How to Make Special Children Computer Friendly

Computers are most important educational tool of our society. It allows children to access, process, and organize information quickly. Parents and teachers from the very beginning aim to make kids computer savvy. Computers are designed in a manner that they prove to be 'user friendly' for kids and are able to master skills at a very young age. Children with learning difficulties, hearing or visual impairments, developmental delays or physical challenges might face complexity in operating computers.

Interactive computer teaching tools for special kids

There are many free and purchasable programs that help to make learning fun for kids, especially for special children. These programs are stimulating for brain and at the same time hold children's interest. These types of visually appealing programs are very useful for children with learning disabilities. These programs cover each of the important fundamentals in general education, from mathematics to English etc.

Though there are many educational websites and software available in the market, parents must look real educational learning programs, which are less robust and support special educational needs of children with a learning disability. These programs help accelerate understanding of major subjects taught in the schools. They further help in appropriately sequencing, and reinforce learning in an educationally valid and engaging lesson plans.

Using these programs, children progress at a faster rate using multisensory learning that helps in their learning style. The computer as a tool is very engaging. Children who find text books and non-interactive environments dull often face ADD/ADHD. But, when they learn through interactive medium, they are successful in focusing and learning. Computers are impersonal so autistic children learn without the distraction of interpersonal relations.

How to equip computer to meet needs of special children?

First, you need to evaluate what kind of adaptive aids are required?

• You might need PC with a larger keyboard and buttons, so children can have fun online while learning new skills.
• You might need screen magnifier to enlarge images and print something you need
• You might need a mouse which is super easy to click or would need an alternative kind of input device, such as a touch screen can be better.
• There are certain operating systems available in the market that converts text messages into speech. It is very helpful for children with visual impairment and learning difficulties.
• Some of the word processors have a "word completion" option that completes finishing typing words and phrases for your child.

Sparsh aim is to empower underprivileged children with necessary skills to manage life on their own & welfare of all sections of the society-women, children and specially empowerment of mentally and physically challenged children. We have built, a school for destitute children with special needs.

Madhuram Narayanan Centre For Exceptional Children Overview And Upanayan And Moving Ahead Programme

Founded in December 1989, The Madhuram Narayanan Centre for Exceptional Children was started as a social initiative by Indchem Research and Development Laboratory (Indchem Electronics) promoted by The Sanmar Group, in fond memory of Mrs. Madhuram Narayanan, wife of K S Narayanan, the late Chairman Emeritus of the Group. The late Air Vice Marshal V Krishnaswamy and the present Director Mrs Jaya Krishnaswamy spearheaded the initiative.

The centre is the first institution in India devoted to an early intervention programme for children with development delays. The school admits and provides training to children in the age group 0 to 6 years. Starting with three children, the school today has so far trained over 4500 children and empowered their families.

Inspired by the time tested childcare legacy in India, and designed to suit the socio-economic conditions and the cultural milieu of the country, UPANAYAN meaning 'lead along' an early intervention programme was developed indigenously, by the parent organisation- Indchem Research and Development Laboratory, as part of its societal responsibility. This fulfilled the void in the area of disability, particularly that of mental retardation, the worst and most neglected of the disabilities.

The computer aided teaching programme identifies over 250 skills in children relating to motor abilities, language, cognition, etc. It has also been programmed to train children associated with conditions like epilepsy, autism, cerebral palsy and other disorders.

The Upanayan Early Intervention programme of the Centre has been included in the curriculum for training of special educators (in the area of mental Retardation) laid down by the Rehabilitation Council of India.

On an average around 150 children are present at the centre on a daily basis and receive training with their parents and caretakers. ''In addition, every parent is trained to become a co-therapist and they eventually become teacher aids for other children here. The programme's chief feature is that it's observable and measurable,"

says Mrs. Jaya Krishnaswamy, Director of Madhuram Narayanan Centre.

In an effort to improve its training programme, the centre launched a tabulation process, whereby every student's data relating to his/her training and development is fed into the system, thus providing invaluable research material.

Every year MNC conducts the 'Moving Ahead' Day function for the students. This is an occasion of celebration for each child moving out of the cradle and the play area at the centre, on to the outside world of school education.

A support system from the centre namely 'The Sanmargam' meaning 'Good Direction' is a project formalising the 'mainstreaming of children with special needs after receiving intervention in the Upanayan Early Intervention Programme at the Centre. The project is aimed at hand holding and guiding the mainstream school teaching staff for a period of two years. Every year most children join the mainstream schools and some pursue their education in special schools.

As Priya Rajkumar, the principal of the centre says, "The emphasis, besides academic requirements, has been on socialisation and communication needs, so the transition to mainstream education environment is smooth". MNC stresses on total parental involvement in their early intervention programme for the exceptional children aged less than six. It helps mothers come in terms with the situation and provides the child with all the necessities.

The children come mostly from the city of Chennai and its vicinity. The centre also caters to exceptional children from other states in India as well as from countries overseas. The staff comprises trained teachers, occupational therapists, special educators, physiotherapists and helpers.

Ramadevi Ravi is Assistant General Manager, in-charge of Corporate Communications at The Sanmar Group. Kindly visit Sanmar Group for other information.

Is Your Child Struggling to Read? Symptoms of Dyslexia in Children

Is your child struggling to read? If your child isn't keeping up with his classmates in terms of reading or writing then he may have some kind of learning difficulty.

Could he be dyslexic? There's a chance that he is if he's displaying any of the following symptoms of dyslexia in children.

Dyslexic children are often bright and intelligent with a high IQ but are often labelled "lazy" or "stupid" by their peers and teachers may think that they aren't trying or that they have behavioural problems so they don't receive the help that they need. As a result the child himself thinks he's stupid and develops low self-esteem. He tries to hide his weaknesses by misbehaving or daydreaming in class and becomes frustrated easily when faced with reading, writing or mathematical tasks. In general, such a child will be:

• unable to read, write or spell at a level considered to be normal for his age

• not able to complete written tests although he may do well orally

• good at non-academic subjects such as music, art, drama, business, woodworking, design or engineering

• able to learn more effectively by demonstration and visual aids

• able to count but will have problems with counting objects or money

• unable to do sums without using his fingers or other such aids; he will come up with the right answer to simple sums in this way but won't be able to put the workings down on paper and won't be able to progress to higher maths or algebra

Specifically, the child will read haltingly, leaving out words or substituting different words, reversing letters or numbers or even words and will understand little of what he's read. Letters, words, numbers and explanations may cause confusion and spelling will be inconsistent. There are also some physical manifestations such as:

• headache, dizziness or stomach ache while reading or a feeling that a fictional something is moving and causing distraction

• vision problems although an eye test reveals nothing

• very keen sight and observational skills or poor peripheral vision

• hearing things not audible to others

• speech problems including mispronunciations, transposition of syllables, words and phrases and stuttering when stressed

• being ambidextrous

• repeated ear infections

• a sensitivity to food additives or chemicals

Other symptoms of dyslexia in children concern motor skills and may include:

• writing difficulties often because of an unusual way of holding a pencil; writing may be inconsistent or illegible

• clumsiness and a lack of co-ordination, not good at ball sports or team games, difficulties carrying out simple tasks that require a degree of motor skills

• a confusion between left and right or over and under

In addition, a dyslexic child may have problems telling the time, managing time or learning or remember sequences, facts or information that he hasn't personally experienced but will probably have a good long-term memory for people, places and experiences.

