Causes in the school sector | Causes of dyslexia

Causes in the school sector

Since parents cannot be blamed one hundred percent, the school was caught in the crossfire of criticism. Investigations in this respect are also still taking place today, although the focus of research was in the 1970s and 1980s. Causes in the school sector were located in different areas.

• The methodology for learning the

Constitutional causes

What is meant by this? By constitutional causes we mean all causes that may be genetically, physically or emotionally relevant to the development of dyslexia. This includes, for example All the factors mentioned are described below.

• Indications of genetic inheritance
• Minimal cerebral dysfunction (MCD)
• Evidence of another organization of cerebral activity
• Central deafness
• Visual perception weakness
• Gender-specific differences
• Developmental deficits, such as weaknesses in speech, perception, thinking and/or memory
• Reading and spelling weakness (LRS) as a result of ADSADHS

Already Hinshelwood pointed out at the end of the 19th and beginning of the 20th century that some families are increasingly affected by the problem of “congenital word blindness“, and that the problem is thus becoming more frequent in some families. In the context of the cause research one found out particularly by twin studies and family investigations that

• Identical twins generally have a greater similarity in reading and writing skills than fraternal twins.
• Children, whose parents have problems in

The abbreviation MCD (= minimal cerebral dysfunction) stands for all disturbances in the area of brain function that have arisen due to various causes before, during or after birth (= pre-, peri- and postnatal). Especially in the seventies, minimal cerebral dysfunction as a collective term was overly often recognized as the cause of learning problems.

Minimal brain damage in early childhood can be caused prenatally, i.e. prenatally, for example by infectious diseases of the mother, by bleeding or by nutritional errors during pregnancy. These include, in particular, regular alcohol or nicotine consumption by the expectant mother, which puts the brain stem (thalamus) at risk of not being able to fully develop. The collective term MCD also includes all early childhood brain damage that occurs during the birth process (= perinatal).

This includes in particular the lack of oxygen during birth, or various birth delays due to positional anomalies. Typical postnatal causes for the development of minimal cerebral dysfunctions typically include accidents, infectious diseases or metabolic disorders of the child in infancy and toddlers. In addition, various studies show that prematurely born children (= premature infants) with a low birth weight often develop dyslexia as a late consequence.

It is also suspected that this is related to the increased probability of minimal cerebral maturation disorders in prematurely born children. Especially in the field of early diagnosis, it is therefore important to point out that the birth of a child is too early, so that these late effects can be recognized and an adequate reaction can be made. In the context of diagnostics, therefore, reference should be made to this early birth; as a rule, these time periods are generally taken into account.

It is therefore advisable to provide both the maternal passport and the results of the U-examinations of the child at the time of diagnosis, as they can provide important information with regard to the development and delimitation of causes. The concept of central deafness must be viewed in a different light from that of hearing loss. For this reason, central deafness cannot be detected with the typical hearing tests that are also carried out as part of the U examinations.

Children suffering from central deafness have difficulty or difficulty separating background noise from the main sounds (conversation) that are important to them. Especially in the classroom or in the group room of the kindergarten, background noises are hardly avoidable, so that important instructions, explanations, … are difficult to perceive and absorb. The visual perception ability includes the following areas: In order for visual perception to be adequately trained, various requirements must be met: Visual perception weaknesses as well as the central hearing impairment are not detectable with the typical tests of the U – examinations.

These must be supplemented by additional measures. This is one of the reasons why these weaknesses are called “discrete ocular disorders”. Through targeted observations, the first signs of a visual perception weakness can be detected and diagnosed.

• A well-developed visual ability that can be checked by an ophthalmologist. Organic causes such as defective vision (short-sightedness, long-sightedness), astigmatism (= astigmatism), cataracts (= clouding of the lens) can reduce this ability to see.
• An adequately trained eye musculature to be able to fix objects, letters, etc. over a longer period of time.
• Ability to absorb optical stimuli
• Ability to distinguish optical stimuli
• Ability to interpret optical stimuli
• Ability to respond to optical stimuli according to their reception, discrimination and interpretation.

Anatomy eye

• Lacrimal gland
• Eye muscle
• Eyeball
• Iris (iris)
• Pupil
• Eye Socket