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Diary of a Dyslexic School Kid by Alais Winton, , available at Categories: Teaching Of Students With Specific Learning Difficulties / Needs.
Table of contents
This negative attitude was facilitated by the negative comments they received from their peers emanating from the fact that they struggled a lot with reading and writing. They further mentioned that when they were grouped by their teachers in class they felt embarrassed as their peers sometimes would like them to give feedback on behalf of the group. In such situations, they felt that their failure to read and write properly did not only affect them but also their peers. They also mentioned that in public schools they were bullied by other learners as they looked inferior as far as their academic performance was concerned.
One respondent said:. When I struggle to read or mispronounce words they would laugh at me. This worried me a lot as I was the only one in class experiencing this problem. As a result I decided to isolate myself so as to avoid embarrassment. Even at home I used to isolate myself from playing with other children since I had developed a very low self-esteem.
Diary of a Dyslexic School Kid
They made me feel like blaming myself and yet I did not choose for myself to have these challenges. The situation was worse when it came to group work.
My group members would force me to give feedback representing our group. This made me feel less than other learners in class. My major problem was with spelling, especially English words.
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My problem was better in the mother tongue. The dyslexic learners complained about the manner in which they were treated by the majority of teachers in public schools. They mentioned that teachers were not patient with them. They felt that their teachers did not give them extra attention but treated them like other learners in the classroom. They felt that teachers in the public school did not understand that they have learning challenges and were different from other learners and therefore needed special attention. They further mentioned that some teachers used negative comments that embarrassed the dyslexic learners.
One learner said:. They seemed not to understand that I had a challenge. They thought that I was stupid in class and I was there to create problems for them.
Diary of a Dyslexic School Kid
They also felt that I was holding back the class as they were no longer moving at their normal pace in an attempt to accommodate me. They would ask me to read alone while other learners were listening and this embarrassed me. What frustrated me most was to fail to imitate the teacher when she was modelling reading for me. As she was paying attention to me some learners would feel bored and tease me during break. They made me feel inferior and stupid. I did not receive any support from them. As a result I used to bunk school because I was not happy at all. At some stage I thought of dropping out but my parents promised to take me to a special school.
Dyslexic learners expressed satisfaction about their relationship with their peers in special schools. They emphasised that the very fact that there were many children like them in such schools made them feel comfortable. In special schools, they did not see themselves different from other learners as used to be the case in public schools. Other students seemed to understand their challenge and did not ridicule them. Instead, they received support from their peers. The fact that they were not different from other learners in their classroom made them feel normal.
That makes me feel comfortable and I have regained the confidence I lost when I was in a public school. Other learners do not laugh at me here.
They seem to understand what I am going through and the very fact that I am not the only one with this challenge makes me feel comfortable. There are many of us here who battle with reading and writing and that makes me feel not different. They do not ridicule nor bully me as it used to be the case in public schools. The respondents expressed satisfaction with the manner they were treated by their teachers in a special school. Dyslexic learners felt that teachers in special schools understood their challenge and as such were patient with them. They also observed that teachers at a special school knew how to deal with their challenge as compared to teachers in public schools.
Responding to the question, one learner said the following:. Since I came to a special school I am feeling well and my academic performance has picked up because sometimes I receive extra lessons. Another important thing is that teachers at special school do not see dyslexia as a challenge, they know how to deal with dyslexic learners. They make me feel welcome as I spend more hours with them than at home. The dyslexic learners preferred a special school environment to that of a public school.
They explained that the public school environment was not friendly to them and did not allow them to prosper in their academic endeavours. They pointed out that the public school environment made them feel different from other learners, whereas the special school environment made them feel like normal human beings. They mentioned that in special schools they had the opportunity to interact with other dyslexic learners, something that did not exist in public schools. Moreover, the special school environment helps me develop a positive self-concept whereas the public school made me feel inferior to other human beings.
I am saying this because my academic performance improved while attending a special school. Here, I feel confident and optimistic that I will be able to achieve the academic goals I have set for myself. The results of the study revealed that the relationship between the dyslexic learners and their peers was negative in the public school. These learners were exposed to ill-treatment by other learners who despised, ridiculed, bullied and undermined them.
When dyslectic learners failed to read and write properly, they became objects of ridicule by their classmates who could read and write better than them. This finding is supported by Selvan in Mweli and Kalenga who observed that the majority of learners who experience learning difficulties or are physically disabled have negative experiences within the school environment.
Selvan in his study further observed that these learners were being laughed at by their peers and were labelled and excluded in peer-group tasks and activities assigned in the classroom. This finding is echoed by Bhengu who found that children with disabilities were not easily accepted in regular classes. The finding on the negative relationship between dyslexic learners and their peers is further confirmed by Nugent who observed that dyslexic learners were exposed to distress, failure and in many cases bullying. The results further revealed that because of the suffocating situation the dyslexic learners went through in public schools, they developed a negative self-concept.
This finding is echoed by Riddick who argued that as dyslexia affects self-esteem, learners with reading and writing difficulties may develop social and emotional problems, including psychiatric problems. This finding is also supported by Burden who conducted a study with 50 dyslexic boys whose self-efficacy increased while attending a special school for children with dyslexia in comparison to the regular school they had previously attended.
It is also noteworthy that dyslexic learners were not satisfied with the manner in which they were handled by teachers in public schools. Specifically, they complained that teachers in public schools were not patient with them, did not give them extra attention and that some teachers used negative comments that embarrassed them. This finding is supported by Thompson who claimed that the level of teacher awareness of special needs education and in particular dyslexia needs to be developed. The findings of the study further point to a positive relationship between dyslexic learners and their peers in a special school.
This is partly owing to the fact that in special schools, the dyslexic learners interact with learners who are also dyslexic and therefore do not see themselves as different. This finding is echoed by Nugent who observed that the relationship between dyslexic learners and their peers who attended public school was negative although those who were in a special school setting were likely to have positive experiences with friends and developed a feeling that they were all in it together.
The results further revealed a positive relationship between dyslexic learners and their teachers in a special school setting. The dyslexic learners felt that teachers in a special school understood their challenges and as such were patient with them. They also observed that teachers at a special school knew how to deal with their challenges as compared to teachers in public schools.
Olagboyega is of the view that a general awareness of the dyslexic continuum of characteristics is essential to the teacher as these characteristics may include a discrepancy between ability and standard of work produced and discrepancy between intelligence and ability.
The findings of this study further revealed that the dyslexic learners preferred a special school environment to that of a public school. They associated the special school environment with academic success. This finding is supported by Lynn who argued that in a positive and encouraging environment, a dyslexic child will experience the feeling of success and self-value.
This finding is further supported by Nugent who observed that learners in special schools and reading units seemed to be happier and had more positive experiences than those in mainstream schools. I was shocked. Not only was the expectation of reading a stack of books out of whack for a student with dyslexia, but the books she pulled out of her bag were for elementary school students; Diary of a Wimpy Kid?
Love that Dog? A stack of simple picture books? What was she thinking? After Meg left, my son quietly lugged the stack of books upstairs without complaint. I kept quiet. They were really easy. Meg came back a few days later. Again, she had more books and questions for my son. When she asked him what he thought of the books she had lent him, he offered very detailed and thoughtful responses.
In fact, he sounded more like a professional book critic than a kid who never read unassigned books. Who knew? Then Meg asked him if he knew any comedic writers that he would like to read over the summer. Yes, in fact he did: David Sedaris. His dad had read him some short stories from The New Yorker. From picture books to The New Yorker in one short week?
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I privately winced and waited for her to leave. But no. Meg left, and once again he headed upstairs to do his summer homework.