annotated and explained. Her work in sharing her hobby (electronics) was astounding. The written work was fluent and neatly presented and the obvious abilities and knowledge served as a window onto her enthusiasm and dedication that had not been evident in school. This called for a reassessment of her classroom performance and a review of her earlier assessment with the special educational needs staff. This uncovered some verbal and performance inconsistencies and the resulting changes (style of homework task, ways of tackling spellings, use of a laptop in class), whilst taking some time to implement, had a positive knock-on effect in all areas of her schooling.<br />
<br />
<br />
<a href="http://www.teachingexpertise.com/articles/highly-able-children-with-dyslexia-395"> teachingexpertise.com</a>Colette Mengileshttp://www.blogger.com/profile/11916675371783760158noreply@blogger.com0tag:blogger.com,1999:blog-29564722.post-68830999348340425672012-05-29T03:50:00.000-07:002012-05-29T03:56:16.770-07:00Steven Naismith: Sean Connery helped me with dyslexia struggle<object classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=9,0,47,0" height="412" id="flashObj" width="600"><param name="movie" value="http://c.brightcove.com/services/viewer/federated_f9?isVid=1" />
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<br />
By MARTYN McLAUGHLIN<br />
<br />
STEVEN Naismith, the Rangers and Scotland footballer, has revealed how Sir Sean Connery encouraged him to speak out about his struggle to cope with dyslexia.<br />
<br />
The sports star told how the Hollywood film icon got in touch to urge him to join forces with Sir Jackie Stewart, the three-times Formula One world champion, who has long campaigned to raise awareness about the learning difficulty.<br />
<br />
Naismith said that while some of his classmates at school would “snigger” when he read, the condition may positively influence his decision-making on the pitch.<br />
<br />
<a name='more'></a>The 25-year-old was speaking at a news conference in Glasgow to promote the work of Dyslexia Scotland, a volunteer-led charity, and said he hoped that by speaking out, he would raise awareness about the issue.<br />
<br />
Sir Jackie said both he and Naismith had been “saved by sport,” and revealed their conversations showed that both men shared the same “pains, frustrations, and anxieties” in dealing with dyslexia.<br />
<br />
Naismith recalled: “I took a call from Sir David Murray who had been speaking to Sir Sean Connery about an interview I had done about my general life outside my career as a footballer.<br />
<br />
“I had mentioned in the article I had suffered from dyslexia at school, and he thought it would be a good idea if I had a chat with Sir Jackie. I spoke to Sir Sean who passed his details on to me and I had a very good, long conversation with Sir Jackie.<br />
<br />
“All through primary school and through secondary school, I was probably seen as a bit better because I was good at football, but inside I felt the struggle when it came to a spelling test.<br />
<br />
“I was probably one of the lowest scores and, when you were reading a book as a class, I would skim ahead so I wouldn’t make a fool of myself. The football got me through it. Football was an outlet, in a way.<br />
<br />
“People with dyslexia tend to think about other ways around a problem, and I think that goes a long way to making them successful in other fields. [On the pitch] you can maybe see things happening early.”<br />
<br />
The Stewarton-born player, who has won 15 caps for his country, said he is now a voracious reader.<br />
<br />
Sir Jackie, who is president of Dyslexia Scotland, said: “I spoke with Steven and realised that we had similar frustrations, and anxieties when we were growing up, similar humiliations of not being able to read or write.<br />
<br />
“To this day I can’t recite the alphabet, I don’t know the words to the Lord’s Prayer, and I can’t sing the national anthem. I can’t remember it.<br />
<br />
“Both of us have been saved, if you like, by sport.<br />
<br />
“I was assessed at 42, and I thought I had been saved from drowning. I genuinely believed I was stupid.”<br />
<br />
Cathy Magee, chief executive of Dyslexia Scotland, said: “Dyslexia is still not very well understood. People can look up to Steven and Sir Jackie.”<br />
<br />Colette Mengileshttp://www.blogger.com/profile/11916675371783760158noreply@blogger.com0tag:blogger.com,1999:blog-29564722.post-60318218959074568352012-05-08T03:23:00.002-07:002012-05-08T03:23:20.571-07:00Childhood Dyslexia - More Needed To Be Done<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinJLLZusIiRd20uNkQqmgmldFfKiK39US5br1LSlLq7WK-PGE-IwmDRH1AqEQ65SZtkR-X0s8rD6YsqMsp7Q9iyGG0fa-RDCL2PhNW0uW7RP7Jg0eWY8amGaEMLF19kcs_9olv/s1600/Boy_Girl_Reading.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="470" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinJLLZusIiRd20uNkQqmgmldFfKiK39US5br1LSlLq7WK-PGE-IwmDRH1AqEQ65SZtkR-X0s8rD6YsqMsp7Q9iyGG0fa-RDCL2PhNW0uW7RP7Jg0eWY8amGaEMLF19kcs_9olv/s640/Boy_Girl_Reading.JPG" width="640" /></a></div>
<br />
Even though there has considerable progress in the scientific understanding and medical treatments for <b>dyslexia</b> over the past five years, a study published Online First in <i>The Lancet</i>
states that a significant amount of research still needs to be
conducted in order to completely understand the causes of the disorder
and to improve the lives of children affected by it.<br /><br />
Usually <a href="http://www.medicalnewstoday.com/articles/186787.php" title="What Is Dyslexia? What Causes Dyslexia?">dyslexia</a>
is not diagnosed until after children experience serious difficulties
in school, however, at this time it is harder for these children to
master new skills. According to the researchers, late diagnosis could
prevent children with the disorder from achieving the best outcomes. <br />
<br />
<a name='more'></a>Robin Peterson and Bruce Pennington from the University of Denver, USA, said:<br /><br />
"Professionals should not wait until children are formally diagnosed
with dyslexia or experience repeated failures before implementation of
reading treatment, because remediation is less effective than early
intervention."<br /><br />
Approximately 7% of individuals are dyslexic, and boys are around two
times more likely to have the disorder than girls. Researchers
originally thought that the disorder involved problems with visual
processing, although increasing evidence indicates that the underlying
deficit involved phonological impairment (difficulty with how sounds in
language are heard and mapped onto letters).<br />
<br />
<br />
<br />
<br />
<br />The researchers explain:<br /><br />
<blockquote>
"Like all behaviorally defined disorders, the cause of dyslexia us
multifactorial and is associated with multiple genes and environmental
risk factors."</blockquote>
<br />
Researchers have recently identified 6 genes that contribute to dyslexia
although they are still unsure as to how these genes and other possible
genetic determinants might contribute to the disorder or what role the
environment plays in the cause of dyslexia.<br />
Further studies are required in order to:<ul>
<li>Identify more genes that may contribute to the disorder.</li>
<br />
<li>Analyze the effects of environmental risk factors, such as the
language and pre-literacy environments that parents provide for their
children.</li>
<br />
<li>Identify which gene locations are share and not shared with comorbid
disorders, including attention deficit hyperactivity disorder (<a href="http://www.medicalnewstoday.com/info/adhd/" title="What is ADHD?">ADHD</a>).</li>
</ul>
The researchers explained:<br /><br /><blockquote>
"We still need to learn more about the nature of phonological deficit
and how this problem interacts with other linguistic and non-linguistic
risk factors, the developmental course of neural abnormalities and how
these predict treatment response, and which environmental risk factors
contribute to the development of poor reading and whether these are the
same across demographic groups."</blockquote>
<br />
In addition treatment issues also need to be addressed. The researchers said:<br /><br /><blockquote>
"Brain-imaging studies have shown that effective intervention seems to
promote normalization of activity in the left hemisphere reading and
language network that has shown reduced activity in dyslexia." </blockquote>
<br />
The team highlight that co-existing conditions, such as ADHD, speed
sound disorder, and language impairment are likely to be apparent much
sooner, and could be used to help predict a child's risk of subsequent
reading difficulties.<br /><br />
They conclude: <br /><br /><blockquote>
"Many effective treatments are low cost, which further draws attention
to the importance of early identification, prevention, and treatment of
dyslexia for public health."</blockquote>
<br /><br />
Written By Grace Rattue<br />
<br />
<a href="http://www.medicalnewstoday.com/articles/244209.php">Medical News Today </a>Colette Mengileshttp://www.blogger.com/profile/11916675371783760158noreply@blogger.com0tag:blogger.com,1999:blog-29564722.post-63888609620785330352012-05-05T10:36:00.002-07:002012-05-05T10:36:29.693-07:00Living with Dyslexia: Anna Franz story<div class="separator" style="clear: both; text-align: center;">
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<br />
<br />
When Anna Franz, a 23-year-old UAB exchange student from Munich, Germany, was in elementary school, she desperately told her mother: “Mommy, I think there is only space for one word in my head.” She realized that she had much more difficulty learning how to read and write than most other children of her age.<br /><br />Franz is one of several persons in her family to struggle from dyslexia, a reading and writing disorder.<br /><br />Despite Franz’s fight with orthography and reading, she has been successful in school. Unlike many other people with the same symptoms, she graduated from high school in 2008 and is currently studying biology as an exchange student at UAB.<br />
<br />
<a name='more'></a><br />In a recent interview conducted in German, Franz did not in the least convey the impression that she has been leading a life ruled by sometimes depressing learning difficulties.<br /><br />She came along smiling, apparently flattered that somebody wanted to write an article about her. She is articulate and confident.<br /><br />Her desk in her dormitory is orderly, framed by a pile of thick books on each side with titles such as “Genetics and Conceptual Approach,” “The Molecular Biology of the Cell,” and “The Hunger Games.”<br /><br />Not quite what one would expect on the desk of a person with a reading disorder who avoided reading books until the sixth grade.<br /><br />The German Association of Dyslexia and Dyscalculia estimates that four to six percent of the German population suffers from dyslexia and related disability.<br /><br />Depending on the severity, dyslexic children and adults confuse letters and sounds. They are unable to retain pronunciations and meanings of words even after they have read them countless times.<br /><br />They fail to make sense of texts that seem to be a breeze for others. Sometimes they even develop mental disorders such as depression and anxiety, caused by constant failure.<br /><br />It is difficult for average readers to understand what it is like not to be able to process a word’s pronunciation or meaning instantly, even though you have seen it numerous times.<br /><br />When dyslexia was first described more than a century ago, dyslexics were regarded as less intelligent or lazy.<br />Today scientists know that it is not a flaw of the character but a disorder in the brain, caused by glitches and entirely independent of a person’s intelligence.<br /><br />Statistics indicate that affected persons sometimes even have abilities in other fields that transcend those of people without the disorder.<br /><br />In an article in 2003, Time magazine reported that dyslexics are “overrepresented in the top ranks of artists, scientists, and business executives,” but also in jail.<br /><br />How life turns out for them depends to a high degree on when parents discover the problem and what they do to help children manage it.<br /><br />Fortunately, Franz’s first-grade teacher was sensitive to dyslexia. Having a son with the same problem, the teacher noticed that Franz was struggling more than her classmates and recommended that she be tested.<br /><br />The diagnosis was “dyslexia combined with anxiety of being over-challenged,” according to Franz’s father Werner Franz.<br />
