Category Archives: Dyslexia overview

Dyslexia with deal children

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Dyslexia: News from the web:

How do you figure out if a deaf child who has difficulty with reading has dyslexia? This and other related questions have been researched.

Half the oral deaf children tested were reading at age level. This indicates that delayed reading is not an inevitable outcome for deaf children. However, the other half had reading difficulties that were at least as severe as the problems faced by hearing children with dyslexia. In some cases they were more severe.

Read all about it HERE

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Dyslexia does not exist?!

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Dyslexia: News from the web:

Well this is a pretty revolutionary view on Dyslexia. Experts at Yale and Durham Universities are claiming in a new book that the term “dyslexia,” is “unscientific and lacks meaning.

Though the authors are not questioning many people’s reality of having reading problems, they feel the term “dyslexia” is too vague. Symptoms of the disorder can often be present in one person who is diagnosed and absent in another, the researchers claim, which can make similar educational treatment unreliable.

Is this a way to sell more books or are we looking at scientific research here?

Read all about it HERE

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Dyslexia in High School does not disappear in college

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Dyslexia: News from the web:

Here is a report about the finding that kids who have had help with their dyslexia in High School apparently do not request this in college:

Just a quarter of US students who received help for their disabilities in high school acknowledge in college that they need the same assistance, according to the National Centre for Learning Disabilities. While 94 per cent of high school students with learning disabilities get some kind of help, just 17 per cent of college students do.

Read all about it HERE

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Questions about dyscalculia and dyslexia support in Europe

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Dyslexia: News from the web:

The European Union has a rule 117 that goes as follows:

Rule 117  : Questions for written answer

1.    Any Member may put questions for written answer to the President of the European Council, the Council, the Commission or the Vice-President of the Commission/High Representative of the Union for Foreign Affairs and Security Policy in accordance with guidelines laid down in an annex to these Rules of Procedure(1) . The content of questions shall be the sole responsibility of their authors.

2.    Questions shall be submitted in writing to the President who shall forward them to the addressees. Doubts concerning the admissibility of a question shall be settled by the President. The questioner shall be notified of his decision.

3.    If a question cannot be answered within the time limit set it shall, at the request of the author, be placed on the agenda for the next meeting of the committee responsible. Rule 116 shall apply mutatis mu t andis .

Since the chair of a committee is empowered by Rule 193(1) to convene a meeting of that committee, it is up to him, in the interest of the proper organisation of proceedings, to determine the draft agenda of the meeting he has convened. This prerogative is without prejudice to his obligation under Rule 117(3) to place a written question, at the request of its author, on the draft agenda for the next meeting of the committee. However, the chair has the discretionary power to propose, in the light of political priorities, the agenda and procedural arrangements for the meeting (e.g. a procedure without debate, possibly with the adoption of a decision on action to be taken, or, where appropriate, a recommendation to carry over the item to a subsequent meeting).

 

4.    Questions which require an immediate answer but not detailed research (priority questions) shall be answered within three weeks of being forwarded to the addressees. Each Member may table one priority question each month.

Other questions (non-priority questions) shall be answered within six weeks of being forwarded to the addressees.

Members shall indicate which type of question they are submitting. The final decision shall be taken by the President.

 

5.    Questions and answers shall be published in the Official Journal of the European Union .

So here is a member who is now asking Questions about the support for Dyslexia and Dyscalculia and in general children with learning disabilities:

Parliamentary questions
15 January 2014
E-000349-14
Question for written answer
to the Commission
Rule 117
Roberta Angelilli (PPE)

 

 Subject:  Possible funding for a project for children with Specific Learning Disabilities (SLDs)

Specific Learning Disabilities (SLDs) are neurobiological in origin, affecting approximately 2.5-3% of school-age children and evident as an impairment in reading, writing and arithmetic skills.

The best known of these is dyslexia, which affects reading speed and/or accuracy, often also affecting the understanding of the text being read.

SLDs are closely associated with one another: reading difficulties (dyslexia) are often also associated with problems with spelling (dysorthography), handwriting (dysgraphia) and arithmetic (dyscalculia).

They concern intelligent children, who do not have sensory (vision, hearing) and neurological problems and who have had plenty of opportunity to become familiar with written language.

SLDs are unfortunately the leading cause of educational failure in children, and, if not identified in time, can lead to major psychological problems such as anxiety and depression as well as possible failure to attend school.

To avoid these and other consequences, it is necessary to identify the special educational needs of each child through compensatory measures. These are educational tools and technologies that help children deal with an activity that is made difficult by the disability, but without making their task any easier in educational terms. To this end, the JOINT TO LEARN project launched by an Italian non-profit organisation, provides teaching that is flexible but above all individualised and personalised. It does not use aids targeted at an individual disorder but simply uses augmented reality in a 3D environment, and thus human-machine interaction that helps children to increase their attention time and their potential. The project is based essentially on a teaching course that is developed through a logical strand of stories and adventures as well as through repetitive exercises that allow children to learn while having fun.

Given the above, can the Commission answer the following questions:

1.

Is funding available for non-profit organisations set up for social care purposes?

2.

Are there any funds dedicated to projects for helping children with Specific Learning Disabilities?

3.

What is the overall situation?

Read all about it HERE

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