The gift of Dyslexia
Zeba Raziunissa “I remember a teacher making me cry because I used my fingers to do ‘simple’ math problems.” “I have trouble expressing myself using words, and I have an extremely difficult time remembering exactly what people say. I only remember the concepts of discussions.” “When I try to read, the pages start to criss-cross and everything becomes distorted. Then everything starts bouncing up and down, almost like my eyes are shaking only they are not.” “I have a really hard time with my co-ordination. I always get my left and right body movements confused. I also write my letters backward at times.” “If I do manage to get through a page, by the time I get through the second I forget what the first as about and have to go back. It doesn’t seam to soak in.” These are the voices of dyslexia. And it was in response to these that a workshop on dyslexia with Kate Currawalla was held at Hyderabad on the 14th and 15th of February 2009. Organised for parents, teachers, and decision-makers, the workshop brought to light the meaning and incidence of dyslexia, problems experienced by these children and strategies to address them. Ms. Currawalla, President of the Maharastra Dyslexia Association (MDA), discussed the signs for early identification, practical academic adjustments, modified evaluation procedures and tips on helping with memory, spellings, and math strategies, importance of a multi-sensory approach, and building self-esteem and confidence. The structured activities, games, and interactive session allowed the participants to experience first hand the dismay and frustrations of a learning disabled child. The workshop had case studies where participants formed groups to discuss appropriate strategies to help the case in point. The interactive session brought forth ideas, exploded myths, and exposed prejudices. The brainstorming on how best to integrate a dyslexic child into the classroom brought some very practical tips forward. A participant for instance, felt that a dyslexic child be seated close to the teacher, so the child could be offered extra attention and also prompted when needed. Ms. Currawalla agreed that this was a practical idea and added to the point. “The teacher can have an understanding with the child and decide upon some subtle cue or gesture to prompt the child, each time he slips into a reverie. It is important to note here that the child must not be made to feel ashamed or ridiculed. Peer rejection can leave deep scars that can last a lifetime.” she cautioned. Another teacher felt