<br />“Prior to the diagnosis I was very frustrated because I had such great difficulties and my classmates were faster than me,” Franz said.<br /><br />Her parents then sent her to a school for children with learning disabilities where she was the best student in her class. She was aided by therapy lessons that facilitated her ability to read and write.<br /><br />By grade five, she transferred to a middle school, as it is called in Germany, for “normal” people.<br /><br />The major turning point in Franz’s education occurred in the seventh grade, when she suddenly developed an interest in reading books. The publication of Harry Potter was the triggering event that turned her into a bookworm.<br /><br />As the third installment of the Harry Potter series was published in Germany, Franz remembers clearly that she got up early in the morning in order to be the first one to rush into the bookstore at opening time to get the book.<br /><br />In middle school, Franz did not take a back seat. Her GPA surpassed that of many of her fellow students. Then she soared through high school with flying colors and attained a GPA of 2.0, which is the equivalent of a high B to low A in the United States.<br /><br />Spurred by success and the realization that her hard work paid off, she moved on to college.<br /><br />After a short excurse in computer science for one semester, she started studying biology in Leipzig, Germany. For the past eight months, she has been studying as an exchange student at UAB.<br /><br />The commission that decided on her acceptance to the exchange program was convinced of her strong will to succeed and disregarded her difficulties in English.<br /><br />Her success was neither an accident nor predestined, but a combination of the right decisions made by her parents, her undaunted volition to invest more time and effort than her peers to reach her goals, as well as unconditional support of her family and friends.<br /><br />“Anna had to study so much more – especially for languages – to get somewhere,” said her mother, Ute Franz.<br /><br />It has never been an option for Franz to surrender to dyslexia. “I always wanted to know the right spelling of a word. I just never gave up,” she said.<br /><br />In high school, Franz knew some fellow dyslexics who thought differently. “I’ll write the way I want, and the teacher can try to find out what I mean,” they said angrily.<br /><br />“I think my motivation has something to do with my parents,” said Franz. “They are both university graduates and have well paid jobs, so I have never doubted that I would do the best of my life that I could.”<br /><br />Franz and her parents agree that her greatest achievement in life was that she made it from a school for children with learning disabilities to a successful student.<br /><br />When asked about her greatest fears in life she smiled hesitatingly, rolled her eyes, looked at the ceiling for a second before saying, “My entire life has been a fight with dyslexia. There is nothing for me to be scared of.”<br /><br />Her lifelong learning difficulties have made her the strong person she needs to be in order to live up to her high aspirations. It has turned her into a person eager to earn her merits in the field in which she has always had the most problems: education.<br /><br />A Masters degree and a PhD in biology are the next steps on Franz’s agenda. She tries to reach for the stars and her development shows that there is no reason why she should not be able to get hold of them.<br /><br />Daniel Habeland<br />Contributor<br />habeland@gmx.de<br />
<br />
<a href="http://studentmedia.uab.edu/2012/05/living-with-dyslexia-anna-franz-story/">Kaleidoscope News</a>Colette Mengileshttp://www.blogger.com/profile/11916675371783760158noreply@blogger.com1tag:blogger.com,1999:blog-29564722.post-25030997578394805022012-04-29T09:54:00.003-07:002012-04-29T09:54:32.751-07:00Schoolboy conquers Ben Nevis<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRbmuf9Ig7Q5sXpmukITR3oW_-jJBSURfp8Bgy5Z5-N5YlcZ2xurGkomL_wwI4FJ364sOpMR9wK7QJP4UiWweBfO6Tmi6-5TU4DcGVWxiuWLQxtuS0nNE1VQ2SWg5h0qqKixKa/s1600/Dslexia_Action_Boy.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="397" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRbmuf9Ig7Q5sXpmukITR3oW_-jJBSURfp8Bgy5Z5-N5YlcZ2xurGkomL_wwI4FJ364sOpMR9wK7QJP4UiWweBfO6Tmi6-5TU4DcGVWxiuWLQxtuS0nNE1VQ2SWg5h0qqKixKa/s400/Dslexia_Action_Boy.jpg" width="400" /></a></div>
A PORTISHEAD schoolboy and his dad braved snow and ice to raise more than £500 for charity.<br />
<br />
Steven Wait decided he wanted to raise some money for Dyslexia
Action, a national organisation that helps to change the lives of people
affected by dyslexia and literacy difficulties.<br />
<br />
The 10-year-old
has attended the St Barnabas dyslexia centre in West Hill, which is
supported by Dyslexia Action, since being diagnosed with dyslexia two
years ago.<br />
<br />
His mum Caroline said: “Steven has made great
progress with the expert tuition he has received and said he wanted to
raise money to help other children in his situation.”<br />
<br />
Steven, a
pupil at St Peter’s Primary School, and his father Nick decided to take
up the challenge of climbing Ben Nevis and asked friends and family to
sponsor them. They completed the climb in seven-and-a-half hours on
April 7.<br />
<br />
Steven said: “It was quite tough and there was quite a lot of snow above 2,000ft but it was worth it.<br />
Anyone still wanting to sponsor the pair can do so by emailing carolinewait@yahoo.co.uk<br />
<br />
More
than six million people in the UK are dyslexic and Dyslexia Action aims
to help remove barriers to learning and employment for people with
dyslexia.<br />
<br />
<a href="http://www.thewestonmercury.co.uk/news/schoolboy_conquers_ben_nevis_1_1358080">The Western Mercury </a>Colette Mengileshttp://www.blogger.com/profile/11916675371783760158noreply@blogger.com0tag:blogger.com,1999:blog-29564722.post-71310035446144009432012-04-21T07:28:00.002-07:002012-04-21T07:28:34.959-07:00Dyslexia still a blight for kids, despite treatment advances<div class="separator" style="clear: both; text-align: center;">
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<br />
<i>By <span id="ctl00_ctl00_baseContent_HldrMain_lblNewsAuthor">Caroline White</span></i><br />
<br />
<br />
Despite advances in medical treatments for dyslexia over the past
five years, not enough is being done to understand the causes of the
condition to help kids struggling to read, concludes a <a href="http://www.thelancet.com/journals/lancet/article/PIIS0140-6736%2812%2960198-6/fulltext">seminar</a> published online in <i>The Lancet</i> today.<br />
<br />
Most
children are only diagnosed with dyslexia after they have experienced
serious difficulties in school, at a time when it is much harder for
them to master new skills, and this could be thwarting their ability to
fully realise their potential, say the authors.<br />
<br />
“Professionals
should not wait until children are formally diagnosed with dyslexia or
experience repeated failures before implementation of reading treatment,
because remediation is less effective than early intervention”, explain
Robin Peterson and Bruce Pennington from the University of Denver in
Colorado, USA.<br />
<br />
<a name='more'></a>About 7% of the population are dyslexic, and boys
are about twice as likely to have dyslexia as girls. Mounting evidence
suggests that the underlying problem involves difficulty with how sounds
in language are heard and mapped onto letters — phonological
impairment.<br />
<br />
“Like all behaviourally defined disorders, the cause
of dyslexia is multifactorial and is associated with multiple genes and
environmental risk factors”, explain the authors. Despite the recent
identification of six genes that contribute to the disorder, very little
is known about how these and other possible genetic determinants might
contribute to dyslexia or the role of the environment in the cause of
the condition.<br />
<br />
Further research is needed to hunt out further
genes that may contribute to dyslexia, and to find which gene locations
are shared and not shared with associated disorders, including attention
deficit hyperactivity disorder (ADHD), say the authors.<br />
<br />
The
impact of environmental risk factors, such as the language and
pre-literacy stimulus parents provide for their children also warrant
further investigation, they say.<br />
<br />
“We still need to learn more
about the nature of phonological deficit and how this problem interacts
with other linguistic and non-linguistic risk factors, the developmental
course of neural abnormalities and how these predict treatment
response, and which environmental risk factors contribute to the
development of poor reading and whether these are the same across
demographic groups”, they explain.<br />
<br />
Treatment still needs to be
improved, they add. “Brain-imaging studies have shown that effective
intervention seems to promote normalisation of activity in the left
hemisphere reading and language network that has shown reduced activity
in dyslexia.”<br />
<br />
Common coexisting conditions such as ADHD, language
impairment, and speech sound disorder, which are likely to be apparent
much earlier, could be used to help predict a child’s risk of later
reading problems, conclude the authors, adding that: “Many effective
treatments are low cost, which further draws attention to the importance
of early identification, prevention, and treatment of dyslexia for
public health.”<br />
<br />
<a href="http://www.onmedica.com/NewsArticle.aspx?id=2c7b06ae-3c86-4c70-b5f1-5f01d3c4bcfa">OnMedia</a>Colette Mengileshttp://www.blogger.com/profile/11916675371783760158noreply@blogger.com0tag:blogger.com,1999:blog-29564722.post-39662819145667336672012-04-20T12:40:00.002-07:002012-04-20T12:40:34.794-07:00Indigo Dyslexia Centre launches new video<iframe allowfullscreen="" frameborder="0" height="360" src="http://www.youtube.com/embed/LyyvqoJoo7g" width="640"></iframe>
<br />
<a href="http://www.4dyslexics.com/">www.4dyslexics.com</a>Colette Mengileshttp://www.blogger.com/profile/11916675371783760158noreply@blogger.com0tag:blogger.com,1999:blog-29564722.post-84599373762791834392012-04-11T02:59:00.001-07:002012-04-11T03:00:23.532-07:00My Eternal Struggle with Numbers<div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsQF-CeS5uOxkClX21BEkZbflQKPU7MnwaMYDp2F0RmxiNKhDC1tk_c5kRIkGcnt0OVMJ9GBc8-jUWoe5d5LQn3fisRFGI62TleYCb2jmmiSN5DWhGmk_BI0uKsNRUcWL__hhR/s1600/Math_girl.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="302" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsQF-CeS5uOxkClX21BEkZbflQKPU7MnwaMYDp2F0RmxiNKhDC1tk_c5kRIkGcnt0OVMJ9GBc8-jUWoe5d5LQn3fisRFGI62TleYCb2jmmiSN5DWhGmk_BI0uKsNRUcWL__hhR/s400/Math_girl.jpg" width="400" /></a></div><br />
<br />
<span class="small">By Kirstin Bell, 2010 Anne Ford & Allegra Ford Scholarship Finalist </span><br />
<br />
<span class="small"> </span>I stare down blankly at the black printed numbers placed dully upon my test paper. I read the problem slowly in my mind. Gradually the all too familiar feeling creeps in like a dark, looming menace waiting to strike. As I try to formulate an answer, I feel the clouds of mental blockage rolling in and taking with them all of the steps and processes that I had relentlessly studied the night before. The more I try to focus, the more information slips from my grasp. It was hopeless. My unknown learning disability had taken its course once again.<br />
<br />
