Dyslexia as a school challenge
Dyslexia is perhaps the most common, but the least understood of all learning difficulties. There are tests and detection procedures that can identify children of early age who have dyslexia, and it is important that they be used. It is estimated that one in ten people is dyslexic, and according to the OECD data “class size (average number of students per class) is 21 students in primary education in Spain”. Therefore, it is very likely that in any children’s and primary classroom there will be at least two students with dyslexia.
Apart from the type of students who can find ourselves in a class, the increase in the number of children per class has meant the lack of time necessary to offer individualized learning to each student, this makes teaching become somethingthat addresses topics in a very generalized way and even sometimes, in a very superficial way. It is not unusual to meet situations in which teachers do not have enough time to serve all children and even less for a student who presents "different" characteristics. On many occasions, it is the teacher himself who does not have the necessary training to serve these “different” students, he does not know what this disorder consists of and does not know how to act in the situations that are presented to him with these students. In addition, in many cases they are not even aware of what type of early interventions could benefit their students.
The University of York led a study whose main objective was to investigate the importance of providing support and services to dyslexia in different County schools, from the perspective of teachers of the primary schools administered by the Government (Alawadh, 2016). The central theme of research was to know what the challenges face teachers regarding the implementation of early intervention for students with specific learning difficulties, more specifically dyslexia, in primary schools. A total of 471 primary school teachers completed a 55 items questionnaire. During the interviews the teachers recognized that they used inappropriate diagnostic approaches;that the curriculum was not designed to meet the needs of students with dyslexia, and that those responsible for the formulation of policies did not properly finance the early intervention programs. The general conclusion was that the teachers did not have enough knowledge of the dyslexia and needed more and better training, they lacked power and lacked the necessary tools to address such needs, and there were enough means to provide adequate early interventions, so the day the dayA day in the classroom is considerably complicated. This lack of attention and dedication makes learning even more complicated for dyslexic.
With this work, they try to clearly expose what are the characteristics of dyslexic students, what emotional and social consequences a late diagnosis entails, or the lack of it, and highlights the importance of implementing in the Children’s Classroom, a teaching methodologyappropriate to students with dyslexia. This methodology is perfectly valid for children who are not.
A common methodology can prevent dyslexic children from starting to fail, preventing their self – esteem from being damaged, since once damaged it is extremely difficult to reverse that process and, the effects are very negative, both academic and personal and personal. With the appropriate and valid methods for all, we can prevent situations in which the student is sentenced to failure, since these people would not have the need for special inclusion programs, if the default methodology used in class was appropriate to them, avoidingthus condemn the failure in advance of those cases that go unnoticed.
What dyslexic possess is a unique combination of skills and abilities, and it is this combination of talents and inefficiencies that make them special and creates the need to implement adaptations. As our understanding of literacy and dyslexia learning problems increases, we must get closer to the identification of the best method to support individual learning. Research and theoretical development should serve as information to improve practice. And schools would have to commit to change their way of thinking about the ways in which they evaluate and examine the work of dyslexic students, since practices such as leaving more time to complete a written exam, for example, does not improve precisely the result, because a dyslexico needs is no more time to write, but for example, an oral examination.
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