Dyslexia and the Workplace

Improving a dyslexic child's self-confidence is a very critical element to their academic growth and success. The way a child perceives him/herself can positively or negatively impact every aspect of their academic career and beyond.

In my resource room, I have 26 students with various forms of dyslexia. Each one is a unique challenge-as no two have the same type of self-esteem issues.

One of the biggest things I have done is to insist that co-workers, parents, and administrators refer to my program as a resource room where everyone learns differently with the goal being to get rid of the LD (learning disabilities) label. By establishing a lab setting, we are free to experiment with many strategies and techniques until we find the way each child learns best. It becomes my job to help them improve those ways and to work with them using their strengths.

Each one of my students has a journal. It is not graded and they write to me whenever they choose. They can share private thoughts and feelings and I will reply. If you tell me you were really bad in reading today, then I will write back and point out that while yesterday may not have been your best day in reading, you have had many good days and will have many more.

In the back of the journals, each student keeps a list of accomplishments. One little girl writes each time she learns how to spell a new word, or learns a new set of math facts. I encourage the students to review their lists daily and to try and add to them.

Also in their journals are accomplishment charts. They are rewarding with stickers for a variety of things including improving their performance on any task, helping a classmate be more successful, using kind words and deeds, etc. The children will work very hard for a very small sticker. Once the sticker charts are full, they may be exchanged for a variety of reward-including inviting someone to eat lunch with them, earning extra computer time for a game of their choice, using my colored paper and gel pens to write a note to someone, etc.

At the end of each assignment, the students can hand it in for a precheck. I will go over it with them and we discuss any changes they might need to make. They take the assignment back, make corrections, and then hand it in to be graded. I never, never "grade" anything with the dreaded red ink pen. I use bright colored glittery gel pens. Instead of marking what might be wrong, I mark what is correct-accentuating the positive rather than the negative.

Lastly, one thing I do is share with the children my own struggles with school and dyslexia. I tell them that short of brain surgery, if they want to find a way to do it, we can work together and find that way. So far, they have never let themselves down.

I think the most vital key to working with all children is to help them believe in themselves. Help them find out what they do well and how they can use those strengths to improve things they may not be as good at doing.

Dyslexia and Self-confidence