<a name='more'></a>This was a normal occurrence during a time of great confusion and frustration in my life, a time when I was undiagnosed and lacked the necessary accommodations in order to make success in mathematics achievable.<br />
<br />
I was diagnosed with <a href="http://www.ncld.org/ld-basics/ld-aamp-language/ld-aamp-math/what-is-dyscalculia" title="What Is Dyscalculia?">dyscalculia</a> in fifth grade at the age of 11. Dyscalculia is like the math form of dyslexia and makes it difficult for me to do basic math functions. Numbers and math symbols present themselves like a foreign language in my mind. Dyscalculia affects my ability to comprehend and remember arithmetic operations. My learning disability affects many areas of my daily life such as reading analog clocks and counting change. Dealing with dyscalculia has without a doubt been a very challenging experience, but one that has given me resilience and perseverance. I am determined to make the most out of what life has given me.<br />
<br />
Ever since first grade, I have been in an eternal struggle with numbers. Before I was diagnosed with dyscalculia, I was unable to understand why no matter how hard I applied myself, received extra help or studied, I couldn’t learn math. My passions in life have always been the arts, reading, writing, and literature. However, mathematics was different. It wasn’t a definition or a fact that I could memorize. Math simply did not compute.<br />
<br />
Throughout my difficult progression in elementary school I faced discouraging teachers who punished me when my math work was incomplete or incorrect and forced me to do problems on the blackboard in front of the entire class. It made me feel ashamed, incapable and ignorant. My teachers’ misguided accusations were that I was either “unwilling to learn” or “just plain lazy.” What my educators didn’t realize was that something in my mind was keeping me from learning and remembering how to work math problems. I required a different method of teaching which wasn’t discovered until my fifth grade teacher, Mrs. Alvis, suggested I be evaluated for a learning disability.<br />
<br />
Mrs. Alvis was the only teacher who recognized that I was struggling and genuinely cared that my grades were suffering as a result. She had observed that I was constantly relying on my fingers for addition and subtraction and that I performed very well in everything except mathematics. She was my guardian angel. I still remember her caring blue eyes, curly silver hair and sweet southern accent as if it were yesterday. I was evaluated and met the standards for having dyscalculia. Receiving my diagnosis exposed a whole new world of assistance and <a href="http://www.ncld.org/at-school/general-topics/accommodations" title="Accomodations">accommodations</a>. Throughout middle school and high school I’ve utilized my accommodations and unique learning style to my advantage.<br />
<br />
The word “disability” really hits home and has affected my family very deeply. My older sister is disabled both physically and mentally due to an injury at birth. I have assisted in many aspects of her care throughout my life which has taught me responsibility, patience and compassion. In the year 2000 my father was injured in a hunting accident. He suffered a severed spinal cord and was paralyzed from the upper abdomen down. My father taught me a valuable lesson: he refused to give up despite the severity of his injury and was a great inspiration to me and others. His strong will and determination to fight through his disability made me realize that I can achieve any goal I set for myself. <br />
<br />
I am not ashamed of my learning disability. Dyscalculia is and will always be a part of me that I have embraced as a unique blessing. It has shaped the person I am today and who I strive to become. Having a learning disability pushes me to strive for the utmost success in my life, to make a difference, and to achieve the ultimate dream of attending college in pursuit of a career in communications/journalism. I am constantly in the quest of excellence and self-improvement. I have learned to turn every obstacle into an accomplishment and every failure into a learning experience.<br />
<br />
<a href="http://www.ncld.org/ld-basics/success-stories/anne-ford-allegra-ford-scholars/my-eternal-struggle">LD.org </a><br />
<hr class="heading" />Colette Mengileshttp://www.blogger.com/profile/11916675371783760158noreply@blogger.com0tag:blogger.com,1999:blog-29564722.post-91587457492135693882012-04-10T05:56:00.002-07:002012-04-10T06:00:11.861-07:00Dyslexia: The World the Way I See It<iframe allowfullscreen="" frameborder="0" height="360" src="http://www.youtube.com/embed/rhygmurIgG0" width="640"></iframe><br />
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<a href="http://www.youtube.com/watch?v=rhygmurIgG0&feature=related">By Elliott de Neve'</a>Colette Mengileshttp://www.blogger.com/profile/11916675371783760158noreply@blogger.com0tag:blogger.com,1999:blog-29564722.post-77247789164345872262012-03-31T04:48:00.002-07:002012-03-31T05:37:16.243-07:00'EastEnders' Dyslexic Actor Ricky Grover Inspiring Fellow Dyslexic's<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinlvwuCrYHytpTUyD5qEzYgJfTnXAdYlawNgQ6tK21kt-DeL5E2klorZlHkCTGWmRKQGBqL58R4viwa4XC3WN1qeCe8NU4ty2JNPE66V4OVfhrTfqM0NVKcLPxCytHwLeTN1l6/s1600/ricky-grover.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="354" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinlvwuCrYHytpTUyD5qEzYgJfTnXAdYlawNgQ6tK21kt-DeL5E2klorZlHkCTGWmRKQGBqL58R4viwa4XC3WN1qeCe8NU4ty2JNPE66V4OVfhrTfqM0NVKcLPxCytHwLeTN1l6/s640/ricky-grover.jpg" width="640" /></a></div>EastEnders’ Ricky Grover is the first to admit he enjoys a fight. The actor and comedian is a former boxer who still gets in the ring and spars with professionals despite, he jokes, “my big belly”.<br />
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In Albert Square, as Dot Cotton’s nephew Andrew, he will need to call on all his battling qualities – having been arrested for the murder of fiancée Heather Trott.<br />
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Viewers already know he’s innocent but whether justice will be done or not remains to be seen. Ricky is just enjoying the moment.<br />
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The 50-year-old, a real East Ender, couldn’t read or write until he was 31. Although dyslexic, he was diagnosed late and spent his school days in remedial class and being labelled stupid. Throw in the fact his stepdad was involved in London’s underworld and things could have panned out very differently.<br />
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He said: “My stepfather was an armed robber and for a long time it looked like I was going to go that way too. When you come from quite a rough area and you grow up having problems reading and writing, you feel like society is against you.<br />
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<a name='more'></a>“That’s certainly how I felt and you can go astray, to try to get your own back on society. Thank God I never did. I stayed on this side of the fence and I think I got my aggression out in the boxing ring.<br />
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“In school, I was just labelled thick. The way I used to deal with it, when the book came round for reading, I’d say ‘I’m not reading that, it’s rubbish’ or storm out or something.<br />
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“Even as an adult, if anyone gave me a form or asked me to write out a cheque, I would go to pieces. I couldn’t face it.”<br />
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He decided to try his luck performing following a sort-your-life-out weekend – “you know, ‘Hi my name’s Brad’ that sort of thing. It was called life training” – and everyone asked him if he was an actor or a comedian.<br />
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It sounded like a good idea and, despite his obvious reservations, led to him learning to read.<br />
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He said: “I decided out of the blue. It was a brainstorm because I had tried lots of other things. I was a boxer, I was a hairdresser, I didn’t know what I wanted to do.<br />
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“I went to a place in East London and said to the teacher there, ‘I want to act but I have dyslexia quite bad’.<br />
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“I thought she would say ‘well fine, you can improvise around the lines’ but she said ‘well you better learn to read then hadn’t you’. I was gutted but it started me off, getting me to read out loud and face my fears.<br />
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“Even now, I’m not a brilliant reader. I put a lot of my lines into a dictaphone and listen to them and memorise them.”<br />
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Ricky, a father-of-one, has an impressive list of TV and film credits, including Black Books, ’Orrible and Red Dwarf . He presented F*** Off I’m Fat for BBC Three and he can also be seen as Matron Hilary Loftus in the acclaimed BBC medical sitcom Getting On.<br />
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His film credits include Revolver and Love, Honour and Obey. He has written two award-winning short films and recently wrote – with his wife Maria – directed and starred in his first feature film, Big Fat Gypsy Gangster.<br />
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Even so, his battle with dyslexia is an ongoing one and it cost him a role in recent blockbuster The Girl With The Dragon Tattoo, and EastEnders almost fell by the wayside too.<br />
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Ricky said: “The way I love working is improvising, that is my strength, coming in and ad-libbing.<br />
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“When I was offered EastEnders, I thought ‘hold on a minute, this has all got to be word for word, and you’ve got to churn out script after script, and I am not going to be able to do it’. So I kept saying no. They were saying, ‘this is going to be brilliant for you, you’ll fit right in’.<br />
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“When I eventually read the part, I really liked it and I thought, ‘I am just going to give it a go’. It has been a great discipline for me because I have had to learn lines and what I didn’t realise was they are really good about you being loose, as long as it works.<br />
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“Even just last year, I was asked five times to be in The Girl With The Dragon Tattoo and I kept saying, ‘no, it’s not for me’. But if I put my hand on heart, the reason I never went to meet them was because I was scared of the speech they had sent me.”<br />
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When he goes to a new job, he makes it clear he has problems with reading and writing and people are invariably accepting and helpful. He cites Scottish actors Peter Mullan and Peter Capaldi, who directed him in Getting On and appears in Big Fat Gypsy Gangster, as being particularly helpful.<br />
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Ricky said: “I worked with Peter Mullan on a film called Cargo many years ago and we really got on well. He was the first person who said to me it was more about becoming the character and the words were secondary. Before that, I always thought words are first. When I started looking at it from that point of view, it gave me a lot more confidence.<br />
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“Peter Capaldi helped me tremendously with my lines and he’s been very encouraging along the way.”<br />
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Ricky is working on Getting On at the moment, as well as EastEnders and, although he is sad to see the departure of co-star Cheryl Fergison, it seems he will be staying around Walford.<br />
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He said: “I think Andrew fits in and he has legs because there are a lot of sides to him and because of his relationship with his aunt, Dot Cotton, he can stay around Albert Square. She’s like the mum he never had really.<br />
