Dyslexia, LRS, dyslexia, dyslexia, dyslexia, dyslexia, dyslexia. Dyslexia is a special case of dyslexia.
Dyslexia – Definition
Dyslexia is a partial performance weakness, which is exclusively related to the area of The term dyslexia is used to describe and excuse problems. A “disorder” is defined that has been included in ICD 10, the International Classification of Diseases, and critics wonder whether this is really necessary in terms of promotion. Regardless of whether dyslexia or LRS is present, there is a so-called need for promotion in both cases.
This means: regardless of cause and intelligence, an individual support plan must be drawn up, preceded by a precise identification of the problems and deficits (support diagnostics). While in the case of dyslexia the support refers to the reading and spelling problems and ideally also to the psychological strain, a support plan for a LRS child can also include components of other school areas, such as problems in the area of mathematics. In some discussions about the term dyslexia one finds the opinion that the assignment of a dyslexia diagnosis is not really important, because one should only record the problems in order to be able to promote specifically.
Whether a child is dyslexic or not is irrelevant. In other words: One demands that problems – regardless of cause and assignment of the illness – should be tackled in a targeted manner and calls for individual support in accordance with the fundamental problems for all children. The reason for this opinion is often the fact that dyslexia was often used in earlier years to justify poor grades, true to the motto: “My child cannot perform better, it is dyslexic”.
It is not about assigning the “blame”, but rather about helping the child in his or her predicament and providing the support he or she needs to overcome or improve the problems. Whether this requires an explicit diagnosis of “dyslexia” should be decided by each individual. We can agree with the demand that every child has a right to individual support according to his or her individual learning situation.
Whether a reading and spelling weakness is present can be determined by the child’s behavior, among other things. Children, who have problems in the area ofReading and spelling weaknesses can be identified by the behavior of the child. In addition to the problems, this plan should also contain specific procedures in the area of support that should be addressed in the near future.
This may include the use of extracurricular support or the recommendation to contact a child and youth psychologist or educational counseling. Different problems with different causes require different measures to be taken! In any case, in the interest of the child, a close and trust-based contact between parents and school (class or subject teacher) is recommended.
As soon as the support plan has been drawn up, it should also be discussed with the parents, so that extracurricular measures are not only recommended on paper, but also have a chance of being realized. Especially when teachers recommend to visit educational counseling centers, this does not mean that the parents’ educational methods are questioned. Educational counseling centers have many different orientations and can provide assistance in many ways.
Last but not least, they can mediate in terms of supporting extracurricular activities. It is important that the home or other forms of extracurricular exercise and support are based on the working methods and learning content of the school. This has the advantage that the child does not have to constantly adjust to changing rules and procedures and does not have to cope with additional problems in addition to the actual learning problems.
