Dyslexia is found to cause extreme depression to the affected individual as he understands his inabilities and deficiency in sharp contrast to the other consummate all-rounders around him. It can greatly reduce a person's confidence as one's extreme efforts may even seem futile when normal competitors toil not even as much and achieve better results. This study shows that with the right learning techniques and an added amount of struggle, along with individual attention of a patient helper, dyslexic children can overcome this problem to a great extent in their formative years.
Almost every other school teacher finds at least one incidence of dyslexia in their life-long teaching experience. Teachers often witness cases of extraordinary students suffer from acute stress in class, extreme low self-esteem and a general distrust of the world. It is quite likely they are suffering from a learning disability disorder called Dyslexia. Affected individuals, particularly those unaware of their disorder, are prone to extreme depression and suicidal tendencies which proves them to be a persistent challenge for not only the parents but also the teachers as they require more attention than the other typically developing children. Dyslexia is now declared by Psychologists to be a common learning disability that is characteristic of severe reading impairment without any physiological or psychological problems. No proven cause has been found for dyslexia except that it is surely innate.
Dyslexia is a high-incidence disorder among people from all cultures, ethnic groups and socio-economic backgrounds. A tough challenge for school teachers, childhood dyslexia is found in children as a continuous difficulty in writing and reading, both lexically (confusing word meaning) or grammatically (confusing writing rules and word order), of printed words which hinders their reading capabilities. Dyslexia is a genetic neurological problem which affects both men and women equally regardless of their intelligence and is symptomized by frequent aggression, early hearing problems, embarrassment, irritability, headaches, difficulty sleeping, fingernail biting, loss of appetite, bed wetting etc. School is particularly a special challenge for dyslexic children, where so much of their day is focused on dealing with text. Their confusion with vowel sounds, letter reversals (such as 'b' for 'd', or 'p' for 'q') or the inability to write symbols in the correct sequence (such as 'tar' for 'rat') affect their comprehension of the content taught at school in great contrast to their typically developing classmates. Various attempts to strategize effective educational practices for these special children have brought about fruitful results when put into application at different schools. Following is a case study of a dyslexic child assigned to a single teacher, who with sufficient attention and appreciation of the teacher, along with his added amount of struggle was able to achieve second place in a class of normal students.
Sam, when diagnosed with