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“I am sorry to see Cheryl on her way. It was quite a shock she was going. She is such a nice character, on and off screen. She is going to be missed.”<br />
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EastEnders also gives him an invaluable profile and Ricky won’t miss the opportunity to use it to speak about dyslexia and, he hopes, inspire others.<br />
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He said: “I’m not proud of it by a long shot. I would love to be able to just pick something up and read it. When I get a script through the first thing that happens is my wife reads it to me so I can hear how it sounds.<br />
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“There is still a lot of stigma around dyslexia and I would imagine there are so many talented people out there who are just too scared to make a go of it.<br />
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“The good side of it is I can go round my area, or other areas, and say ‘don’t let it hold you back. Anyone can do anything’.”<br />
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<a href="http://www.dailyrecord.co.uk/showbiz/celebrity-interviews/2012/03/25/eastenders-star-ricky-grover-reveals-how-he-overcame-dyslexia-and-now-helps-others-beat-it-86908-23798187/">Daily Record</a>Colette Mengileshttp://www.blogger.com/profile/11916675371783760158noreply@blogger.com0tag:blogger.com,1999:blog-29564722.post-36769186845416761652012-03-27T16:40:00.000-07:002012-03-27T16:40:49.280-07:00Tips for Developing Healthy Self-Esteem in Your Child<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyolExmzwPyEvHoUBFIqmsqj4nij_O49z8WKePRmhe3-1EEzUWRsChmMEol5gNqo4tl8kEiOwOBA4F2_NBt6NgBg9ip4Rdz1vPSVVbG8krhX2VSH-qLtC7AfrsKO5sY8uoSplG/s1600/Newborn_Baby_Care.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyolExmzwPyEvHoUBFIqmsqj4nij_O49z8WKePRmhe3-1EEzUWRsChmMEol5gNqo4tl8kEiOwOBA4F2_NBt6NgBg9ip4Rdz1vPSVVbG8krhX2VSH-qLtC7AfrsKO5sY8uoSplG/s640/Newborn_Baby_Care.jpg" width="640" /></a></div>By: Coordinated Campaign for Learning Disabilities (1999)<br />
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Most parents are aware that their child's feelings of self-worth are linked with their success socially and academically. But, sometimes parents are unaware of how easy it is to damage their child's self-esteem without even realizing it. Research shows that children with learning disabilities are more likely to suffer from lack of self-esteem than their peers. The Coordinated Campaign for Learning Disabilities, along with Dr. Robert Brooks, have compiled a list of ways parents can develop positive feelings of self-worth in their children.<br />
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<a name='more'></a><b>Help your child feel special and appreciated.</b> Research indicates that one of the main factors that contributes to a child developing hope and becoming resilient is the presence of at least one adult who helps the child to feel special and appreciated; an adult who does not ignore a child's problems, but focuses energy on a child's strengths. One way for parents to do this is to set aside "special time" during the week alone with each child in the household. If the child is young, it is even helpful for the parent to say, "When I read to you or play with you, I won't even answer the phone if it rings." Also, during these special times, focus on things that your child enjoys doing so that he/she has an opportunity to relax and to display his/her strengths.<br />
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<b>Help your child to develop problem-solving and decision-making skills</b>. High self-esteem is associated with solid problem-solving skills. For example, if your child is having difficulty with a friend, you can ask him/her to think about a couple of ways of solving the situation. Don't worry if your child can't think of solutions immediately, you can help him/her reflect upon possible solutions. Also, try role playing situations with your child to help demonstrate the steps involved in problem-solving.<br />
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<b>Avoid comments that are judgmental.</b> Instead, frame them in more positive terms. For example, a comment that often comes out in an accusatory way is, "try harder and put in more of an effort." Many children do try hard and still have difficulty. Instead say, "We have to figure out better strategies to help you learn." Children are less defensive when the problem is cast as strategies that must be changed rather than as something deficient with their motivation. This approach also reinforces problem-solving skills.<br />
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<b>Be an empathetic parent.</b> Many well-meaning parents, out of their own frustration, have been heard to say such things as, "Why don't you listen to me?!" or "why don't you use your brain?" If your child is having difficulty with learning, it is best to be empathetic and say to the child that you know he/she is having difficulty; then the parent can cast the difficulty into a problem to be solved and involve the child in thinking about possible solutions.<br />
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<b>Provide choices for your child.</b> This will also minimize power struggles that may arise. For example, ask your child if he/she would like to be reminded 5 or 10 minutes before bedtime to get ready for bed. These beginning choices help to set the foundation for a feeling of control of one's life.<br />
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<b>Do not compare siblings.</b> It is important not to compare siblings and to highlight the strengths of all children in the family.<br />
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<b>Highlight your child's strengths</b>. Unfortunately, many youngsters view themselves in a negative way, especially in terms of school. Make a list of your child's "islands of competence" or areas of strength. Select one of these islands and find ways of reinforcing and displaying it. For example, if your child is a wonderful artist, display his/her artwork.<br />
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<b>Provide opportunities for children to help</b>. Children seem to have an inborn need to help others. Providing opportunities for children to help is a very concrete way of displaying their "islands of competence" and of highlighting that they have something to offer their world. Involving your child in charitable work is just one possible example. Helping others certainly boosts their self-esteem.<br />
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<b>Have realistic expectations and goals for your child.</b> Having realistic expectations provides the child with a sense of control. The development of self-control goes hand-in-glove with self-esteem.<br />
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<b>Help your child understand the nature of his/her learning disability.</b> Many children have fantasies and misconceptions about their learning problems that add to their distress (for example, one child said he was born with half a brain). Having realistic information provides that child not only with a sense of control, but also with a feeling that things can be done to help the situation.<br />
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<i>The Coordinated Campaign for Learning Disabilities is a collaborative public awareness effort coordinated by the Communications Consortium Media Center and generously supported by the Emily Hall Tremaine Foundation.</i><br />
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<a href="http://www.ldonline.org/article/6151/?utm_source=Twitter&utm_medium=Hootsuite&utm_campaign=LDSocialMedia">LDOnline</a>Colette Mengileshttp://www.blogger.com/profile/11916675371783760158noreply@blogger.com0tag:blogger.com,1999:blog-29564722.post-45627620310478272012-03-26T15:59:00.001-07:002012-03-26T15:59:45.473-07:00LibriVox making all books in the public domain available, for free, in audio<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQIM4U2tv7QvFja1Ysq1TbOmP_XQWf8-nW0FVzfBUyjuRVlasuiuGZX7N10KjwrkZudYnlS_o2HQDSwfbBMU5z34MdhGCpPmJ_pdcD709Us0k9XbmBkZDJ5gK561KnMD2ygP68/s1600/listening.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQIM4U2tv7QvFja1Ysq1TbOmP_XQWf8-nW0FVzfBUyjuRVlasuiuGZX7N10KjwrkZudYnlS_o2HQDSwfbBMU5z34MdhGCpPmJ_pdcD709Us0k9XbmBkZDJ5gK561KnMD2ygP68/s640/listening.jpg" width="640" /></a></div><br />
<b>LibriVox Objective</b><br />
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Librivox donates its recordings to the public domain<br />
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LibriVox volunteers record chapters of books in the <a href="http://librivox.org/public-domain/">public domain</a>, and then we <a href="http://librivox.org/about-listening-to-librivox/">release the audio files</a> back onto the net for free. All our audio is in the public domain, so you may use it for whatever purpose you wish.<br />
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<a href="http://librivox.org/volunteer-for-librivox/">Volunteering for LibriVox</a> is easy and does not require any experience with recording or audio engineering or acting or public speaking. All you need is a computer, some free recording software, and your own voice. We accept all volunteers in all languages, with all kinds of accents. You don’t need to audition or send us samples. We’ll accept you no matter what you sound like.<br />
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We operate almost exclusively through Internet communications on our <a href="https://forum.librivox.org/">forum</a>, where all your questions will be answered by our friendly community. We have a flat structure, designed to let people do just what they want to do.<br />
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For more detailed information, see our <a href="https://forum.librivox.org/viewforum.php?f=18">FAQ</a>.<br />
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We’d like your help. Click to learn about volunteering for LibriVox.<br />
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We get most of our texts from <a href="http://www.gutenberg.org/">Project Gutenberg</a>, and the <a href="http://archive.org/">Internet Archive</a> hosts our audio files (for free!).<br />
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<a href="http://librivox.org/">Librivox</a>Colette Mengileshttp://www.blogger.com/profile/11916675371783760158noreply@blogger.com0tag:blogger.com,1999:blog-29564722.post-8730790121992425692012-03-20T05:25:00.002-07:002012-03-20T05:41:48.161-07:00Emer Martin - Dyslexic Novelist, Painter and Filmmaker<div style="text-align: center;"><b>UNACCOMPANIED: – A FILM BY EMER MARTIN</b></div><br />
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“Unaccompanied” is a new short fiction film shot by novelist and filmmaker Emer Martin (Breakfast in Babylon), stars Maria Hayden (Bloom, The Dead), and was produced by Niall McKay and the Media Factory. The movie features novelist Irvine Welsh (Trainspotting) as a social worker who finds a traumatized young boy from Africa on the streets of Dublin.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfWb3x1ZrfWj7cxi6rbwsN5-krCppoCIJvC4dgg7axt275j7p_Q6YOnaChyrRAO86J7PkoZG_VomJ2A5koz-hDG4iMFaUFuplWwszQ-_ufri24pjTJH1Biig18kLWbHH-CrFNjYw/s1600/Emer+Martian.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfWb3x1ZrfWj7cxi6rbwsN5-krCppoCIJvC4dgg7axt275j7p_Q6YOnaChyrRAO86J7PkoZG_VomJ2A5koz-hDG4iMFaUFuplWwszQ-_ufri24pjTJH1Biig18kLWbHH-CrFNjYw/s400/Emer+Martian.jpg" width="300" /></a></div><br />
