Ministry focusing on children with dyslexia

Acknowledging that some of the behavioural problems in students is a result of dyslexia and other learning disabilities, Chief Education Officer Susan Dougan has given the commitment that her department would do more for such students.

Dougan, who addressed the opening of a two-day training programme on Dyslexia on March 12, admitted that for decades there was no scientific means of detection and intervention for students and many “acted out” in frustration because they were unable to learn.{{more}}

She however noted that the education department through the Division of Adult and Continuing Studies was “breaking down barriers” to provide education and training to persons with learning disabilities, particularly dyslexia.

The Education Chief said that for too long these problems went unnoticed in the formal system but now, some 30 teachers would be trained and certified while several students would be given peer training in an effort to help in the prevention and remedial aspects of affected students.

Pointing out that persons suffering with a learning disability such as dyslexia could be helped, was Vicky Whitehead one of the facilitators of the workshop. Whitehead said that from as early as three years old, a child with dyslexia could be identified and their challenges could be “ironed out” so that learning doesn’t become arduous.

The facilitator noted that many dyslexic people have been described as “slow, dreamy, withdrawn and retarded” because their reading, writing and spelling level was below average, but as right brained thinkers, they were some of the

best athletes, politicians and managers who were highly articulate and

intelligent.

She said frustrated teachers and parents who realised that their children seemed unwilling to learn, came up with many learning aids to combat dyslexia but encouraged the participants to come up with other methods which could also help people challenged by dyslexia.

Director of the Division of Adult and Continuing Education, Hugh Wyllie encouraged all the participants to learn as much as possible since they would be helping not only students, but many adults in the society. In wrapping up, Wyllie praised the British High Commission and other funding agencies for their financial assistance but gave the highest commendation to his staff for their commitment to Adult Literacy.