There may be reasons to have a child repeat a class – but Dyslexia shouldn’t be one of them. Chances are that your child will taught in the same way it couldn’t learn in the first place. They are not stupid and a failure to catch up significantly after two years in the same Year would knock anyone’s confidence.
I have just realized that in all my blogs I haven’t posted much about Ron Davis – one of the most inspirational mentors of mine, who not only is a famous Dyslexic, but Autistic as well. His book ‘the Gift of Dyslexia’ is a bestseller and he was the first to start calling Dyslexia a gift, not a disability. At the time he was often ridiculed or his positive take on dyslexia was misunderstood – today the word ‘gift’ is very often linked to dyslexia and his work has paid off.
He now focuses most of his time on helping Autistic individual with the same passion that he applied so successfully in his plight to understand the creativity, intuition and intelligence of dyslexic children and adults.
It is rain that grows flowers, not thunder. Rumi
Communication Skills are often an issue with my Autistic clients, mostly paired with poor social skills, sensitivities, comprehension problems and a different awareness of their environment and relationships.
However, communication skills can also affect the Dyslexic child or adult, sometimes verbally, more often in a written form. Dyslexia impedes their written communication, which stems not only from a difficulty to read and a lack of exposure to the written word, but also to a great extend from their overactive brains failing to deliver the images and insights in a way that is comprehensible to the reader.
For example, when I ask a Dyslexic child if the stories they are writing sound better in their head and then fail to come onto paper in the same way, they almost always agree with that. That goes far beyond poor spelling and a lack of awareness of punctuation, but they mostly describe to me that either the words are hard to match to the pictures, that images are jumbled like butterflies, hard to sort them in a linear way that sentences are written. Many ideas are competing and interfering, stories and characters jump into all directions and the wonderful imagination stands in the way of delivery a sensible manner.
Yet words are such powerful tools and those who know how to play with them – verbally and in a written form – have an edge over their peers. Emotions play an equally strong part in helping or reducing our communication skills.
How our emotions impact our mind and our communication is better shown on the YouTube below.
What I knew (after years of study, experimentation and practice) was that we use our communication skills to create our reality. Scientists, such as Neurobiologist Candace Pert, have shown through repeated experimentation that the cells in our body respond to verbal/emotional communications….
I am currently in Austria on a holiday and in Zuers, where all the locals celebrated the last day of skiing in the beautiful Arlberg region, I happened to sit next to a lovely lady from England, who married a local man. Her 7-year old son kept coming up to her with the Guinness Book of Records to ask her to read to him. She then told me about his troubles with his reading, his obvious intelligence and his frustration. At school the teachers don’t believe that he is dyslexic and ‘only’ has problems to concentrate long enough to learn to read. This didn’t make sense to his mum, who knew that he could concentrate for two hours, lying in a tree and watching how the bees transport the pollen.
I gave her two book titles to source and read (Ron’s book, ‘the Gift of Dyslexia’ and mine, ‘the Right Brain for the Right Time’) and she read both within days. Her emails since were filled with gratitude to have finally found her son on every page and finally understanding how he learns. She commented that the hardest sentence to hear from her son had been the ‘crowds of noises’ in his brain. We both agree that meeting each other was more than a mere coincidence and I am sure she will contact the Davis facilitator in her area and have her son’s dyslexia corrected.
Her gift to me was the video clip she had sent me (in English) – and which I hope you can open from the attachment – as it is a real gem. I have never heard a young boy verbalize his level of disorientation, what is going on in his head while he is reading, why he found a solution to read cross-eyed to get some of the words out correctly and how he finds the small words extremely hard to read. He even draws how fast words fly by or how they are arranged like petals of a flower, instead of the linear way. Some of the petals are bigger and he can get them, others disappear.