Emer Martin is a Dubliner who has lived in Paris, London, the Middle East, and various places in the U.S. Her first novel <a href="http://www.amazon.com/Breakfast-Babylon-Emer-Martin/dp/0395875951">Breakfast in Babylon</a> won Book of the Year 1996 in her native Ireland at the prestigious Listowel Writers’ Week. Houghton Mifflin released Breakfast in Babylon in the U.S. in 1997. More Bread Or I’ll Appear, her second novel was published internationally in 1999. Emer studied painting in New York and has had a sell-out solo show of her paintings at the Origin Gallery in Harcourt St, Dublin. Her new book is <a href="http://www.amazon.com/Baby-Zero-Emer-Martin/dp/0863223656/ref=sr_1_3?s=books&ie=UTF8&qid=1332246669&sr=1-3">Baby Zero</a>, published March 07. She has just completed her third short film Unaccompanied. She produced Irvine Welsh’s directorial debut NUTS in 2007. Emer was awarded the Guggenheim Fellowship in 2000. She now lives in the jungles of Co. Meath, Ireland.<br />
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<a href="http://emermartin.com/">Emer Martin</a>Colette Mengileshttp://www.blogger.com/profile/11916675371783760158noreply@blogger.com0tag:blogger.com,1999:blog-29564722.post-82408356630334144472012-03-17T16:57:00.002-07:002012-03-17T17:00:42.399-07:00Dyslexic author releases first book<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrJkjm-p0v_Cl5XPKPF-wkYIyzHcpLMJkTqDAXBaSwms9P4Cpm-RG9gZBow3BUAE7cRt2lXJI8NoGJ71ICuiA2XimRM8235ubrgN1D3csx8VWJmmwQdmFYOlq1yQbFRf3y6ZNC/s1600/Marc%2526Connor.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrJkjm-p0v_Cl5XPKPF-wkYIyzHcpLMJkTqDAXBaSwms9P4Cpm-RG9gZBow3BUAE7cRt2lXJI8NoGJ71ICuiA2XimRM8235ubrgN1D3csx8VWJmmwQdmFYOlq1yQbFRf3y6ZNC/s640/Marc%2526Connor.jpg" width="480" /></a></div><div style="text-align: center;">Above Author Marc Grimston signing a book for Connor Bine age 12, at WHSmith last Saturday.</div><div style="text-align: center;"><br />
</div><div style="text-align: left;">A FIRST time author is enjoying success with his children’s book despite suffering from dyslexia.<br />
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The tale called ‘Zio the Hero, by author Marc Grimston, is based around three children who jump back and forth in time, between the 14th and 21st Centuries and make friends with Zio the dragon.<br />
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Their quest is to find a king’s crown within three months or he will lose his throne.</div><div style="text-align: left;"></div><a name='more'></a>Marc, of St Georges Park Avenue, Westcliff, has always been a keen storyteller but was not very good at spelling at school.<br />
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He started the book when one of his friend’s children was going on holiday.<br />
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Marc, 49, admitted he thought the book would only be a few pages but soon turned into a full blown book.<br />
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He said: “I always told my children stories and then started this and it evolved from just a few pages. I was shocked the way it happened.”<br />
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The tale is for ages seven and up and involves medieval times, castles, time travel and murder.<br />
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The dad-of-three also got inspiration from visiting Framlington and Orford castles, in Suffolk, where much of the action is set.<br />
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A dungeon and a chest from the castles he visited feature in the tale of searching for the kings crown.<br />
Marc explained he had also been visiting schools all over Essex to talk to children about being dyslexic.<br />
He said: “This has been great because I have been to schools telling children that even if they are dyslexic it isn’t a big deal and they can beat the problem.<br />
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“It doesn’t mean it will effect their lives forever and how they shouldn’t worry about it too much.”<br />
Marc is now on his follow up book called Zeo Makes His Mark, a tale about a relative of Zio.<br />
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The book is available in WHSmith and Amazon.<br />
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A book signing will also take place at Carousel, near Chalkwell Park, on Saturday, March 24.<br />
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By Paul Giles<br />
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</div><div style="text-align: left;"><a href="http://www.yellowad.co.uk/news.cfm?id=9695&headline=Dyslexic%20author%20releases%20first%20book">Yellow Advertiser</a><br />
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<a href="http://www.blogger.com/goog_999904043"> </a><a href="http://marcgrimston.co.uk/">Marc Grimston</a></div>Colette Mengileshttp://www.blogger.com/profile/11916675371783760158noreply@blogger.com0tag:blogger.com,1999:blog-29564722.post-38113924880506927222012-03-16T06:02:00.008-07:002012-03-30T04:40:44.711-07:00The Frustration of the Text Based World<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5wVU4Nfavp79jAmhgFnvvz7MDpibG6m0rwyfBZCARXTFJZnCAY_O-Uaz34oU5yG6_XljMjSjw_gCm8H1ssffKXDuvl9sc5OVj31_9Lo9tUIkawFHcWmU1zCop82SF-MVECbdp/s1600/Me.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5wVU4Nfavp79jAmhgFnvvz7MDpibG6m0rwyfBZCARXTFJZnCAY_O-Uaz34oU5yG6_XljMjSjw_gCm8H1ssffKXDuvl9sc5OVj31_9Lo9tUIkawFHcWmU1zCop82SF-MVECbdp/s640/Me.jpg" width="640" /></a></div><br />
<div class="MsoNormal" style="font-family: inherit;"><span style="font-size: small;">My life as a severely dyslexic person can be overwhelmingly frustrating, upsetting, humiliating and just down right depressing sometimes in the text based world.</span></div><div class="MsoNormal" style="font-family: inherit;"><br />
</div><div class="MsoNormal" style="font-family: inherit;"><span style="font-size: small;">I really hate paperwork. The thought of filling in a form or having to search through piles of data looking for the letter you were supposed to rely to but forgot or the form attached to a letter to be filling in and returned with the envelope provided and having to search for all three then get help to fill them in from my son is such an ordeal.</span><br />
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<a name='more'></a><span style="font-size: small;"> But worst of all is being at a meeting with other people and someone passes round the handout or the minuets of the last meeting. I just sit there and pretend that am reading like everyone else. There is no way I can read, my brain just does not decode at such times. Also I can feel my anxiety levels rise as soon as the text appears. I am sort of going in blind if you like. I can contribute verbally and sort of play catch with the subject at hand, which I can do well, due to years of practise. </span></div><div class="MsoNormal" style="font-family: inherit;"><br />
</div><div class="MsoNormal" style="font-family: inherit;"><span style="font-size: small;">It is extremely difficult for me to use text to convey me thoughts and feelings. I am afraid I will be ridiculed and laughed at for the strange spelling or grammar. It is also it's not easy for me to identify a word correctly with the spell checker I think looks right but in fact turns out to be the wrong word that leaves the sentence incoherent and ridiculous. So I always have to get someone else I trust and who will not humiliate me who can proof read for me. I have friend who will help me, she is a journalist and a word expert. </span></div><div class="MsoNormal" style="font-family: inherit;"><br />
</div><div class="MsoNormal" style="font-family: inherit;"><span style="font-size: small;">I have had no proof reading for the post so please excuse grammar, spelling and word out of context. </span></div><div class="MsoNormal" style="font-family: inherit;"><br />
</div><div class="MsoNormal" style="font-family: inherit;"><span style="font-size: small;">My PC and the net is my lifeline and not a luxury, I am not dyslexic online. I used to use a screen reader and it helped greatly. For the first time in my life I could see what it was like for a non dyslexic to just pick up text and read without having to decode. I could read a article at normal speed or rather the reader read it to me at normal speed. But sadly the program malfunctioned and I could not find another program that was free with a voice that suited me. I miss my wee genie voice it helped so much.</span></div><div class="MsoNormal" style="font-family: inherit;"><br />
</div><div class="MsoNormal" style="font-family: inherit;"><span style="font-size: small;">I believe every dyslexic person should be provide with a PC, screen reader (if it suits them, not every dyslexic like’s using them) and free internet access by government as a way to level the playing field a little. Also if I have to fill in forms I believe I should be able to do this on online version. I can manage forms online.</span></div><div class="MsoNormal" style="font-family: inherit;"><br />
</div><div class="MsoNormal" style="font-family: inherit;"><span style="font-size: small;">I just wanted to give you a glimpse into my world and the every day torture of text for me and am sure many other people with dyslexia. I don’t feel that people without dyslexia even give a thought to the difficulties dyslexic people have with text based tasks they can do automatically.</span></div><div class="MsoNormal" style="font-family: inherit;"><br />
</div><div class="MsoNormal" style="font-family: inherit;"><span style="font-size: small;">By Colette Mengiles</span></div>Colette Mengileshttp://www.blogger.com/profile/11916675371783760158noreply@blogger.com0tag:blogger.com,1999:blog-29564722.post-42152144448206273212012-03-14T14:04:00.002-07:002012-03-14T14:07:39.549-07:00Stage Career Beckons For Dyslexic Child Actor And Singer Fabienne Clarke<div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkVTX-uU7G64k-gz0PDfyl4ILW6xWAi43wLNYTS7QWHfR04e5dcTgtyAt28FcYUUtYifJtxftoxTMHVpVVk5f_VLHODxyOWnrCjmJ5Vh_GqnmzmugoYzz0bV6_nfnLcLCRUf6D/s1600/Fabienne+Clarke.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="449" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkVTX-uU7G64k-gz0PDfyl4ILW6xWAi43wLNYTS7QWHfR04e5dcTgtyAt28FcYUUtYifJtxftoxTMHVpVVk5f_VLHODxyOWnrCjmJ5Vh_GqnmzmugoYzz0bV6_nfnLcLCRUf6D/s640/Fabienne+Clarke.jpg" width="640" /></a></div><div style="text-align: center;">Above Fabienne Clarke</div><div style="text-align: center;"><br />
</div>This inspirational young singer and actress from Leeds suffers from severe dyslexia – but she never lets it stand in her way.<br />
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In fact, nine-year-old Fabienne Clarke has starred in several TV shows since she began acting aged four – and is now looking forward to reprising her role in the stage musical South Pacific.<br />
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Fabienne, a pupil at Moorlands School in Headingley, has played small roles in Emmerdale, Spooks and BBC drama Five Days, which starred Suranne Jones.<br />
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She takes singing lessons in her school and has drama classes with a private tutor, as well as attending the Tonicha Lawrence drama school in Scarcroft.<br />
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Her mum Paula Hannan-Clarke, 44, said: “Fabienne never lets anything get her down and she’s always full of confidence.<br />
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<a name='more'></a> “We’ve spoken about auditions and how there’s lots of competition for roles, but she just lets it go over her head. She doesn’t dwell on things and get upset.<br />
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“From the age of about two I noticed there was something different about her. She was very confident and would stand up and perform and sing songs. She loves singing and she has a beautiful voice.<br />
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“Her dyslexia means she can struggle at school in certain subjects, but when it comes to learning scripts, she’s unbelievable.<br />
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“She will have all her lines memorised in half an hour. On the set of Five Days, the director called her a one-take wonder.”<br />
