SOCIAL AWARENESS ON DYSLEXIA

1. WHAT IS MENTAL HEALTH?
‘SERIOUS PROBLEM’
OR
‘NOTHING MUCH’

2. DYSLEXIA: THE STORY OF
AWARENESS

3. WHAT IS DYSLEXIA?
WHY IT HAPPENS?
Dyslexia is a general term referring to difficulty in reading. Learning
disability refers to a heterogeneous group of disorders manifested in
terms of difficulty in the acquisition of learning, reading, writing,
speaking, reasoning, and mathematical activities. Fairly large number
of learning-disabled children have dyslexia.
WHY DOES
DYSLEXIA
HAPPEN?
BIOLOGICAL
REASONS
PSYCHOLOGICAL
REASONS

4. SYMPTOMS OF DYSLEXIA
People may experience
•Cognitive: difficulty memorising, difficulty spelling,
or difficulty thinking and understanding
•Developmental: learning disability or speech delay in
a child
•Also common: delayed reading ability, headache, or
speech disorder

5. TYPES OF DYSLEXIA
1. Surface Dyslexia: It is described as the inability to read words that are spelled
differently from how they’re pronounced.
2. Phonological Dyslexia: Some people with dyslexia may have difficulty with
phonemic awareness, which is the ability to recognize individual letter sounds
in a word and then blend those sounds into a word.
3. Rapid Automatic Naming Dyslexia: For those living with this type of dyslexia,
recognition of letters and numbers doesn’t happen quickly.
4. Double Deficit Dyslexia: The two types that frequently appear together are
phonological dyslexia and rapid naming deficit dyslexia. When a person has
both of these, it’s known as double deficit dyslexia.
5. Learning Disabilities With Dyslexia: There are several learning disabilities that
may occur with dyslexia that are not dyslexia.

6. HOW TO DEAL WITH
DYSLEXIC CHILDREN:
SPECIALLY THE PARENTS
1. Look out for signs of emotional stress
2. Give constant praise and support to rebuild their self esteem
3. Never compare them with other children
4. Always keep in touch with for your child’s educator
5. Don’t get angry when the child forgets something
6. Always treat the child equally, like other children.

7. HOW TO DEAL WITH
DYSLEXIC CHILDEN:
THE SOCIETY
1. Multi-sensory instructions in decoding skills
2. Repetition and review of skills
3. Intensity of intervention – more than being pulled out of class once a
week for extra help
4. Small group or individual instructions
5. Teaching decoding skills
6. Drilling sight words
7. Teaching comprehensive strategies to help kids derive meaning of what
they are reading

8. HOW TO DEAL WITH DYSLEXIC CHILDREN:
ACCOMMODATION OF KIDS
1. Extra time on tests
2. A quiet space to work
3. The option to record lectures
4. The option to give verbal, rather than written, answers (when
appropriate)
5. Elimination of oral reading in class6. Exemption from foreign
language learning

9. MISCONCEPTIONS ABOUT
DYSLEXIA
• Myth #1: Reading and writing letters backwards is the main sight of
dyslexia.
• Myth #2: Dyslexia doesn’t show up until elementary school.
• Myth #3: Kids with dyslexia just need to try harder to read.
• Myth #4: Dyslexia is a vision problem.
• Myth #5: More boys than girls are affected by dyslexia.
• Myth #6: Dyslexia is a medical diagnosis
• Myth #7: Kids who don’t speak English can’t have dyslexia.
• Myth #8: People with dyslexia will never learn to read well.
• Myth #9: Dyslexia can be mitigated by fish oils, glasses with tinted lenses
or balancing exercises.

10. WHAT ARE THE CONSEQUENCES ?
HOW TO TREAT DYSLEXIA?
 Once firm diagnosis is done, working with the child specialist, teacher
and educational specialists is necessary to create a learning plan.
 Reading programs should be worked upon the children with dyslexia.
 Multisensory technique should be used in school as a part of special
education.
 Assistive technology should be used for reading at home.
 Decoding technique should also be promoted.
 Talking with the child at home is very important and should be practiced
every time.
 Treatment or therapy should be given to the kids suffering from ADHD,
or depression.

11. CREATING AWARENESS ABOUT DYSLEXIA
THROUGH A CASE STUDY
• Bryan, a kindergarten student struggled with letters and sounds for which he was
behind in his sight and word knowledge
• Only 40% of his handwriting was legible
• Diagnosed with dyslexia, referred him for an OT evaluation and treatment
• Pre and post-testing measures were taken using appropriate testing measures,
client and parent interview, clinical observation and the Beery-VMI.
• Some therapeutic goals were set.
• It was used in conjunction with OT and after 6 months client showed significant
gains in academic testing.
• 99% of his handwriting became legible compared to 40% of pre-therapy.

15. PRESENTED BY:
• ARIJIT SINHA – A91306918087
• ANURAAG BHETWAL – A91306918115
• RAJOSHI DAS – A91306918100
• RAKTIMA BHARADWAJ – A91306918096
• ANUPRIYA ACHARYA – A91306918093
• ANUJA DAS – A91306918090
• NIKITA ROY – A91306918089
• TIYASHA KOLEY – A91306918106