When we think about dyslexia, we focus on solving academic problems , but if we are unable to solve emotional problems , we will never achieve good stable academic results.
Let us remember that scholastic difficulties are relegated to the background when parents note that their children look less happy.
If your child has a serious problem of low self-esteem or self-concept , insecurity, etc., due to his syndrome, and we focus exclusively on academic improvement, instead of both at the same time, progress will be very difficult and not very consistent, normally.
Vicious circle difficult to break
- The child does not achieve the goals that his peers do, therefore he feels less capable and valued.
- You then try to try too hard to reach the same level, but make little progress.
- Faced with their poor performance despite their efforts, a feeling of helplessness is created that degenerates into frustration.
- Due to such frustration, suspicion and rejection of the study are created , and the situation worsens little by little that lengthens in time.
- The child loses interest in overcoming the difficulties of dyslexia.
Here is the greatest impediment, both in children and in adults: a rejection (strong, reasoned and continuous desire) in the face of the complex process of improvement, is a guarantee for failure, regardless of the adequacy of reeducational techniques and the effort of adults .
At school, they are usually called “depressed” or “invisible” children, since in the classroom they often try to go as unnoticed as possible, hiding their difficulties as much as possible.
Therefore, it is imperative to take into account both parts (academic and emotional) in the Individualized Psychopedagogical Plan, to help the child and obtain all the potential that is in him.
At this point, what to do? We give you a few tips:
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Helpful tips to apply
- Avoid counterproductive activities : Do not read aloud in class or participate in work groups (which is usually very positive) in the wrong way: when they must use literacy to generate work, it is better that they be a useful part through their creative abilities ).
- Change the unit of measurement of success : since the child cannot, under equal conditions, reach a certain grade or face a teaching load like his peers, it is necessary to set objectives that he can meet and of which he feels satisfied and, especially capable.
- Obtain responsibilities : always adapted to your age, they allow you to develop inner security, increasing your self-esteem.
- Finding the child’s strengths and ways of actively using them in activities of certain difficulty, which are recognized by their parents and peers.
- Explain to teachers and students that dyslexia is not a lack of intelligence .
How does each of these strategies materialize concretely?
It depends on the characteristics of the child, age, difficulties, environment, treatment … but it is always necessary to start with small steps.
It is convenient to remember that it is necessary to remember that the present strategies have an effectiveness that varies according to the characteristics of each person, and must be coherently integrated with the Individual Intervention Plan in dyslexia.