Behaviour and development can be an accurate indicator that a child has dyslexia and shouldn't be confused with normal childish behaviour. Behaviour can be compulsive or obsessive and could be at either end of the spectrum such as:

• tidiness or untidiness

• too noisy or too quiet in class

Development can be either very early or very late when it comes to crawling, walking and talking and the child may be a very light or deep sleeper or may continue to wet the bed long after it is normal to do so.

The child may have a very high or low pain threshold and may be sensitive emotionally.

Any of these symptoms of dyslexia in children will appear to a greater degree if the child is confused, stressed, under pressure of any kind or in poor health.

If your child is displaying any of these behaviours or traits, do get him tested for dyslexia right away so that the appropriate education can be started before the symptoms become worse or eventually unmanageable.

Speechtree Aac App Helping Children With Autism Learn And Communicate

SpeechTree AAC App is the new augmentative and alternative communication (AAC) and learning program that is creating tremendous buzz throughout the special needs community. SpeechTree recently concluded a promotion with Smart Apps for Kids attracting over 4,840 entries for a chance to win the new AAC app. Additionally, numerous comments from parents and professionals indicate the enormous interest for an AAC app that can simplify the AAC learning process for beginning and emerging communicators including individuals with autism who are non-verbal, and others with limited language and communication skills.

A lot of people have begun to purchase both iPads and AAC apps - recognizing its potential, but seemingly lacking the needed guidance to begin teaching.

SpeechTree AAC Section

"I found many parents purchasing AAC apps but not understanding how to introduce or use them. For many beginning communicators at early stages in their development, AAC can be a very challenging process to learn. Many have unique learning needs that require lots of practice, encouragement, support, and instruction. That is how I realized the great potential to create an evidence-based app that could simplify this process and allow parents and educators to actively participate and monitor progress and areas that require further growth." Angela Desideri M.S.,CCC-SLP, internationally recognized speech language pathologist, AAC expert, and co-creator of SpeechTree.

SpeechTree's learning section includes 20 different lessons that incorporate ABA, evidence based principles, and comprehensive data collection. The lessons follow a systematic process that make it easy to monitor progress and continue working on areas that require further growth. Once AAC users have mastered a lesson, they can begin expanding language to 2 -3 words phrases, sentences and beyond in the SpeechTree AAC section.

Take for example Samantha. She is an 8 year non verbal girl with Autism. Her father, James, has been actively working with her using an iPad and SpeechTree AAC app.

SpeechTree Learning & Data Section

"SpeechTree has done wonders for Samantha's communication skills," says James. "The data has been so important because it has allowed us to focus more on Samantha's strengths and try to expand language using these strengths. SpeechTree gave us a place to start with the AAC process."

"My passion is to teach parents evidence-based strategies to use apps in the home environment. I am currently working on several projects to accomplish this next step," says Angela. The creation of SpeechTree application is only the first step in her plans to provide the needed guidance for parents and teachers to begin and expand upon the teaching process.

Contact:

Greg Schern

info@speechtreeapp.com

(858)756-5062

Find out more on autism and ipad

Angela is an American Speech Language-Hearing Association (ASHA) certified continuing education provider, licensed by the state of California as an (SLP). Her professional experience includes extensive evaluations and specialized treatment of children with Autism, Down Syndrome, Cerebral Palsy, and other communication disorders. Angela routinely conducts in-depth consults with parents, (SLP) professionals, and school districts to implement new innovative assistive technologies including the iPad into both classroom and home settings.

The Dangers of Ignoring Reading Difficulty in Children

Many children struggle a little when they start to learn to read but time and good teaching helps them to overcome those initial difficulties. However, if by half way through his first year, your child can't recognize around one hundred common, short words then he may be experiencing difficulties. Don't disregard the signs as the dangers of ignoring reading difficulty in children can be traumatic and far reaching.

Embarrassment and Frustration

Reading difficulty in children brings out all sorts of emotions; embarrassment because they look foolish in front of their class mates and frustration because no matter how hard they try, they just can't get the words out and reading aloud in class becomes a trial.

School children being what they are, children with reading problems will be teased and even bullied by their class mates, and may end up in trouble by trying to fight the bullies.

Teachers and parents of these children see an apparently intelligent child who doesn't seem to be trying to learn to read, so they are labelled "lazy" or "careless" or "stupid". This adds to the child's frustrations because he is trying so hard, but he just can't live up to adults' expectations.

Anxiety and Anger

Children with reading problems can become anxious and withdrawn if nobody recognizes that they have a genuine difficulty. Because these children expect to fail, they will become anxious when faced with a new situation which involves participation in school work.

Reading difficulties can also lead to an unstable temperament. Teachers and parents think the child isn't trying, class mates think he's stupid and he can do nothing about it, so he becomes angry and starts to lash out at those closest to him such as parents or siblings.

Self-Esteem

A child who is unable to read properly will have difficulties with any other school work which requires reading. As he gets older there will be more and more subjects which require reading skills, such as history and geography to name but two.

A child with normal reading abilities will develop his own self-image during his school years and in general, it will be a positive one leading him to believe that all things are possible and that the world is his oyster.

Children with reading problems will begin to feel inferior to their school mates and siblings who can read fluently. Constant failure will lead to feelings of low self-esteem and a reluctance to make an effort because doing so doesn't make any difference. Their view of the future will be a dim one and they won't expect to succeed in life.

The Consequences

The dangers of ignoring reading difficulty in children can result in any or all of the above emotions for the children, and many of them fail to complete school because it seems so pointless, and of those who do graduate from high school very few go on to further education.

