Part 2 of the Video from South Africa:
this stream of videos from a facilitator in South Africa, gives a great insight into correcting Dyslexia. The client has been identified as being dyslexic as well as ADD/ADHD and having the ‘dyscalculia’ label.
Here is the first one:
I had not realized that 50 % of teachers in the USA leave their profession in their first year of teaching. Here in Australia, ‘only’ 1 : 5 teachers quit, many are worn-out, burnt-out and rightfully upset about a 73 % increase in their work-load by means of reporting, standardized testing and justifying their professionalism.
Seeing this program made me think of that joke when the mum talks to the son in the toilet who refuses to come out to go to school. ‘But darling, you have to go to school’, she says, ‘You are the teacher!’
After finishing a Davis Dyslexia Correction Program, students are given a book with remaining ‘trigger words’ (words that don’t have pictures, or cause confusion) to master, together with reading- and ball-exercises. There are just over 200 trigger words in the English language (schools often call them sight words). They are the ones that are easy to read (to, from, so, if, by), make up over 70 % of your reading material, but, if not mastered, cause confusion, lack of understanding and comprehension of the text.
Some parents believe that these aren’t so important, as their children use them in everyday conversation and they are used in the appropriate context. So they either skip them or just check if their child reads them and uses them in a sentence.
Now there are children, who have trouble following conversations, miss part of what their teachers ask, are much slower in their response and sometimes their answers aren’t related to the questions. However, they are bright and talented, creative individuals – and it is amazing how the speed of their responses increases, if all trigger words have been finished in a proper way.
I have just read a post by a fellow facilitator who had exactly the same experience and thought I share it with you:
“The question I asked him when he came in for a review after finishing all the trigger words was, “Do you notice anything that is different now that you have clayed all your word?” He said immediately, “No, nothing.”
I just kept quiet, not responding to this in any way. After about a minute (that felt like an hour) he suddenly sat up straight, looked me in the eye and said, “That’s not true actually. Now, when the teacher asks a question I understand it immediately. If I know the answer, I raise my hand right away, and if I am called up I know what and how to answer and my answer is correct. Before, by the time I had even figured out what the question was, someone else had already answered it.”
That actually raises another interesting point, which I’d like to have your input to? Why do so many children present with ODD – Oppositional Defiant Disorder? It’s almost an automatic response to first disagree with absolutely everything and you have to always phrase everything in opposition to the outcome you are looking for.
This article is worth reading. Often dyslexic children are targeted for being lazy, failing to concentrate or pay attention – and mostly for not putting in the effort like other children. Usually this is both wrong and an easy way to explain what people simply don’t know: Dyslexic children work very hard, often much harder than the average child – and sometimes they give up when they don’t see the same result as others get. Sometimes they develop anxieties, feel nauseous, humiliated and so overwhelmed that are too exhausted to even think about doing homework after a stressful day at school:
I have just downloaded Mark Forsyth’s book “The Elements of Eloquence” – How to turn the perfect English phrase.
It was with great fascination that I learned that there is an order when using more than one adjective in front of a noun. And here it goes:
opinion – size – age – shape – colour – origin – material – purpose – NOUN
a lovely little old rectangular green French silver whittling knife
and I tried to apply it to explaining our ‘koosh balls’ in that fashion:
wonderful, small new stringy colourful American rubbery juggling balls.
fancy rectangular new soft red Jovi’s non-toxic modelling clay.
I tried to change the order and it just doesn’t sound right. So I believe everyone is instinctively following the correct order – I am quite fascinated.
Maybe try describing a thing or person yourself?
This amazing Asperger musician is able to portray a different perspective to playing and understanding music, a way that would help a visual learner to connect to music:
I was very inspired by: