The month of October is observed as Dyslexia Awareness Month which has been created by the International Dyslexia Association. It is right time to enhance the awareness, sensitivity and skills of teachers to make a shift towards designed interventions to help children with the learning disability of dyslexia with emphasis on inclusion, equity and individualization.
Dyslexia being a neurological problem causing learning disability which requires individualized curriculum plans since such children are more of visual-verbal-sensory learners with slow-pacing. Often they do not like written work and mathematics beyond basic numeracy level since they make spelling mistakes and lack fluency in reading despite having normal intelligence.
According to CAMBRIDGE SE-PAC [1], dyslexia is 'the most prevalent learning challenge', with nearly 1 in 5 students experiencing difficulties learning how to read. According to researchers and pedagogues, dyslexia is not related to intelligence but a neurological condition that affects brain's ability to process information which varies from person to person.
It has been found that Dyslexia as learning disability affects the development of literacy and language-related skills due to problems with phonological processing of language codes, processing fluency and lack of active memory.
Many examination boards have designed curricula for children with dyslexia to be accessible to all such learners. Research studies have shown that such children have difficulty that affects their accurate and fluent reading and spelling.
The pedagogical framework suitable for children with dyslexia could be as shown in the inset graphic.
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