If you suspect that your child is having difficulty reading, do seek help while he's young and don't let him develop into a frustrated and angry adult

Education to Special Children in General Schools

Special schools that have been set up in the past, for them provisions have been made for integrated education. Children studying in these schools who are afflicted with hearing impairment, visual impairment and locomotors disabilities are asked to follow a specialized curriculum that can meet their specific educational needs. At the same time efforts are being made to put it in line with the general education curriculum, so that in future, those children who are migrated to mainstream schools are able to adapt well.

Over the time, there has been change in the school of thought and growing awareness with which people have realized that instead of working outside the mainstream classrooms, the special schools can work with, and provide support to, regular schools. The education of disabled people in India has been recognized as an integral part of the educational system; therefore, the policies and programs adopted in recent years have been in accordance with this belief. However, more developmental changes are required to make special and general education come closer.

Inclusive Schools Can Bring Difference

Special schools and educators are like guiding lights that have helped disabled persons to break out into the world and embark on the path of self-realization and self-expression. With the change in time, it is hoped that inclusive schools will trigger off the process that will help disabled persons merge into mainstream life and empower them to be integral part of it.

Inclusive education must be sighted as a rational step towards evolution of special education for persons with disability. On the contrary, special schools and special educators should try to strengthen the inclusion efforts by helping mainstream schools in addressing the special needs and challenges posed by the presence of disabled children. This could be the most positive development that will bridge gap between special children and others. This will be to a win -win situation for all.

Some the known organizations of India - National Association for the Blind, Action for Ability Development and Inclusion (AADI, formerly Spastic Society of Northern India), Vidya Sagar and few others have reorganized their set ups and are aggressively working for the same. They have realigned themselves with mainstream schools, helping them with inputs like training of teachers, provision of learning material, curriculum adaptation, support in the classroom, evaluation process, development of teaching aids, etc. This emerging partnership appears to be heading in the right direction and promises a great deal of changes.

Sparsh is best Ngo in delhi for underprivileged. It have Child Ngo Projects in Delhi - Savera Special School for, Sparsh School, Project Shakti, Employment to Persons with Disabilities, The 'Being' training. Corporate office: E/11, Defence Colony, New Delhi 110 024 Mobile : 7838654060 Rate this Article

Education to Special Children in General SchoolsNot Rated Yet

Pooja S Sharma has published 56 articles. Article submitted on June 18, 2012. Word count: 404

Music is a magical gift we must nourish and cultivate in our children, especially now as scientific evidence proves that an education in the arts makes better math and science students, enhances spatial intelligence in newborns.

Written by: Azim Uddin

I decided to update my driving skills by taking the Diamond Special test again after some years without retraining. The following article is a guide on using commentary driving to improve advanced driving skills.

Written by: Russell Chaplin

Sports and physical activities play an integral role in the education and health of children. In this article we look at the sports available in boarding schools in the UK, and the benefits of working together as a team.

Written by: Philip Loughran

Parental involvement is an important element to the Title One school program. Schools must have a policy that encourages parental involvement in the education of their child. Elementary and middle schools must also actively provide projects and activities to get parents and students involved.

Written by: Dennis Regling

The Dangers of Ignoring Reading Difficulty in Children

Many children struggle a little when they start to learn to read but time and good teaching helps them to overcome those initial difficulties. However, if by half way through his first year, your child can't recognize around one hundred common, short words then he may be experiencing difficulties. Don't disregard the signs as the dangers of ignoring reading difficulty in children can be traumatic and far reaching.

Embarrassment and Frustration

Reading difficulty in children brings out all sorts of emotions; embarrassment because they look foolish in front of their class mates and frustration because no matter how hard they try, they just can't get the words out and reading aloud in class becomes a trial.

School children being what they are, children with reading problems will be teased and even bullied by their class mates, and may end up in trouble by trying to fight the bullies.

Teachers and parents of these children see an apparently intelligent child who doesn't seem to be trying to learn to read, so they are labelled "lazy" or "careless" or "stupid". This adds to the child's frustrations because he is trying so hard, but he just can't live up to adults' expectations.

Anxiety and Anger

Children with reading problems can become anxious and withdrawn if nobody recognizes that they have a genuine difficulty. Because these children expect to fail, they will become anxious when faced with a new situation which involves participation in school work.

Reading difficulties can also lead to an unstable temperament. Teachers and parents think the child isn't trying, class mates think he's stupid and he can do nothing about it, so he becomes angry and starts to lash out at those closest to him such as parents or siblings.

Self-Esteem

A child who is unable to read properly will have difficulties with any other school work which requires reading. As he gets older there will be more and more subjects which require reading skills, such as history and geography to name but two.

A child with normal reading abilities will develop his own self-image during his school years and in general, it will be a positive one leading him to believe that all things are possible and that the world is his oyster.

Children with reading problems will begin to feel inferior to their school mates and siblings who can read fluently. Constant failure will lead to feelings of low self-esteem and a reluctance to make an effort because doing so doesn't make any difference. Their view of the future will be a dim one and they won't expect to succeed in life.

The Consequences

The dangers of ignoring reading difficulty in children can result in any or all of the above emotions for the children, and many of them fail to complete school because it seems so pointless, and of those who do graduate from high school very few go on to further education.

If you suspect that your child is having difficulty reading, do seek help while he's young and don't let him develop into a frustrated and angry adult

How to Make Special Children Computer Friendly

Computers are most important educational tool of our society. It allows children to access, process, and organize information quickly. Parents and teachers from the very beginning aim to make kids computer savvy. Computers are designed in a manner that they prove to be 'user friendly' for kids and are able to master skills at a very young age. Children with learning difficulties, hearing or visual impairments, developmental delays or physical challenges might face complexity in operating computers.

Interactive computer teaching tools for special kids

There are many free and purchasable programs that help to make learning fun for kids, especially for special children. These programs are stimulating for brain and at the same time hold children's interest. These types of visually appealing programs are very useful for children with learning disabilities. These programs cover each of the important fundamentals in general education, from mathematics to English etc.

Though there are many educational websites and software available in the market, parents must look real educational learning programs, which are less robust and support special educational needs of children with a learning disability. These programs help accelerate understanding of major subjects taught in the schools. They further help in appropriately sequencing, and reinforce learning in an educationally valid and engaging lesson plans.

Using these programs, children progress at a faster rate using multisensory learning that helps in their learning style. The computer as a tool is very engaging. Children who find text books and non-interactive environments dull often face ADD/ADHD. But, when they learn through interactive medium, they are successful in focusing and learning. Computers are impersonal so autistic children learn without the distraction of interpersonal relations.

How to equip computer to meet needs of special children?

First, you need to evaluate what kind of adaptive aids are required?

