Psychological Counseling in Schools – Dyslexia

Dyslexia is a learning disorder that involves reading difficulties due to problems with speech sound recognition and learning how they relate to letters and words (decoding). Also known as a reading disability, dyslexia affects areas of the brain involved in language processing. (What Is Dyslexia?, 2017)

While there is no cure for dyslexia, early assessment and intervention yield the best results. Sometimes, dyslexia goes undiagnosed for years and is not recognized until well into adulthood, but it’s never too late to seek help.

Signs of dyslexia can be challenging to recognize before a child enters school, but some early indicators may suggest a problem. Once a child reaches school age, their teacher may be the first to notice an issue. The severity varies, but the condition often becomes apparent as a child starts learning to read.

Researchers have not yet pinpointed the exact causes of dyslexia, but they know that genetics and brain differences play a role.

Some statistics indicate that about 15% of the world’s population has dyslexia, though many of them may not be aware of it, which means more than one billion people (Rose, 2009). Dyslexia often runs in families. Approximately 40% of siblings of individuals with dyslexia also struggle with reading. Even 49% of parents of children with dyslexia may have it as well.

Brain imaging studies have shown brain differences between people with and without dyslexia. These differences occur in areas of the brain involved in key reading skills. These skills include knowing how speech sounds are represented in words and recognizing the look of written words. (Lyon et al., 2003)

The best type of help involves awareness of speech sounds in words (called phonemic awareness) and letter-sound correspondence (called phonics). Teachers or counselors should use special learning and practice activities for dyslexia (Pinton, 2019).

A student with dyslexia may receive more time to complete tasks or tests, permission to record lessons, or copies of class notes. Using a computer with spell checkers can be helpful for written tasks, or a special font called Dyslexie https://www.dyslexiefont.com/en/about-us/ (Font, n.d.). There are also computer programs that “read” printed materials aloud.

Chinn and Ashcroft (2017) emphasize that it is essential for dyslexic children to receive proper psychological support from educators and counselors who understand their challenging situations.

The school counselor plays an important role in helping students with dyslexia succeed academically and socially. The counselor’s primary responsibility is to provide emotional support to students with dyslexia and help them cope with the challenges they face. They work with students to identify their strengths and weaknesses and develop strategies to improve their academic performance. Counselors also collaborate with teachers and parents to create a supportive learning environment that meets the student’s needs (Dimmitt et al., 2007).

The school counselor’s role is to help dyslexic students develop coping skills and emotional self-defense strategies. They can teach students emotional management strategies and build self-confidence. Counselors can help students understand their disability and how it affects their academic performance, as well as how to effectively communicate their needs to teachers and peers.

Early intervention is critical for students with dyslexia. The earlier the diagnosis occurs, the more effective the intervention can be.

Collaboration between the school psychologist, the child’s family, and teachers is essential for the success of a child with dyslexia in school. First and foremost, the school psychologist should work with parents to help them understand dyslexia and provide the emotional support their child needs. The school psychologist can also provide information about intervention methods and strategies that can be used both at school and at home.

Teachers need to work closely with the school psychologist and the child’s family to create an individualized learning plan that meets the child’s needs and abilities. This plan may include adjustments to the curriculum, the use of specialized teaching methods and resources, and regular assessment of the child’s progress (Winship & MacDonald, 2018).

Open communication among all parties is also crucial. The school psychologist should provide regular feedback to parents and teachers regarding the child’s progress and offer suggestions for ways to improve performance. It’s also important to consider each party’s viewpoints and concerns and strive to find a solution that meets the child’s needs.


References
Chinn, S., & Ashcroft, R. E. (2017). Mathematics for Dyslexics and Dyscalculics: A Teaching Handbook. John Wiley & Sons.
Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53(1), 1–14. https://doi.org/10.1007/s11881-003-0001-9
Rose, J. (2009). Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties. https://apo.org.au/sites/default/files/resource-files/2009-07/apo-nid17897.pdf
What Is Dyslexia? (2017, April 11). WebMD. Accessed on May 7, 2023, from https://www.webmd.com/children/understanding-dyslexia-basics
Pinton, A. (2019). Copilul meu este dislexic. Editura Lizuka Educativ
Font, D. (n.d.). Dyslexie Font – Dyslexie Font – Meet the Team. Accessed on May 7, 2023, from https://www.dyslexiefont.com/en/about-us/
Dimmitt, C., Carey, J. C., & Hatch, T. (2007). Evidence-Based School Counseling: Making a Difference With Data-Driven Practices. Corwin Press.
Winship, G., & MacDonald, S. (2018). The Essentials of Counselling and Psychotherapy in Primary Schools: On being a Specialist Mental Health Lead in schools. Routledge.

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