Dyslexic boy, 16, hanged himself ‘after bullying by teachers at his primary school eight years earlier’

A dyslexic boy hanged himself and said in a note that it was because he had been bullied by primary school teachers eight years earlier.

Laurence Manning’s father, David, accused Chelmsford Cathedral School of a ‘complete cover up with buckets of pious whitewash’ after he alleged a teacher had poked him in the chest.

He said that his sone had been left so upset by the situation that he threatened to self-harm and could not bear to be in the same room, leading his parents to pull him out of the school.

His mother, Marie, 54, told an inquest into his death that Laurence had been suffering from post-traumatic stress and his behaviour changed following the incident.

Speaking outside the court after coroner Caroline Beasley-Murray recorded that he had taken his own life, Mr Manning claimed: ‘Laurence said he had been struck in the chest by the teacher. He was very distressed by it.

‘There are circumstances where it is appropriate for a teacher to restrain a child but I find the argument that the teacher was “using reasonable force to assert my position” sounds like dominance by violence to me’.

The teacher was suspended after the alleged attack in 2009 but reinstated and a police investigation was launched but the teacher was not charged.

In 2016 he took his GCSEs and hoped to start a carpentry course but was plagued with post-traumatic stress, the inquest was told, and he tried to kill himself with an overdose of painkillers – six months before he hanged himself on april 7.

He was due to have counselling but the professional he was supposed to see was injured in a car crash.

David Manning said his son was suffering from post-traumatic stress

David Manning said his son was suffering from post-traumatic stress

Mrs Beasley-Murray acknowledged that previous events appeared to have had a ‘traumatic effect’ on the schoolboy but did not discuss Mr Manning’s allegations.

She said: ‘The  court has been extremely mindful of the long-standing affect that there seems to have been on Laurence to what happened when he was a little boy.

‘I have come to the conclusion that Laurence intended to take his own life.’

Before taking his life Laurence contacted police but by the time they got there he had already taken his life.

During the inquest his father said: ‘Laurence’s experience at Chelmsford Cathedral School was a major underlying cause of his vulnerability.

‘I do not hold these people exclusively to blame for his death but I hold them largely to blame for his death.’

Breaking down in tears, Mrs Manning said: ‘Prior to the incident there were no behavioural incidents. I think what happened previously made him vulnerable.

‘Laurence was always loving and loved, he will always be missed and we cannot replace him.’

Mr Manning added outside the court: ‘It (the alleged assault) stayed with him, it was still with him at 16, he had a conversation about it with his mother.

‘He mentioned it in his suicide note about someone only being able to put so much behind them.

‘Chelmsford Catholic School failed to protect my son, it was an enduring problem for Laurence which I believe was ultimately a major contributing factor for his death’.

What I Want You To Know About My Children With Special Needs

When I look at all the paperwork from doctors and therapists (that I try and keep track of but somehow never really get under control) I can see it’s a lot.

When we have a tough day, when both boys are exhibiting the more difficult signs and symptoms of their diagnoses, I know it’s a lot.

I do my best to explain it, so you know what the heck is happening with my children and their ever-evolving list of medical needs.

But apparently, all the diagnoses up in here are getting a little confusing.
For the record, my oldest son is 13 years old. He is on the autism spectrum, has an anxiety disorder diagnosis and two autoimmune diagnosis – Sjogrens Syndrome and Lupus.

 

My youngest is 10. He is profoundly dyslexic, has a processing delay and anxiety disorder, and is also in the process of being further evaluated for neurological and/or mood disorders.

 

Yes, it’s a lot to keep track of.
But it is no where near enough information about these two.
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I want you to know they are so freaking smart and funny.
I want you to know my oldest says he loves me now, sometimes, and means it. I wasn’t sure that was possible a few years ago.
I want you to know that no one snuggles better than my youngest, and that he just read me an entire chapter. A year ago he struggled to read the word “the”.
They both love their friends and love seeing them.
I want you to know they are young men – they are people first.
I want you to know that they are loved more than I ever thought possible by a mom that messes up more than I ever thought possible.  I want you to know that by the grace of God, she keeps it together enough to keep going, to make progress, to live life.
I want you to know that my sons see the looks, the disapproval, the judgement. They are old enough now to perceive it, and it hurts.
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I want you to know that the basics we take for grated are difficult feats for these kids. Things like showering, sleeping, eating and socializing – they all require more effort than seems fair.
I want you to know that nothing stops my boys. Not physical pain. Not emotional torment. Not the darkness of depression nor the accusation of anxiety. Not overwhelming fatigue or irrational fears.
They are the bravest two people I have ever met, with or without diagnoses.
I just wanted you to know.

