Dyslexia is not a weakness or disease. It's a different way of perceiving the world — and with the right support, dyslexic people can reach their full potential.
Dyslexia and dyscalculia are existing gene-conditional assessments transmitted by inheritance in humans. The sensory perceptions are affected by genetic processes of development in the brain. Scientific research has proved this.
A dyslexic person of good or average intelligence perceives his environment in a different way, and his attention diminishes when confronted by letters or numbers. Due to a deficiency in his partial performances, his perception of these symbols differs from that by non-dyslexic people. This results in difficulties when learning to read, write and do arithmetic.— Dr. Astrid Kopp-Duller, 1995
We talk about primary dyslexia and/or primary dyscalculia when the following factors can be observed:
A child's intermittent inattention when writing, reading or calculating, i.e., as soon as he encounters letters and/or numbers.
Differentiated sensory perceptions which are not sufficiently developed for learning writing, reading and arithmetic.
Perceptual mistakes due to blurred sensory perceptions and the resulting inattention.
We talk about reading, writing and arithmetical deficits (LRS) when frequent errors in writing, reading or calculating can be observed. These deficits result from an unusual circumstance in a child's life which can arise from multiple causes, either congenital or acquired problems.
With dyslexic and dyscalculic children, interventions must be made in all three areas which cause the dyslexia/dyscalculia! This effort requires training in attention and in sharpening of the sensory perceptions which one needs for writing, reading or reckoning at all costs as well as training in the symptoms.
On the other hand, with a child with LRS or arithmetical deficits, it is often enough merely to concentrate on the symptoms, emphasizing practicing writing, reading and calculating, in order to achieve success.
As with a dyslexic/dyscalculic child, one should not ignore the possibility of eventual secondary problems.
Should a seemingly intelligent child unexpectedly develop problems in school learning how to write, read or calculate, one should not delay but instead provide individual, specific and targeted help.
The child's difficulties with writing, reading and/or calculating will be noticed first and foremost in school or at home. It is important that observations by the teacher, as well as the parents, are taken seriously. Describing the situation as a weakness, disturbance, illness or disability should be avoided.
The child cannot help himself, but rather is dependent upon his environment, the necessary understanding, and support. Not all children have difficulties in all areas; some have only in one area. They simply need more time to learn.
Most dyslexic/dyscalculic children can be helped simply with the specific, targeted assistance of a dyslexia specialist on the educator/didactic level. A prerequisite is a pedagogic test procedure, since every child has individual characteristics and needs individual attention.
Teachers at school can work within the framework of lessons. In some cases, extracurricular help through a dyslexia specialist may be needed. Expert qualified dyslexia trainers are equipped with the scientifically substantiated knowledge to help on an individual basis.
If problems are not detected in time, secondary conditions can arise. However, a child with solely a primary dyslexia should not be treated psychologically or medically — dyslexia itself is not a weakness, disturbance, disease or impediment.
One sees in dyslexic children intermittent attention deficits, caused by different sensory perceptions, and also anxiety. These should be seen merely as associated symptoms of the dyslexia rather than clinical symptoms.
On the other hand, there are children whose concentration dysfunctions and hyperactivity manifest as true clinical symptoms. Unfortunately, associated symptoms and clinical symptoms often resemble each other.
If the child can occupy himself intensively with activities that do not involve writing, reading and calculating, and the anxiety has only manifested at the time of entering school, one can assume that merely associated symptoms are involved.
The American Dyslexia Association is dedicated to providing free information and teaching aids to help dyslexic and dyscalculic people reach their full potential.