Category: March 2009

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

Read More »

Making every child count

After having sat up to watch the Oscars and celebrated A R Rahman’s recognition on a global platform, one is struck by the whole phenomenon of appreciation and validation. To receive, and even expect this for technical and creative excellence, as happens in awards like the Oscars, is one thing. Life goes on even without such awards, and it is largely a sense of internal motivation that pushes one to achievement in these arenas. But what role does appreciation or its lack play in our day to day lives? How much does it have to do with what we become, as adults, as professionals, as participants in relationships, and, in the context of education, as learners? What difference does it make to the mind of a child if he or she is patted on the back instead of being berated, or even worse, ignored? What effect does a simple touch of warmth, a smile, a positive word, or even a meeting of the eyes, have on a child’s sense of self? Research over the years has only confi rmed that children who receive positive attention perform better, those that are ignored tend to wilt, while those who are castigated either turn rebellious or recalcitrant. It’s not only the intellectual inputs we provide, but also the psychological and emotional ones, that determine the amount a child is willing and able to learn. The articles in this issue would all seem to stress this point: pay attention to the non-academic side of teaching. All of us need to be validated as individuals before we can even open our minds to the possibilities learning offers. Praise needs to be distributed – judiciously and generously, even if not evenly – across the classroom, while reproof needs to be measured and minimized. Your good mornings and hellos need to embrace all fifty students, not just those that shine brightly in your mind, and not just those in the front row! Every child needs to be included in the teacher’s gaze – there should be no dark corners in a classroom that can hide the shy, the retiring, or the afraid. Sometimes, that’s all the validation a child needs to begin to learn, and to continue to learn.

Read More »