• You might need PC with a larger keyboard and buttons, so children can have fun online while learning new skills.
• You might need screen magnifier to enlarge images and print something you need
• You might need a mouse which is super easy to click or would need an alternative kind of input device, such as a touch screen can be better.
• There are certain operating systems available in the market that converts text messages into speech. It is very helpful for children with visual impairment and learning difficulties.
• Some of the word processors have a "word completion" option that completes finishing typing words and phrases for your child.

Sparsh aim is to empower underprivileged children with necessary skills to manage life on their own & welfare of all sections of the society-women, children and specially empowerment of mentally and physically challenged children. We have built, a school for destitute children with special needs.

Speechtree Aac App Helping Children With Autism Learn And Communicate

SpeechTree AAC App is the new augmentative and alternative communication (AAC) and learning program that is creating tremendous buzz throughout the special needs community. SpeechTree recently concluded a promotion with Smart Apps for Kids attracting over 4,840 entries for a chance to win the new AAC app. Additionally, numerous comments from parents and professionals indicate the enormous interest for an AAC app that can simplify the AAC learning process for beginning and emerging communicators including individuals with autism who are non-verbal, and others with limited language and communication skills.

A lot of people have begun to purchase both iPads and AAC apps - recognizing its potential, but seemingly lacking the needed guidance to begin teaching.

SpeechTree AAC Section

"I found many parents purchasing AAC apps but not understanding how to introduce or use them. For many beginning communicators at early stages in their development, AAC can be a very challenging process to learn. Many have unique learning needs that require lots of practice, encouragement, support, and instruction. That is how I realized the great potential to create an evidence-based app that could simplify this process and allow parents and educators to actively participate and monitor progress and areas that require further growth." Angela Desideri M.S.,CCC-SLP, internationally recognized speech language pathologist, AAC expert, and co-creator of SpeechTree.

SpeechTree's learning section includes 20 different lessons that incorporate ABA, evidence based principles, and comprehensive data collection. The lessons follow a systematic process that make it easy to monitor progress and continue working on areas that require further growth. Once AAC users have mastered a lesson, they can begin expanding language to 2 -3 words phrases, sentences and beyond in the SpeechTree AAC section.

Take for example Samantha. She is an 8 year non verbal girl with Autism. Her father, James, has been actively working with her using an iPad and SpeechTree AAC app.

SpeechTree Learning & Data Section

"SpeechTree has done wonders for Samantha's communication skills," says James. "The data has been so important because it has allowed us to focus more on Samantha's strengths and try to expand language using these strengths. SpeechTree gave us a place to start with the AAC process."

"My passion is to teach parents evidence-based strategies to use apps in the home environment. I am currently working on several projects to accomplish this next step," says Angela. The creation of SpeechTree application is only the first step in her plans to provide the needed guidance for parents and teachers to begin and expand upon the teaching process.

Contact:

Greg Schern

info@speechtreeapp.com

(858)756-5062

Find out more on autism and ipad

Angela is an American Speech Language-Hearing Association (ASHA) certified continuing education provider, licensed by the state of California as an (SLP). Her professional experience includes extensive evaluations and specialized treatment of children with Autism, Down Syndrome, Cerebral Palsy, and other communication disorders. Angela routinely conducts in-depth consults with parents, (SLP) professionals, and school districts to implement new innovative assistive technologies including the iPad into both classroom and home settings.

Is Your Child Struggling to Read? Symptoms of Dyslexia in Children

Is your child struggling to read? If your child isn't keeping up with his classmates in terms of reading or writing then he may have some kind of learning difficulty.

Could he be dyslexic? There's a chance that he is if he's displaying any of the following symptoms of dyslexia in children.

Dyslexic children are often bright and intelligent with a high IQ but are often labelled "lazy" or "stupid" by their peers and teachers may think that they aren't trying or that they have behavioural problems so they don't receive the help that they need. As a result the child himself thinks he's stupid and develops low self-esteem. He tries to hide his weaknesses by misbehaving or daydreaming in class and becomes frustrated easily when faced with reading, writing or mathematical tasks. In general, such a child will be:

• unable to read, write or spell at a level considered to be normal for his age

• not able to complete written tests although he may do well orally

• good at non-academic subjects such as music, art, drama, business, woodworking, design or engineering

• able to learn more effectively by demonstration and visual aids

• able to count but will have problems with counting objects or money

• unable to do sums without using his fingers or other such aids; he will come up with the right answer to simple sums in this way but won't be able to put the workings down on paper and won't be able to progress to higher maths or algebra

Specifically, the child will read haltingly, leaving out words or substituting different words, reversing letters or numbers or even words and will understand little of what he's read. Letters, words, numbers and explanations may cause confusion and spelling will be inconsistent. There are also some physical manifestations such as:

• headache, dizziness or stomach ache while reading or a feeling that a fictional something is moving and causing distraction

• vision problems although an eye test reveals nothing

• very keen sight and observational skills or poor peripheral vision

• hearing things not audible to others

• speech problems including mispronunciations, transposition of syllables, words and phrases and stuttering when stressed

• being ambidextrous

• repeated ear infections

• a sensitivity to food additives or chemicals

Other symptoms of dyslexia in children concern motor skills and may include:

• writing difficulties often because of an unusual way of holding a pencil; writing may be inconsistent or illegible

• clumsiness and a lack of co-ordination, not good at ball sports or team games, difficulties carrying out simple tasks that require a degree of motor skills

• a confusion between left and right or over and under

In addition, a dyslexic child may have problems telling the time, managing time or learning or remember sequences, facts or information that he hasn't personally experienced but will probably have a good long-term memory for people, places and experiences.

Behaviour and development can be an accurate indicator that a child has dyslexia and shouldn't be confused with normal childish behaviour. Behaviour can be compulsive or obsessive and could be at either end of the spectrum such as:

• tidiness or untidiness

• too noisy or too quiet in class

Development can be either very early or very late when it comes to crawling, walking and talking and the child may be a very light or deep sleeper or may continue to wet the bed long after it is normal to do so.

The child may have a very high or low pain threshold and may be sensitive emotionally.

Any of these symptoms of dyslexia in children will appear to a greater degree if the child is confused, stressed, under pressure of any kind or in poor health.

If your child is displaying any of these behaviours or traits, do get him tested for dyslexia right away so that the appropriate education can be started before the symptoms become worse or eventually unmanageable.

Education to Special Children in General Schools

Special schools that have been set up in the past, for them provisions have been made for integrated education. Children studying in these schools who are afflicted with hearing impairment, visual impairment and locomotors disabilities are asked to follow a specialized curriculum that can meet their specific educational needs. At the same time efforts are being made to put it in line with the general education curriculum, so that in future, those children who are migrated to mainstream schools are able to adapt well.