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Fabienne auditioned for the lead child role of Ngana in South Pacific last August and performed at Manchester’s Palace Theatre in October, alongside Finton Flynn – who played Russ Gray in Coronation Street – as Jerome.<br />
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The show, which features ex-EastEnders star Samantha Womack in the lead role of Nellie Forbush, returned to the theatre for a five-night run starting yesterday. (March 13)<br />
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Provided Fabienne doesn’t grow too much, she hopes to continue playing Ngana when the show visits Leeds Grand Theatre in June.<br />
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Paula, who lives in Adel with Fabienne, her husband Jeff, 44, and son Oliver, six, added: “I’m not a pushy mum and I don’t bully my child – she just loves what she’s doing and I think she has something special.<br />
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“It’s what she’s always wanted to do; she always says she’s going to be famous.<br />
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“Whether she will be or not, I don’t know, but she has something about her that makes people really like her.”<br />
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<a href="http://www.yorkshireeveningpost.co.uk/news/latest-news/top-stories/career-on-stage-beckons-for-child-actor-who-beats-her-dyslexia-1-4341079"><b>Yorkshire Evening Post</b></a>Colette Mengileshttp://www.blogger.com/profile/11916675371783760158noreply@blogger.com0tag:blogger.com,1999:blog-29564722.post-83692252674830475062012-03-13T15:54:00.000-07:002012-03-13T15:54:59.170-07:00Exclusive Interview with Lee Hirsch about "Bully" and Special Needs<iframe allowfullscreen="" frameborder="0" height="360" src="http://www.youtube.com/embed/TMnRpDxn_tI" width="640"></iframe><br />
<br />
<div style="font-family: inherit;"><span style="font-size: small;"> Children with learning disabilities are at particular risk for being bullied. View clips from the documentary "Bully," and hear what director Lee Hirsch has to say about how kids with special needs are susceptible to bullying and what he hopes the film accomplishes. </span></div><div style="font-family: inherit;"><br />
</div><div style="font-family: inherit;"><span style="font-size: small;">Learn more at <a class="yt-uix-redirect-link" dir="ltr" href="http://www.ld.org/bullying" rel="nofollow" target="_blank" title="http://www.ld.org/bullying">http://www.ld.org/bullying</a>. </span></div>Colette Mengileshttp://www.blogger.com/profile/11916675371783760158noreply@blogger.com0tag:blogger.com,1999:blog-29564722.post-5607256900679361552012-03-12T05:24:00.002-07:002012-03-12T05:31:14.072-07:00PARENT CHAMPIONS<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhp7PlWmU__DcGfTCdjCNEAIQYAz8vgH1-DZM20Zg3ORyBFE-Q89Pohv3_trPtxVC4A14NgCmSnwMHVKT7ndtt3tQULpSlzJ5uDs91FbYUZKwmovSxzT2FJ7Uj-v9BVVLq29Fmn/s1600/Parent_Champion.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="424" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhp7PlWmU__DcGfTCdjCNEAIQYAz8vgH1-DZM20Zg3ORyBFE-Q89Pohv3_trPtxVC4A14NgCmSnwMHVKT7ndtt3tQULpSlzJ5uDs91FbYUZKwmovSxzT2FJ7Uj-v9BVVLq29Fmn/s640/Parent_Champion.jpg" width="640" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyJYoNEdu5zo4mWLJxpf9DtbgFrSr3jzPTY1R5XGyAHVkA26zyLFvyHsKflAIKQ-SiYxQTFWWqsP45qSLmwFkWEPfVscdlVGSP8ehAkveudbLZivqDYY1K3ckgyeNpe1eiD62a/s1600/logo.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br />
</a></div><b>MAKING A DIFFERENCE FOR PARENTS AND CARERS IN YOUR COMMUNITY</b><br />
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The Dyslexia-SpLD Trust wants to recruit a team of Parent Champions across the UK. The Trust supports parents and carers of children with dyslexia and specific learning difficulties. This Parent Champion initiative is a collaborative project supported by Dyslexia Action, The British Dyslexia Association, Springboard for Children and Helen Arkell Dyslexia Centre.<br />
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<b>WE WANT YOU TO BE</b><br />
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OUR VOICE IN THE LOCAL COMMUNITY<br />
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Every term, you’ll receive a newsletter from the Dyslexia-SpLD Trust with the latest news about support, expert advice and resources available to parents of children with dyslexia and specific learning difficulties. We want you to tell as many mums, dads and carers as possible about it – in the playground, through schools, charities and community groups etc… Give them the contact details and website address for The Trust and its member organisations so that they can take a look and begin to get support, expert advice and resources from there too.<br />
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<a name='more'></a> OUR EARS IN THE LOCAL COMMUNITY<br />
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The Trust will occasionally ask you to respond to surveys that help us to know what issues are important to parents, what is working well that we can build on – and where there are gaps. This information is vital to us because it means that we can ensure that we are offering the best, most relevant and practical support that will really make a difference to parents.<br />
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OUR HEART IN THE LOCAL COMMUNITY<br />
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We want you to be our heart in the local community and to be someone that parents can talk to so they know they are not on their own. Your role is vital – not as an expert on dyslexia and learning difficulties (the Trust and its member organisations provide that) but as someone who can offer support to mums and dads at a time when they can feel worried and isolated. Having a chat with you will mean a lot because you know what they are going through. You may like to do this on a 1-to-1 basis or perhaps organise a coffee morning where parents can get together and share experiences and chat in a friendly and supportive environment.<br />
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We would really like your help to build our network of Parent Champions by recruiting one or two people in your local community who are as passionate as you are about supporting other parents. We’d like them to become Parent Champions too. We would also like you to join our virtual community so that you can keep in touch with all our other Parent Champions.<b></b><br />
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<a href="http://www.parentchampions.org.uk/about-us/#voice">Parent Champions.org.uk</a>Colette Mengileshttp://www.blogger.com/profile/11916675371783760158noreply@blogger.com0tag:blogger.com,1999:blog-29564722.post-84879910457428760752012-03-11T06:37:00.001-07:002012-03-11T08:27:08.661-07:00Princeton group says it's hard to get children's Dyslexia treated or even recognized<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvpMqi2nId86ael4KKfJ6SBcv7m3XQvAKRZO4CWPJdmvl40C6e6diH4lGi-HolJgTClpy8JOpprkPkFhtrAtlcoW-K79k_nB_Alt5u6G3OZN_fc7LsgeK2jutiSavQDjpG9LMy/s1600/496.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvpMqi2nId86ael4KKfJ6SBcv7m3XQvAKRZO4CWPJdmvl40C6e6diH4lGi-HolJgTClpy8JOpprkPkFhtrAtlcoW-K79k_nB_Alt5u6G3OZN_fc7LsgeK2jutiSavQDjpG9LMy/s320/496.jpeg" width="320" /></a></div><br />
The group of parents sitting in a board room here were part of a hard-luck fraternity even before they decided to start their new statewide advocacy group, Decoding Dyslexia.<br />
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They had been meeting for years in local coffee shops to discuss how their children weren’t reading anything by first grade, couldn’t spell their names, couldn’t remember sounds, couldn’t match rhyming words, couldn’t distinguish left from right, didn’t have a dominant left or right hand, couldn’t get their shoes on the correct feet let alone tie the laces — and they weren’t getting support in their classrooms.<br />
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<a name='more'></a> And all along they were being told, there is no such thing as dyslexia.<br />
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“There are districts here and all around Mercer County that will tell you that dyslexia doesn’t exist,” said parent Liz Barnes, who grew up in Lawrence. “Well, it exists. My husband is dyslexic as well as my daughter. One in five people — not just kids but all people — have some form of it.”<br />
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So together with other parents in the region who are experiencing the same frustrations, Barnes, Andrew Karulich of Pennington and Edward Bray of Learning Ally in Princeton formed the group Decoding Dyslexia last October. There are already 18 members, and more are sought. Membership is open to all.<br />
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Through their advocacy, these parents hope to spread the word that dyslexia doesn’t readily fit the common misconceptions that dyslexics read backwards or reverse letters like “b” and “d.” Instead, they said, it is a complex learning disability with its own set of interventions that work best when administered early.<br />
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Now they just have to persuade the school districts of that.<br />
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“Dyslexia falls under the umbrella of ‘specific learning disabilities.’ It’s a clinical diagnosis,” said Bray, the director of government relations for Learning Ally, a national nonprofit educational association that is providing free meeting space to the advocates from its Princeton location. “It’s one of the classifications that qualifies a kid as learning disabled, but schools don’t go any farther than that.<br />
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“And the frustration of parents is, they’ve done the research. They can say, I know of a more discrete diagnosis for my child and the interventions that work well. But they’re not always listened to. It’s getting the school to say ‘yes’ that is the problem.”<br />
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Dyslexia is a language-based disability of neurological origin that affects both oral and written language skills, according to the International Dyslexia Association.Those who are dyslexic can and do learn, but they need a targeted program of multisensory interventions to help them with their language skills — one that provides sound- motion- and sight-based cues. Dyslexia and other learning disorders like it cannot be cured and often present lifelong challenges. It has a strong genetic predisposition.<br />
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By way of illustration, Bray described his daughter years ago when confronted with the task of writing sentences for her vocabulary homework. Imagine that she wanted to write the sentence, “The cat jumped over the fence,” he said. By the time she figured out how to spell out the first word — agonizing over the simple fact of writing t-h-e — she would forget what she had intended to write next.<br />
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Dyslexics, these parents said, do not interpret words as words. Instead, the marks on the page look simply like a jumble of meaningless lines.<br />
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Now 13, Bray’s daughter is largely receiving the help she needs, but only through an endless process of advocacy with her school system, Bray said. Barnes and Karulich have had to move their children to the Cambridge School in Pennington, which specializes in severe learning disabilities — and has a steep price tag attached. It is the only New Jersey school that offers a program targeted enough to help their children learn, they said.<br />
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“The simplest way to describe dyslexia is that it is a different wiring in your brain,” said Karulich, who moved to Pennington with his family because the services in South Jersey, where they lived until recently, are ineffectual. Karulich and his wife have four young children. Three of them have dyslexia — as does Karulich’s wife.<br />