5 Activities for Children with Dyslexia

Dyslexia is a learning “disability” with strong ties to visual-spatial learning. Dyslexics think in pictures, struggle with language and may even struggle with sequencing. These learners can have brilliant visual-spatial abilities and need some extra help developing reading and literacy skills.

These are a few activities you can do at home to help your child improve their learning skills and gain confidence:

  • Clay models for non-picture words – Dyslexic kids are visual learners and need images to connect to the words they are reading. Using Play dough or modelling clay to form letters, words, correct reversals in numbers and in letters can provide the visual tactile connection they need.

  • Write note cards – Again, as visual and tactile students, note cards provide them something to look at while also giving them something to hold. Making and reading note cards aloud, helps cement the learning, while engaging employs their motor and auditory skills.

  • Make sand trays – Sand trays are simply tray-like containers that contain sand, beans or shaving cream. Like clay models, sand trays allow children to spell words or draw pictures in the sand, engaging their tactile and visual skills.

  • Audio books – Recorded stories are great for children who may struggle to read the words in a book. While they continue to develop their reading skills, they can enjoy reading while listening. Read and record a favorite book that they can follow along with, rent from the library or download some family favorites.

  • Hands-On Museum Visits – While we want all children to develop strong literacy skills, not all learning comes from the written word. Hands-on museums provide hands-on learning experiences and interactive activities that visual children thrive on.

When a School for People With Dyslexia Rejected Me for Being ‘Too Dyslexic’

Before I was school age, Mom would read to my older brother and me before bedtime. It was my favorite part of the day. I would imagine the images on the pages, moving to her words. If there were no pictures in the books, I would create my own images and have them move in the ceiling. They were my private movies.

When I started to learn the alphabet in school, I couldn’t understand what I was seeing. As everyone was learning how to spell their names, I could barely read mine. It was humiliating. I can’t remember how many times I cried in class, trying to learn to read.

To deal with my struggle, I taught myself braille and Egyptian hieroglyphics. I thought I could get away with this so I wouldn’t have to learn how to read. But I couldn’t. I had to learn how to read. With the helpful advice from a family friend, I was tested and diagnosed with severe dyslexia and auto processing difficulties. It was great to finally have a label, but now, how to work with it?

My time at school was split between special education and regular classes. But it wasn’t enough. I was still behind my grade reading level. To help myself, I would try to read the dictionary. It built up my vocabulary, but I couldn’t remember how to spell, nor put the words in a sentence.

Justina Bonilla in grade school

Finally, after years of struggling, Mom found a private school that focused on language learning disabilities. From what information Mom gathered, the school’s goal was to help students from kindergarten to eighth grade by using a multi-sensory approach to teach dyslexic students how to read, spell and write. We though we found my educational salvation.

After I applied, I was allowed to attend it for one week for testing. From the moment class started, I was constantly being pulled out for testing. When I’d get back to class, a subject would be getting finished up. It was grueling trying to keep up with the class work and do the constant testing.

On the Friday of my brain-frying week, I got my results. I would not be accepted because I was “too low functioning.” How can a person be rejected by a school for dyslexics for be too dyslexic? Where is the logic? How can you proclaim you help those who struggle when you reject those who need you the most?   

I felt like the dumbest person in town. At 10 years old, I wanted to give up on school. What would be the point in continuing? I truly believed I was beyond help. It was the lowest point of my academic life. This belief of intellectual inadequacy, though disproven, still haunts me.

Defeated and humiliated, I reluctantly went back to public school. My parents fought harder to get the accommodations I needed. I spent the rest of my grade school years struggling between regular and special education, and at times, homeschooling. Thanks to the help of tutors, I was able to academically survive.

Despite getting A and B grades in my class, I still felt inferior to my high school classmates. They were able to read at grade level while I was still at a fifth/sixth-grade level.

But I graduated high school with a 3.0-grade average. Today, I’m in college, perusing my AA in sociology, with a minor in media and film studies, and working a career in writing. I have the imagination to write, but it still takes me a long time to process the words.  According to my last reading test, I’m at a reading level of sixth/seventh grade. The average reading level of American adults is seventh/eighth grade.

