Learning Disorders: Dyslexia In The Classroom

Everyday students with disabilities enter schools around the world. These students come to school with expectations of receiving the same education that their classmates are receiving, but sometimes find that doing so is difficult. About 50 percent of students attending school have been diagnosed with specific learning disabilities (Laureate Education, 2013). Many of the students with this disability struggle with reading, writing, mathematics and overall learning. Dyslexia is a disorder categorized under specific learning disabilities. Dyslexia is a disorder in which a person has “serious difficulties decoding written words” (Friends & Bursuck, 2009, p. 251). The WGBH Education Foundation (2002) reports that “85 percent of students diagnosed
No matter how hard I try, I never seem to be successful. Classes like English make me feel the dumbest. In English, we are always reading and writing something. My teacher often asks us to read a passage and answer questions about it in one class period. That’s just not enough time. While reading I often mix up the letters and the sounds that go with them (WGBH Education Foundation, 2002). This makes it difficult to figure out the words in the passage. Some of these words I have seen so many times, but I just don’t remember them. Once I have figured out the words, I usually realize that I have no clue what I just read. During class discussion over the passage, I often realize that I’ve missed important details and have overlooked others (WGBH Education Foundation, 2002). When it is time to recall what was read and to analyze it I am usually lost. It is hard to remember what I read and make connections to things I already know that are related (WGBH Education Foundation, 2002). At the end of a class period, I am usually not done reading the passage. I usually listen to what my classmates say to answer some questions the teacher asks. I am usually not able to turn my work in at the end of the class period because I am not done reading. I need more time. The next day, my teacher has a new reading passage and I get further
In order to keep my disorder a secret I often do two things. I either withdraw myself from my classmates due to lack of confidence in myself or I act out to draw attention away from my disability (Friends & Bursuck, 2009, p. 262). Sometimes, I am unable to pick up on social cues from my classmates or I am afraid that what I have to say may be wrong. I often worry that my responses will not be relevant to what my classmates are discussing and they will make fun of me. Instead of joining in, I stay away to avoid any further embarrassment. Other times, I misbehave to mask my disability because I’d rather my friends think that I don’t care about school or learning (Friends & Bursuck, 2009, p. 262). When I fail, I make comments about not really trying even when I know that I did. When I really don’t want my classmates to know I am struggling, I make jokes and try to get everyone to laugh. At least, when I do this no one thinks that I am