Over the time, there has been change in the school of thought and growing awareness with which people have realized that instead of working outside the mainstream classrooms, the special schools can work with, and provide support to, regular schools. The education of disabled people in India has been recognized as an integral part of the educational system; therefore, the policies and programs adopted in recent years have been in accordance with this belief. However, more developmental changes are required to make special and general education come closer.

Inclusive Schools Can Bring Difference

Special schools and educators are like guiding lights that have helped disabled persons to break out into the world and embark on the path of self-realization and self-expression. With the change in time, it is hoped that inclusive schools will trigger off the process that will help disabled persons merge into mainstream life and empower them to be integral part of it.

Inclusive education must be sighted as a rational step towards evolution of special education for persons with disability. On the contrary, special schools and special educators should try to strengthen the inclusion efforts by helping mainstream schools in addressing the special needs and challenges posed by the presence of disabled children. This could be the most positive development that will bridge gap between special children and others. This will be to a win -win situation for all.

Some the known organizations of India - National Association for the Blind, Action for Ability Development and Inclusion (AADI, formerly Spastic Society of Northern India), Vidya Sagar and few others have reorganized their set ups and are aggressively working for the same. They have realigned themselves with mainstream schools, helping them with inputs like training of teachers, provision of learning material, curriculum adaptation, support in the classroom, evaluation process, development of teaching aids, etc. This emerging partnership appears to be heading in the right direction and promises a great deal of changes.

Sparsh is best Ngo in delhi for underprivileged. It have Child Ngo Projects in Delhi - Savera Special School for, Sparsh School, Project Shakti, Employment to Persons with Disabilities, The 'Being' training. Corporate office: E/11, Defence Colony, New Delhi 110 024 Mobile : 7838654060 Rate this Article

Education to Special Children in General SchoolsNot Rated Yet

Pooja S Sharma has published 56 articles. Article submitted on June 18, 2012. Word count: 404

Music is a magical gift we must nourish and cultivate in our children, especially now as scientific evidence proves that an education in the arts makes better math and science students, enhances spatial intelligence in newborns.

Written by: Azim Uddin

I decided to update my driving skills by taking the Diamond Special test again after some years without retraining. The following article is a guide on using commentary driving to improve advanced driving skills.

Written by: Russell Chaplin

Sports and physical activities play an integral role in the education and health of children. In this article we look at the sports available in boarding schools in the UK, and the benefits of working together as a team.

Written by: Philip Loughran

Parental involvement is an important element to the Title One school program. Schools must have a policy that encourages parental involvement in the education of their child. Elementary and middle schools must also actively provide projects and activities to get parents and students involved.

Written by: Dennis Regling

Madhuram Narayanan Centre For Exceptional Children Overview And Upanayan And Moving Ahead Programme

Founded in December 1989, The Madhuram Narayanan Centre for Exceptional Children was started as a social initiative by Indchem Research and Development Laboratory (Indchem Electronics) promoted by The Sanmar Group, in fond memory of Mrs. Madhuram Narayanan, wife of K S Narayanan, the late Chairman Emeritus of the Group. The late Air Vice Marshal V Krishnaswamy and the present Director Mrs Jaya Krishnaswamy spearheaded the initiative.

The centre is the first institution in India devoted to an early intervention programme for children with development delays. The school admits and provides training to children in the age group 0 to 6 years. Starting with three children, the school today has so far trained over 4500 children and empowered their families.

Inspired by the time tested childcare legacy in India, and designed to suit the socio-economic conditions and the cultural milieu of the country, UPANAYAN meaning 'lead along' an early intervention programme was developed indigenously, by the parent organisation- Indchem Research and Development Laboratory, as part of its societal responsibility. This fulfilled the void in the area of disability, particularly that of mental retardation, the worst and most neglected of the disabilities.

The computer aided teaching programme identifies over 250 skills in children relating to motor abilities, language, cognition, etc. It has also been programmed to train children associated with conditions like epilepsy, autism, cerebral palsy and other disorders.

The Upanayan Early Intervention programme of the Centre has been included in the curriculum for training of special educators (in the area of mental Retardation) laid down by the Rehabilitation Council of India.

On an average around 150 children are present at the centre on a daily basis and receive training with their parents and caretakers. ''In addition, every parent is trained to become a co-therapist and they eventually become teacher aids for other children here. The programme's chief feature is that it's observable and measurable,"

says Mrs. Jaya Krishnaswamy, Director of Madhuram Narayanan Centre.

In an effort to improve its training programme, the centre launched a tabulation process, whereby every student's data relating to his/her training and development is fed into the system, thus providing invaluable research material.

Every year MNC conducts the 'Moving Ahead' Day function for the students. This is an occasion of celebration for each child moving out of the cradle and the play area at the centre, on to the outside world of school education.

A support system from the centre namely 'The Sanmargam' meaning 'Good Direction' is a project formalising the 'mainstreaming of children with special needs after receiving intervention in the Upanayan Early Intervention Programme at the Centre. The project is aimed at hand holding and guiding the mainstream school teaching staff for a period of two years. Every year most children join the mainstream schools and some pursue their education in special schools.

As Priya Rajkumar, the principal of the centre says, "The emphasis, besides academic requirements, has been on socialisation and communication needs, so the transition to mainstream education environment is smooth". MNC stresses on total parental involvement in their early intervention programme for the exceptional children aged less than six. It helps mothers come in terms with the situation and provides the child with all the necessities.

The children come mostly from the city of Chennai and its vicinity. The centre also caters to exceptional children from other states in India as well as from countries overseas. The staff comprises trained teachers, occupational therapists, special educators, physiotherapists and helpers.

Ramadevi Ravi is Assistant General Manager, in-charge of Corporate Communications at The Sanmar Group. Kindly visit Sanmar Group for other information.

How to Make Special Children Computer Friendly

Computers are most important educational tool of our society. It allows children to access, process, and organize information quickly. Parents and teachers from the very beginning aim to make kids computer savvy. Computers are designed in a manner that they prove to be 'user friendly' for kids and are able to master skills at a very young age. Children with learning difficulties, hearing or visual impairments, developmental delays or physical challenges might face complexity in operating computers.

Interactive computer teaching tools for special kids

There are many free and purchasable programs that help to make learning fun for kids, especially for special children. These programs are stimulating for brain and at the same time hold children's interest. These types of visually appealing programs are very useful for children with learning disabilities. These programs cover each of the important fundamentals in general education, from mathematics to English etc.