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Like the other parents, Karulich grew tired of hearing that his eldest daughter was lazy or not trying hard enough in school or allowing her focus to waver.<br />
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“These kids are all working at 200 percent just to get through this,” said Karulich. “I’d get her off the bus and she’d have this glazed-over look. They’re overwhelmed with the day. And when I’m told by a man at her school that dyslexia doesn’t exist, I think, ‘I can’t even have a conversation with you.’ These are the people I’m being asked to rely on.”<br />
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Decoding Dyslexia is advocating specific goals. The first step is simply educating the public about dyslexia and correcting some of the misconceptions. The second is serving as a resource for parents of dyslexic children throughout New Jersey.<br />
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“A lot of parents don’t know what to ask for and they’re waiting for the educators to guide them,” said Barnes. “But the educators aren’t necessarily educated about it. We want people like us to have somewhere to go from day one as opposed to wasting multiple years to get there.”<br />
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Third, Decoding Dyslexia wants to enact legislative changes so that dyslexia has a common definition enshrined in the state code for “the learning different.” That way, Barnes said, the educational system will need to codify a set of interventions for this specific disability.<br />
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“Dyslexia affects your ability to read,” concluded Bray. “If you can’t effectively read you cannot be prepared for college and a career. We have to address this issue now, when they’re young. Because otherwise we’re going to take upwards of 20 percent of the population and effectively exclude them from those preparations.<br />
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“These are our individual stories. But our individual stories in aggregate,” he said, “start to make a very dramatic impact.”<br />
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Source:<a href="http://www.nj.com/mercer/index.ssf/2012/02/princeton_group_says_its_hard.html"> nj.com</a>Colette Mengileshttp://www.blogger.com/profile/11916675371783760158noreply@blogger.com0tag:blogger.com,1999:blog-29564722.post-45063137490398496262010-10-29T15:56:00.001-07:002012-03-11T08:27:35.235-07:00Surviving ADHD at Work and School<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEip41avOfFBVz9W2TJqORE47VuN4Et_XUO3u24V6-An4XaWTnxda9WdRtf2TAYDyhfsoVNqEbu4nn92n3AsRRshkOQCFdKVH_OMGwUp4VLVC95IZ6gjHL0TEapxsuZEVZegDxb5/s1600/Adhd_girl.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEip41avOfFBVz9W2TJqORE47VuN4Et_XUO3u24V6-An4XaWTnxda9WdRtf2TAYDyhfsoVNqEbu4nn92n3AsRRshkOQCFdKVH_OMGwUp4VLVC95IZ6gjHL0TEapxsuZEVZegDxb5/s320/Adhd_girl.jpg" width="320" /></a></div><div style="text-align: center;"><b>Accommodations range from desks designed for standing, to talking calculators and office location</b></div><br />
School means seven classes with seven different teachers. Work means all day, five days a week, in a pressure-filled, deadline-oriented office. In either setting, there are assignments to juggle, time to manage, and priorities to organize. For someone with attention deficit hyperactivity disorder, success in school or the workplace is a moving and elusive target.<br />
Click here to find out more!<br />
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<a name='more'></a> "People with ADHD can't make it out the door on time. They have trouble finishing projects, problems with paperwork, and usually, a disaster of an office," says psychotherapist Terry Matlen, author of Survival Tips for Women with ADHD. "When you take the symptoms of ADHD and put them into a work or school setting, there's more than likely going to be a struggle."<br />
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About 4 percent of adults and children are believed to have ADHD. They are forgetful and hyperactive, have trouble staying focused and paying attention, and understand or follow instructions with difficulty—all symptoms that can wreak havoc on educational and professional success. Up to a third of students with ADHD drop out of high school, and they're also less likely to attend and graduate from college.<br />
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It's no better in the workplace: Adults with ADHD lose an average of three weeks a year of productivity, according to the World Health Organization. They earn less than their coworkers, take more sick days, have more on-the-job accidents, and are more likely to be fired. They also don't get the support that students do. To succeed, they must take the lead by developing coping strategies themselves.<br />
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At School</b><br />
Spurred by greater awareness of the condition and a growing number of diagnoses, schools are catering to ADHD students with innovative approaches to learning, such as under-the-desk pedaling devices that simulate bicycle riding. Desks that are designed for standing or have built-in treadmills are also popular. Movement and standing enhance focus and attention, says Katherine Schantz, head of the Lab School, which serves students in kindergarten through twelfth grade in Baltimore and Washington, D.C., who have ADHD and learning disabilities. Even squeezing rubber balls or doodling in class can promote concentration, says Schantz. In fact, past research suggests doodling boosts both concentration and recall by preventing daydreaming and helping to maintain a level of mental arousal, allowing the brain to absorb information.<br />
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Hands-on instruction using multiple senses is far more effective than the traditional classroom setting, says Schantz. Lab School students spend 40 minutes a day in academic clubs that recapture specific times and places in history. The Renaissance Club, for example, welcomes students to Florence, where they work as guild artists for a patron—their teacher—and learn about history, geography, and civics. In the Revolution Club, students dress up as historical characters to learn about the experiences and perspectives of early American life. The clubs appeal to all types of learners, including those who need to see or hear or touch to understand an idea, and liven up monotonous school days that set a student's mind to wander.<br />
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Most students with ADHD, of course, cannot attend expensive specialized schools. But mainstream curriculums are taking ADHD into account—for example, by considering where ADHD students sit. A desk near the front of the classroom minimizes distractions and allows teachers to reengage a student with eye contact or a tap on the desk. "But it must be tailored to the individual student," says Ruth Hughes, interim CEO of CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder), a nonprofit advocacy group. "Some do better in the front, but others need to be in the very back, where they can wiggle and stand up and sit down without distracting everybody."<br />
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To combat forgetfulness, the bane of many ADHD children, some school districts give students two copies of every textbook: one for home and one for school. Writing and listening at the same time can be tough for these children, so some systems provide a peer note taker.<br />
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ADHD-savvy teachers also assign homework orally and hand out written instructions, increasing the likelihood that one or the other will register. Some allow students with ADHD to run occasional errands, like delivering files to the school office, to burn off fidgety energy. Alternating between physical and mental activities helps, too, as does increasing the novelty of lessons by blending films, tapes, flash cards, and group work.<br />
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<b>At Work</b><br />
Students who spend years in nurturing classrooms eventually move on to jobs, with potentially unsympathetic bosses. Some experts warn that job applicants and employees should not disclose their condition. "You don't know what your boss or coworkers think or know about ADHD," says clinical psychologist Ari Tuckman of West Chester, Pa. "There's still a lot of misinformation out there. If they have some farfetched notion about what it means, it may not be conducive to a good working situation."<br />
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The first step in minimizing the ADHD factor at work is to make it TO work, says Matlen. "Getting up in the morning requires a tremendous effort," she says. "A lot of people with ADHD have trouble shutting down at night—their brains are so overactive they can't sleep." Multiple alarm clocks may help: one on the nightstand to wake up and another five feet away that can only be turned off by getting out of bed. A third in the bathroom might even be a good idea, Matlen says.<br />
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Since productivity often varies depending on the time of day, flex time is a viable alternative to a fixed schedule. Some employees may choose to delay their start time; others may arrive early, if that's when they're most focused, or decide to occasionally work from home.<br />
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Eliminating workplace distractions like chatty coworkers can boost concentration. If available, private offices or cubicles should be requested. When you approach your boss, describe a symptom instead of naming your condition, Tuckman says. For example: "I have a tendency to get distracted if I'm in a noisy environment. Is there a quiet spot where I could sit?" Otherwise, spend an hour working in an unused conference room, or close the curtains to minimize outside distractions. A noise-blocking headset or soft music can muffle—if not eliminate—office racket. Even adding a "do not disturb" sign or turning the desk to avoid facing the door can help those thrown off by interruptions. Meetings in particular can be nervewrackingly chaotic or deadly dull. If you tend to zone out or lose track, record them and review the sessions later, undisturbed.<br />
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Since people with ADHD are often visually oriented, files, schedules, and other documents should be color-coded. To combat time management problems, break projects into smaller tasks and create a schedule allocating a specific amount of time to each piece. Use a vibrating watch to (silently) stick to that schedule—and to remember phone calls and meeting times.<br />
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Moving around throughout the day can counter a tendency to fidget and chatter. Scheduled breaks are helpful, especially before and after long meetings. "Take the long way when you're walking around the office," says Tuckman. "Take the stairs instead of the elevator, and go for a walk or to the gym at lunch. Tell people that you do your best thinking when you're moving around—that it gets the juices flowing."<br />
