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There are innumerable dyslexic children who receive excellent support in school - either in class or in a withdrawal group taught by a specialist teacher. The following story of a battle with the school for appropriate support is surprising, but, unfortunately, not uncommon.
| 'Listen to the student and parents ...' |
Before
my daughter was diagnosed with dyslexia, I battled for a year with the school
to have her assessed.
Before she hit the 3rd grade, she would get 10/10 for spellings, and was top in all subjects.
A few weeks into her reaching the 3rd grade she refused to go to school; I had to cajole her all the way, and she would constantly make us late.
She dropped from 10/10 to 0/10. She hated school: she became angry and upset and called herself stupid.
She would play up in the classroom, talking or clowning around anything to get her out of doing the work.
The school refused to test her, and she went downhill for a year.
In the 4th grade she was finally tested because the teacher she had taught her in the 2nd grade and noticed the dramatic changes immediately.
She was diagnosed as a middling dyslexic.
But it took a while for the extra support to come through.
She was now in the 5th grade and the help she deserved and needed was on the way.
Five times a week she went out of her class in the middle of her favourite subjects - Art and PE - to do more curricular activities. She was bringing home not just class homework but also extra homework from her support. Sometimes she'd be laden with as many as 12 worksheets in one week.She was frustrated and wound like a coil over it all.
There were no certificates or contact with me.
I went to the school and explained that she appreciated the extra help but that she was ready to explode with frustration.
She wouldn't read at home or entertain anything I tried to help her with.
She was overloaded and began to lash out; she even became suicidal, and I ended up taking her to an art therapist. The therapist intervened on my daughter's behalf, as I wasn't being listened to. But now it's gone the other way. She has no extra help at all.
Now between us we read, practise spellings and handwriting.
I feel schools need to learn to see what an individual child can cope with. Not too little, not too much; listen to the student and parents, and get the parent involved. After all the parents only want what's best for the children. (L.W., Notts, UK).
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