Though there are many educational websites and software available in the market, parents must look real educational learning programs, which are less robust and support special educational needs of children with a learning disability. These programs help accelerate understanding of major subjects taught in the schools. They further help in appropriately sequencing, and reinforce learning in an educationally valid and engaging lesson plans.

Using these programs, children progress at a faster rate using multisensory learning that helps in their learning style. The computer as a tool is very engaging. Children who find text books and non-interactive environments dull often face ADD/ADHD. But, when they learn through interactive medium, they are successful in focusing and learning. Computers are impersonal so autistic children learn without the distraction of interpersonal relations.

How to equip computer to meet needs of special children?

First, you need to evaluate what kind of adaptive aids are required?

• You might need PC with a larger keyboard and buttons, so children can have fun online while learning new skills.
• You might need screen magnifier to enlarge images and print something you need
• You might need a mouse which is super easy to click or would need an alternative kind of input device, such as a touch screen can be better.
• There are certain operating systems available in the market that converts text messages into speech. It is very helpful for children with visual impairment and learning difficulties.
• Some of the word processors have a "word completion" option that completes finishing typing words and phrases for your child.

Sparsh aim is to empower underprivileged children with necessary skills to manage life on their own & welfare of all sections of the society-women, children and specially empowerment of mentally and physically challenged children. We have built, a school for destitute children with special needs.

The Dangers of Ignoring Reading Difficulty in Children

Many children struggle a little when they start to learn to read but time and good teaching helps them to overcome those initial difficulties. However, if by half way through his first year, your child can't recognize around one hundred common, short words then he may be experiencing difficulties. Don't disregard the signs as the dangers of ignoring reading difficulty in children can be traumatic and far reaching.

Embarrassment and Frustration

Reading difficulty in children brings out all sorts of emotions; embarrassment because they look foolish in front of their class mates and frustration because no matter how hard they try, they just can't get the words out and reading aloud in class becomes a trial.

School children being what they are, children with reading problems will be teased and even bullied by their class mates, and may end up in trouble by trying to fight the bullies.

Teachers and parents of these children see an apparently intelligent child who doesn't seem to be trying to learn to read, so they are labelled "lazy" or "careless" or "stupid". This adds to the child's frustrations because he is trying so hard, but he just can't live up to adults' expectations.

Anxiety and Anger

Children with reading problems can become anxious and withdrawn if nobody recognizes that they have a genuine difficulty. Because these children expect to fail, they will become anxious when faced with a new situation which involves participation in school work.

Reading difficulties can also lead to an unstable temperament. Teachers and parents think the child isn't trying, class mates think he's stupid and he can do nothing about it, so he becomes angry and starts to lash out at those closest to him such as parents or siblings.

Self-Esteem

A child who is unable to read properly will have difficulties with any other school work which requires reading. As he gets older there will be more and more subjects which require reading skills, such as history and geography to name but two.

A child with normal reading abilities will develop his own self-image during his school years and in general, it will be a positive one leading him to believe that all things are possible and that the world is his oyster.

Children with reading problems will begin to feel inferior to their school mates and siblings who can read fluently. Constant failure will lead to feelings of low self-esteem and a reluctance to make an effort because doing so doesn't make any difference. Their view of the future will be a dim one and they won't expect to succeed in life.

The Consequences

The dangers of ignoring reading difficulty in children can result in any or all of the above emotions for the children, and many of them fail to complete school because it seems so pointless, and of those who do graduate from high school very few go on to further education.

If you suspect that your child is having difficulty reading, do seek help while he's young and don't let him develop into a frustrated and angry adult

Madhuram Narayanan Centre For Exceptional Children Overview And Upanayan And Moving Ahead Programme

Founded in December 1989, The Madhuram Narayanan Centre for Exceptional Children was started as a social initiative by Indchem Research and Development Laboratory (Indchem Electronics) promoted by The Sanmar Group, in fond memory of Mrs. Madhuram Narayanan, wife of K S Narayanan, the late Chairman Emeritus of the Group. The late Air Vice Marshal V Krishnaswamy and the present Director Mrs Jaya Krishnaswamy spearheaded the initiative.

The centre is the first institution in India devoted to an early intervention programme for children with development delays. The school admits and provides training to children in the age group 0 to 6 years. Starting with three children, the school today has so far trained over 4500 children and empowered their families.

Inspired by the time tested childcare legacy in India, and designed to suit the socio-economic conditions and the cultural milieu of the country, UPANAYAN meaning 'lead along' an early intervention programme was developed indigenously, by the parent organisation- Indchem Research and Development Laboratory, as part of its societal responsibility. This fulfilled the void in the area of disability, particularly that of mental retardation, the worst and most neglected of the disabilities.

The computer aided teaching programme identifies over 250 skills in children relating to motor abilities, language, cognition, etc. It has also been programmed to train children associated with conditions like epilepsy, autism, cerebral palsy and other disorders.

The Upanayan Early Intervention programme of the Centre has been included in the curriculum for training of special educators (in the area of mental Retardation) laid down by the Rehabilitation Council of India.

On an average around 150 children are present at the centre on a daily basis and receive training with their parents and caretakers. ''In addition, every parent is trained to become a co-therapist and they eventually become teacher aids for other children here. The programme's chief feature is that it's observable and measurable,"

says Mrs. Jaya Krishnaswamy, Director of Madhuram Narayanan Centre.

In an effort to improve its training programme, the centre launched a tabulation process, whereby every student's data relating to his/her training and development is fed into the system, thus providing invaluable research material.

Every year MNC conducts the 'Moving Ahead' Day function for the students. This is an occasion of celebration for each child moving out of the cradle and the play area at the centre, on to the outside world of school education.

A support system from the centre namely 'The Sanmargam' meaning 'Good Direction' is a project formalising the 'mainstreaming of children with special needs after receiving intervention in the Upanayan Early Intervention Programme at the Centre. The project is aimed at hand holding and guiding the mainstream school teaching staff for a period of two years. Every year most children join the mainstream schools and some pursue their education in special schools.

As Priya Rajkumar, the principal of the centre says, "The emphasis, besides academic requirements, has been on socialisation and communication needs, so the transition to mainstream education environment is smooth". MNC stresses on total parental involvement in their early intervention programme for the exceptional children aged less than six. It helps mothers come in terms with the situation and provides the child with all the necessities.

The children come mostly from the city of Chennai and its vicinity. The centre also caters to exceptional children from other states in India as well as from countries overseas. The staff comprises trained teachers, occupational therapists, special educators, physiotherapists and helpers.

Ramadevi Ravi is Assistant General Manager, in-charge of Corporate Communications at The Sanmar Group. Kindly visit Sanmar Group for other information.