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Source: <a href="http://health.usnews.com/health-news/family-health/brain-and-behavior/articles/2010/10/26/surviving-adhd-at-work-and-school.html?PageNr=2">U.S. News </a>Colette Mengileshttp://www.blogger.com/profile/11916675371783760158noreply@blogger.com0tag:blogger.com,1999:blog-29564722.post-83600453680870879042010-10-18T03:08:00.000-07:002010-10-18T03:09:41.045-07:00**DYSLEXIA AWARENESS WEEK** - 1st - 7th November 2010<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCVkCg041PZyaJyicLB8CPlDC_PmGeuF62GR7d4P_IRKhRjkkoYsi3fX5hOHcJB5LlkSViw7vDbxaqBdkaKDtXW7_nuSdiAM2YGuRjsgAUgtaigF-Sg_kAMCT1EX5vYS98IJfQ/s1600/children_reading.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="272" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCVkCg041PZyaJyicLB8CPlDC_PmGeuF62GR7d4P_IRKhRjkkoYsi3fX5hOHcJB5LlkSViw7vDbxaqBdkaKDtXW7_nuSdiAM2YGuRjsgAUgtaigF-Sg_kAMCT1EX5vYS98IJfQ/s320/children_reading.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;">Dyslexia Scotland are delighted to announce an exciting programme of events to celebrate Dyslexia Awareness Week, now in its 20th year.</div><br />
<div style="text-align: center;">The theme of this year's Awareness Week is 'Hidden Dyslexia'.</div><div style="text-align: center;"><br />
</div><div style="text-align: center;">Dyslexia Scotland, in partnership with Edinburgh City Libraries and Bank of New York Mellon, is planning an exciting programme of events to take place from 1st-7th November in the capital.</div><div style="text-align: center;"><br />
</div><div style="text-align: center;">Come along and join in - there's more to dyslexia than you think. <a href="http://www.dyslexiascotland.org.uk/sites/default/files/page_content/Final%20Dyslexia%20Awareness%20Week%20programme.pdf">CLICK HERE </a>for the programme.</div><br />
Source: <a href="http://www.dyslexiascotland.org.uk/">Dyslexia Scotland</a>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-29564722.post-5983722928874125922010-10-14T02:41:00.001-07:002012-03-11T08:28:24.435-07:00Entrepreneur to open school for dyslexic children<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUNC6JeteiUwMpRyDJocpcK1Ou5aXzCX0oAXOHUuW6f3ttDK2InvHM3c1cJp_KBs4qqur4shHxs1DsNmZGfm0Jm3YTC_QFUEux8XQeAUEvuxL7h50LcZxovtOQcvs8XrJz064v/s1600/Dyslexia.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="186" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUNC6JeteiUwMpRyDJocpcK1Ou5aXzCX0oAXOHUuW6f3ttDK2InvHM3c1cJp_KBs4qqur4shHxs1DsNmZGfm0Jm3YTC_QFUEux8XQeAUEvuxL7h50LcZxovtOQcvs8XrJz064v/s320/Dyslexia.jpg" width="320" /></a></div>THE first dedicated centre for youngsters in Wales with dyslexia will open next month.<br />
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The not for profit Tomorrow’s Generation Trust will initially provide specialist dyslexic teaching during the school holidays and during weekends.<br />
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The trust was set up by Swedish-born entrepreneur Anders Hedlund who, like his father and son, also has dyslexia.<br />
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The school is based at his home in Cardiff, in a 1,400 sq ft environmentally friendly building with solar panels and a rain harvesting system<br />
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Mr Hedlund, the founder of Christmas cracker-to-gift- wrap company International Greetings, said the strategy was to provide specialist teaching, based on dyslexia software such as Lexion, which is used with successful results in 80% of schools in Sweden.<br />
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<a name='more'></a>“It has always been my dream to help dyslexic kids in Wales,” he said. “Our aim is to be the number one school for dyslexia in the world. It will take time, but the strategy is also to establish satellite schools in other cities in the UK and potentially overseas.”<br />
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Mr Hedlund said many youngsters with dyslexia were wrongly diagnosed with having behaviour problems, and as a result were unfairly labelled as “lazy and stupid”.<br />
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“It is therefore not surprising that youngsters with dyslexia suffer from low self-esteem,” he said.<br />
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“Our vision is to get the kids back into conventional schools as quickly as we can. And when they do, near the top of the class rather than the bottom.<br />
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“It is all about providing them with the right toolkit to be successful back in the mainstream.”<br />
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Initially the school accommodates up to eight pupils at anyone time – increasing to potentially 12 from next year. The plan is to have a mixture of children whose fees are paid for by parents – at around £350 a week – and, as it becomes established, taking pupil referrals from local education authorities.<br />
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As a charitable trust the school will also look at fundraising activities to subsidise places for children from disadvantaged backgrounds.<br />
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Each pupil will be provided with their own secured laptops so from home they can access the centre’s dyslexic learning software.<br />
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They will all be individually assessed before starting the school, which will allow for specific learning provision.<br />
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Trustee Sean Jenks said: “We want to work in partnership with local education authorities as well as looking to providing teaching during terms times from next year.”<br />
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The school is aimed at key stage two children aged from seven to 11. Mr Jenks said the strategy was also to work closely with the higher education sector – providing opportunities for postgraduate research into dyslexia, as well as a resource for trainee teachers.<br />
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Mr Hedlund said: “If we can accommodate 50 teachers a year they can then in turn teach 500 to 1,000 pupils a year.”<br />
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Trustees of the charity include former chairman of International Greetings and Welsh Water John Elfed Jones and the father of First Minister Carwyn Jones, Caron Jones.<br />
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Mr Hedlund said: “Lexion is used in around 80% of schools in Sweden. It has also been used in trials in Swedish prisons and has been incredibly successful with inmates who had not been able to read or write.”<br />
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The school, which will accommodate its first intake for next month’s half-term, will have a “hall of fame” showcasing people with dyslexia who have been highly successful, including entrepreneur Richard Branson.<br />
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by Sion Barry, Western Mail <br />
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Source: <a href="http://www.walesonline.co.uk/business-in-wales/personal-finance/2010/09/23/entrepreneur-to-open-school-for-dyslexic-children-91466-27324341/">WalesOnline</a>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-29564722.post-76734068248794638702009-09-10T23:36:00.001-07:002012-03-11T08:30:31.065-07:00ADHD brain chemistry clue found<div style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMO2fDHs5ACRCX7CbaVQVK_ob6RIslThdWKsCM2tsAJc_lF-7IHunXIBQ-SHnalHuV0EYitbMXfD_oZaG3tkGtPMBr9mOsfboHPS3mmUdS3EmHHlHlHpF1elQjga15B84qRwYb/s1600-h/adhd_hyper.jpg"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5380095244786190402" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMO2fDHs5ACRCX7CbaVQVK_ob6RIslThdWKsCM2tsAJc_lF-7IHunXIBQ-SHnalHuV0EYitbMXfD_oZaG3tkGtPMBr9mOsfboHPS3mmUdS3EmHHlHlHpF1elQjga15B84qRwYb/s400/adhd_hyper.jpg" style="cursor: pointer; height: 170px; width: 226px;" /></a><br />
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<b style="color: #666666;">US researchers have pinned down new differences in the brain chemistry of people with attention deficit hyperactivity disorder (ADHD).<br />
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<div style="text-align: left;">They found ADHD patients lack key proteins which allow them to experience a sense of reward and motivation.<br />
</div><div style="text-align: left;">The Brookhaven National Laboratory study appears in the Journal of the American Medical Association. </div><div style="text-align: left;">It is hoped it could help in the design of new ways to combat the condition.</div><div style="text-align: left;"><br />
</div><div style="text-align: left;">Previous research looking at the brains of people with ADHD had uncovered differences in areas controlling attention and hyperactivity. </div><div style="text-align: left;"><br />
</div></div>But this study suggests ADHD has a profound impact elsewhere in the brain too.<br />
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Researcher Dr Nora Volkow said: "These deficits in the brain's reward system may help explain clinical symptoms of ADHD, including inattention and reduced motivation, as well as the propensity for complications such as drug abuse and obesity among ADHD patients."<br />
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The researchers compared brain scans of 53 adult ADHD patients who had never received treatment with those from 44 people who did not have the condition.<br />
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All of the participants had been carefully screened to eliminate factors which could potentially skew the results.<br />
<div style="color: #666666;"></div><a name='more'></a> <b>Dopamine pathway</b><br />
Using a sophisticated form of scan called positron emission tomography (PET), the researchers focused on how the participants' brains handled the chemical dopamine, a key regulator of mood.<br />
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In particular they measured levels of two proteins - dopamine receptors and transporters - without which dopamine cannot function effectively to influence mood.<br />
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ADHD patients had lower levels of both proteins in two areas of the brain known as the nucleus accumbens and midbrain.<br />
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Both form part of the limbic system, responsible for the emotions, and sensations such as motivation and reward.<br />
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Patients with more pronounced ADHD symptoms had the lowest levels of the proteins in these areas.<br />
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Dr Volkow said the findings supported the use of stimulant medications to treat ADHD by raising dopamine levels. <br />
The findings also support the theory that people with ADHD may be more prone to drug abuse and obesity because they are unconsciously attempting to compensate for a deficient reward system.<br />
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Andrea Bilbow, of the ADHD charity ADDISS, said the study might help convince people who argue that ADHD is more to do with bad parenting than any concrete medical difference.<br />
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She said: "The findings of this new research will go a long way to helping us understand the presentation of symptoms but more importantly it may give teachers more of an idea of what interventions should be used in the classroom in order to accommodate children with ADHD.<br />
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"For far too long there has been an assumption that children with ADHD are deliberately wilful which has led to mismanagement and ultimately permanent exclusions from school."<br />
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Professor Katya Rubia, of London's Institute of Psychiatry, said: "This study widens our horizons. It shows that ADHD is not just about abnormalities in the attention systems of the brain, but also abnormalities in the motivation and emotion centres.<br />
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"It suggests that teachers need to make sure that school tasks are interesting and exciting, so that children with ADHD are motivated to remain interested."<br />
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Source: <a href="http://news.bbc.co.uk/1/hi/health/8243354.stm">BBC</a>Unknownnoreply@blogger.com0