Speechtree Aac App Helping Children With Autism Learn And Communicate

SpeechTree AAC App is the new augmentative and alternative communication (AAC) and learning program that is creating tremendous buzz throughout the special needs community. SpeechTree recently concluded a promotion with Smart Apps for Kids attracting over 4,840 entries for a chance to win the new AAC app. Additionally, numerous comments from parents and professionals indicate the enormous interest for an AAC app that can simplify the AAC learning process for beginning and emerging communicators including individuals with autism who are non-verbal, and others with limited language and communication skills.

A lot of people have begun to purchase both iPads and AAC apps - recognizing its potential, but seemingly lacking the needed guidance to begin teaching.

SpeechTree AAC Section

"I found many parents purchasing AAC apps but not understanding how to introduce or use them. For many beginning communicators at early stages in their development, AAC can be a very challenging process to learn. Many have unique learning needs that require lots of practice, encouragement, support, and instruction. That is how I realized the great potential to create an evidence-based app that could simplify this process and allow parents and educators to actively participate and monitor progress and areas that require further growth." Angela Desideri M.S.,CCC-SLP, internationally recognized speech language pathologist, AAC expert, and co-creator of SpeechTree.

SpeechTree's learning section includes 20 different lessons that incorporate ABA, evidence based principles, and comprehensive data collection. The lessons follow a systematic process that make it easy to monitor progress and continue working on areas that require further growth. Once AAC users have mastered a lesson, they can begin expanding language to 2 -3 words phrases, sentences and beyond in the SpeechTree AAC section.

Take for example Samantha. She is an 8 year non verbal girl with Autism. Her father, James, has been actively working with her using an iPad and SpeechTree AAC app.

SpeechTree Learning & Data Section

"SpeechTree has done wonders for Samantha's communication skills," says James. "The data has been so important because it has allowed us to focus more on Samantha's strengths and try to expand language using these strengths. SpeechTree gave us a place to start with the AAC process."

"My passion is to teach parents evidence-based strategies to use apps in the home environment. I am currently working on several projects to accomplish this next step," says Angela. The creation of SpeechTree application is only the first step in her plans to provide the needed guidance for parents and teachers to begin and expand upon the teaching process.

Contact:

Greg Schern

info@speechtreeapp.com

(858)756-5062

Find out more on autism and ipad

Angela is an American Speech Language-Hearing Association (ASHA) certified continuing education provider, licensed by the state of California as an (SLP). Her professional experience includes extensive evaluations and specialized treatment of children with Autism, Down Syndrome, Cerebral Palsy, and other communication disorders. Angela routinely conducts in-depth consults with parents, (SLP) professionals, and school districts to implement new innovative assistive technologies including the iPad into both classroom and home settings.

Education to Special Children in General Schools

Special schools that have been set up in the past, for them provisions have been made for integrated education. Children studying in these schools who are afflicted with hearing impairment, visual impairment and locomotors disabilities are asked to follow a specialized curriculum that can meet their specific educational needs. At the same time efforts are being made to put it in line with the general education curriculum, so that in future, those children who are migrated to mainstream schools are able to adapt well.

Over the time, there has been change in the school of thought and growing awareness with which people have realized that instead of working outside the mainstream classrooms, the special schools can work with, and provide support to, regular schools. The education of disabled people in India has been recognized as an integral part of the educational system; therefore, the policies and programs adopted in recent years have been in accordance with this belief. However, more developmental changes are required to make special and general education come closer.

Inclusive Schools Can Bring Difference

Special schools and educators are like guiding lights that have helped disabled persons to break out into the world and embark on the path of self-realization and self-expression. With the change in time, it is hoped that inclusive schools will trigger off the process that will help disabled persons merge into mainstream life and empower them to be integral part of it.

Inclusive education must be sighted as a rational step towards evolution of special education for persons with disability. On the contrary, special schools and special educators should try to strengthen the inclusion efforts by helping mainstream schools in addressing the special needs and challenges posed by the presence of disabled children. This could be the most positive development that will bridge gap between special children and others. This will be to a win -win situation for all.

Some the known organizations of India - National Association for the Blind, Action for Ability Development and Inclusion (AADI, formerly Spastic Society of Northern India), Vidya Sagar and few others have reorganized their set ups and are aggressively working for the same. They have realigned themselves with mainstream schools, helping them with inputs like training of teachers, provision of learning material, curriculum adaptation, support in the classroom, evaluation process, development of teaching aids, etc. This emerging partnership appears to be heading in the right direction and promises a great deal of changes.

Sparsh is best Ngo in delhi for underprivileged. It have Child Ngo Projects in Delhi - Savera Special School for, Sparsh School, Project Shakti, Employment to Persons with Disabilities, The 'Being' training. Corporate office: E/11, Defence Colony, New Delhi 110 024 Mobile : 7838654060 Rate this Article

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Pooja S Sharma has published 56 articles. Article submitted on June 18, 2012. Word count: 404

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Is Your Child Struggling to Read? Symptoms of Dyslexia in Children

Is your child struggling to read? If your child isn't keeping up with his classmates in terms of reading or writing then he may have some kind of learning difficulty.

Could he be dyslexic? There's a chance that he is if he's displaying any of the following symptoms of dyslexia in children.

Dyslexic children are often bright and intelligent with a high IQ but are often labelled "lazy" or "stupid" by their peers and teachers may think that they aren't trying or that they have behavioural problems so they don't receive the help that they need. As a result the child himself thinks he's stupid and develops low self-esteem. He tries to hide his weaknesses by misbehaving or daydreaming in class and becomes frustrated easily when faced with reading, writing or mathematical tasks. In general, such a child will be:

• unable to read, write or spell at a level considered to be normal for his age

• not able to complete written tests although he may do well orally

• good at non-academic subjects such as music, art, drama, business, woodworking, design or engineering

• able to learn more effectively by demonstration and visual aids

• able to count but will have problems with counting objects or money

• unable to do sums without using his fingers or other such aids; he will come up with the right answer to simple sums in this way but won't be able to put the workings down on paper and won't be able to progress to higher maths or algebra

Specifically, the child will read haltingly, leaving out words or substituting different words, reversing letters or numbers or even words and will understand little of what he's read. Letters, words, numbers and explanations may cause confusion and spelling will be inconsistent. There are also some physical manifestations such as:

• headache, dizziness or stomach ache while reading or a feeling that a fictional something is moving and causing distraction

• vision problems although an eye test reveals nothing

• very keen sight and observational skills or poor peripheral vision

• hearing things not audible to others

• speech problems including mispronunciations, transposition of syllables, words and phrases and stuttering when stressed

• being ambidextrous

• repeated ear infections

• a sensitivity to food additives or chemicals

Other symptoms of dyslexia in children concern motor skills and may include:

• writing difficulties often because of an unusual way of holding a pencil; writing may be inconsistent or illegible

• clumsiness and a lack of co-ordination, not good at ball sports or team games, difficulties carrying out simple tasks that require a degree of motor skills

• a confusion between left and right or over and under

In addition, a dyslexic child may have problems telling the time, managing time or learning or remember sequences, facts or information that he hasn't personally experienced but will probably have a good long-term memory for people, places and experiences.

Behaviour and development can be an accurate indicator that a child has dyslexia and shouldn't be confused with normal childish behaviour. Behaviour can be compulsive or obsessive and could be at either end of the spectrum such as:

• tidiness or untidiness

• too noisy or too quiet in class

Development can be either very early or very late when it comes to crawling, walking and talking and the child may be a very light or deep sleeper or may continue to wet the bed long after it is normal to do so.

The child may have a very high or low pain threshold and may be sensitive emotionally.

Any of these symptoms of dyslexia in children will appear to a greater degree if the child is confused, stressed, under pressure of any kind or in poor health.

If your child is displaying any of these behaviours or traits, do get him tested for dyslexia right away so that the appropriate education can be started before the symptoms become worse or eventually unmanageable.

Is Your Child Struggling to Read? Symptoms of Dyslexia in Children

Is your child struggling to read? If your child isn't keeping up with his classmates in terms of reading or writing then he may have some kind of learning difficulty.

Could he be dyslexic? There's a chance that he is if he's displaying any of the following symptoms of dyslexia in children.

Dyslexic children are often bright and intelligent with a high IQ but are often labelled "lazy" or "stupid" by their peers and teachers may think that they aren't trying or that they have behavioural problems so they don't receive the help that they need. As a result the child himself thinks he's stupid and develops low self-esteem. He tries to hide his weaknesses by misbehaving or daydreaming in class and becomes frustrated easily when faced with reading, writing or mathematical tasks. In general, such a child will be:

• unable to read, write or spell at a level considered to be normal for his age

• not able to complete written tests although he may do well orally

• good at non-academic subjects such as music, art, drama, business, woodworking, design or engineering

• able to learn more effectively by demonstration and visual aids

• able to count but will have problems with counting objects or money

• unable to do sums without using his fingers or other such aids; he will come up with the right answer to simple sums in this way but won't be able to put the workings down on paper and won't be able to progress to higher maths or algebra

Specifically, the child will read haltingly, leaving out words or substituting different words, reversing letters or numbers or even words and will understand little of what he's read. Letters, words, numbers and explanations may cause confusion and spelling will be inconsistent. There are also some physical manifestations such as:

• headache, dizziness or stomach ache while reading or a feeling that a fictional something is moving and causing distraction

• vision problems although an eye test reveals nothing

• very keen sight and observational skills or poor peripheral vision

• hearing things not audible to others

• speech problems including mispronunciations, transposition of syllables, words and phrases and stuttering when stressed

• being ambidextrous

• repeated ear infections

• a sensitivity to food additives or chemicals

Other symptoms of dyslexia in children concern motor skills and may include:

• writing difficulties often because of an unusual way of holding a pencil; writing may be inconsistent or illegible

• clumsiness and a lack of co-ordination, not good at ball sports or team games, difficulties carrying out simple tasks that require a degree of motor skills

• a confusion between left and right or over and under

In addition, a dyslexic child may have problems telling the time, managing time or learning or remember sequences, facts or information that he hasn't personally experienced but will probably have a good long-term memory for people, places and experiences.

Behaviour and development can be an accurate indicator that a child has dyslexia and shouldn't be confused with normal childish behaviour. Behaviour can be compulsive or obsessive and could be at either end of the spectrum such as:

• tidiness or untidiness

• too noisy or too quiet in class

Development can be either very early or very late when it comes to crawling, walking and talking and the child may be a very light or deep sleeper or may continue to wet the bed long after it is normal to do so.

The child may have a very high or low pain threshold and may be sensitive emotionally.

Any of these symptoms of dyslexia in children will appear to a greater degree if the child is confused, stressed, under pressure of any kind or in poor health.

If your child is displaying any of these behaviours or traits, do get him tested for dyslexia right away so that the appropriate education can be started before the symptoms become worse or eventually unmanageable.

The Dangers of Ignoring Reading Difficulty in Children

Many children struggle a little when they start to learn to read but time and good teaching helps them to overcome those initial difficulties. However, if by half way through his first year, your child can't recognize around one hundred common, short words then he may be experiencing difficulties. Don't disregard the signs as the dangers of ignoring reading difficulty in children can be traumatic and far reaching.

Embarrassment and Frustration

Reading difficulty in children brings out all sorts of emotions; embarrassment because they look foolish in front of their class mates and frustration because no matter how hard they try, they just can't get the words out and reading aloud in class becomes a trial.

School children being what they are, children with reading problems will be teased and even bullied by their class mates, and may end up in trouble by trying to fight the bullies.

Teachers and parents of these children see an apparently intelligent child who doesn't seem to be trying to learn to read, so they are labelled "lazy" or "careless" or "stupid". This adds to the child's frustrations because he is trying so hard, but he just can't live up to adults' expectations.

Anxiety and Anger

Children with reading problems can become anxious and withdrawn if nobody recognizes that they have a genuine difficulty. Because these children expect to fail, they will become anxious when faced with a new situation which involves participation in school work.

Reading difficulties can also lead to an unstable temperament. Teachers and parents think the child isn't trying, class mates think he's stupid and he can do nothing about it, so he becomes angry and starts to lash out at those closest to him such as parents or siblings.

Self-Esteem

A child who is unable to read properly will have difficulties with any other school work which requires reading. As he gets older there will be more and more subjects which require reading skills, such as history and geography to name but two.

A child with normal reading abilities will develop his own self-image during his school years and in general, it will be a positive one leading him to believe that all things are possible and that the world is his oyster.

Children with reading problems will begin to feel inferior to their school mates and siblings who can read fluently. Constant failure will lead to feelings of low self-esteem and a reluctance to make an effort because doing so doesn't make any difference. Their view of the future will be a dim one and they won't expect to succeed in life.

The Consequences

The dangers of ignoring reading difficulty in children can result in any or all of the above emotions for the children, and many of them fail to complete school because it seems so pointless, and of those who do graduate from high school very few go on to further education.

If you suspect that your child is having difficulty reading, do seek help while he's young and don't let him develop into a frustrated and angry adult