Recently, I drove past that school. Surprisingly, its school sign said it now helps students with autism spectrum disorder. Considering how wide the autism spectrum is, I thought, “Finally things have changed.” But, this enthusiasm was cut short, when I learned the school rejected one of my brother’s friends — for being “too autistic.” It’s sad to see history repeat itself.

10 Items Every Special Educator Should Have In Their Classroom

Special Educators work hard to make sure that their students with special needs develop and grow during the school year. Special Education teachers encounter different challenges in their classrooms than general education teachers and therefore they need different tools.

Here are 10 great items every Special Needs teacher should have in their classroom.

1. Fidgets, Wiggle Seats, Therapy balls, Therapy bands

Fidgets and the above items are very important in the classroom. I utilize all of these sensory items in my classroom to help my students balance their sensory system and prepare for academic work. I have often overheard my students talking to their friends and saying, “Mrs. Ferry’s room is fun. She let’s us chew gum and we’re not allowed to chew gum in school!”

2. Highlighter strips/Reader trackers

Highliter StripsOften, my students with learning disabilities in reading or with attention difficulties struggle to keep track of the words they are reading. They often skip lines which greatly affects their reading accuracy and hinders their comprehension.

These students really appreciate being allowed to use highlighter strips or reader trackers as a strategy to keep them focused on one line at a time.Some of my students have asked to take them back to their classrooms or even home with them. At Halloween, I have a container of “witch’s fingers” that they can put on their finger to point to one word at a time.

3. Shaving cream, Sand, Rice

Playing with shaving creamI use a number of sensory-based items as a way to practice word work. We practice spelling words in shaving cream, learning the formation of numbers in colored sand, or finding hidden words in a bowl of rice that we have to decode. This is a fun way to engage students through sensory integration, help develop fine motor skills, and learn academic skills all in one!

 4. Timers

I use timers for so many things! It is a great way to prepare students for transitions. Often, time is such an arbitrary concept for my students. If they can visually see how long they have to complete a task/assignment they are more at ease with the change that transitions bring.

Time Timer Visual TimerI also use timers to help me assess reading fluency with my students. We do 1 minute timed reading tests to determine how many words they are reading per minute. Timers also work as a great way to make a practiced skill a competitive game.

In my class, I have these huge foam dice. I have the students roll the dice and see how many addition/subtraction problems they can solve in 1 minute. (This is way more fun than the typical paper-and-pencil timed math tests which I hated growing up!)

5. Visuals

Visual Supports for the Special Education ClassroomFor some students, their visuals are almost a lifeline to help them through their day Visual supports have proven to be a huge success with my students when helping to mainstream them into their general education classrooms. When implemented appropriately, visual supports will allow students with special needs access to the general education curriculum and will help with the inclusion process.

6. Manipulatives

ManipulativesHands-on manipulatives are a critical learning tool for students in all classrooms. Manipulatives help make an abstract idea a concrete concept. Students can physically investigate a math problem to reach a solution. This will change their way of thinking from a simple procedural understanding to a more conceptual understanding.

7. Posted Rules/Expectations

School RulesIt is so important for all students, but especially those with special needs, to understand what is expected of them. Children thrive off of rules and need to know that their is consistency with the rules in order to view them as fair. I have my classroom rules posted in a central location of my classroom where I can quickly refer to them as a reminder to my students.

8. Reward System

Reward StickersAt my school, we like to give just as much emphasis on recognizing good behavior. We know the importance of taking a proactive approach with behavior. I utilize sticker charts for each of my students. Once they earn 10 stickers they can choose a prize from my smaller prize box. If they are willing to save their stickers and earn up to 20, they can choose a prize from a larger, more enticing box.

One of the other special educators uses a token economy with money they can use to purchase goods from the classroom store at the end of the week. The more money they have earned – the more they get to buy! This does not have to be a major expense for teachers. I often raid my nephew’s room for old toys he doesn’t play with anymore. I frequently visit the dollar store or target’s 1-dollar section as well. And trust me, it is well worth it to avoid the negative behaviors!

9. High Interest – Low Level Reading Books

Hi Lo Reading BooksWhat a great find these books were! Many companies offer Hi-Lo books for struggling readers. It can be challenging to find a 4th grader who reads at a 1st grade level a book that is interesting to him but at his level. Often, the books at his reading level appear “babyish” to him. With Hi-Lo books he has the advantage of choosing books that “look” like chapter books and are about interesting topics but are of easy readability.

10. Technology

Ipad special educationI have found that all students love technology. You can present them with the exact same task on a computer that you would in worksheet format but all of a sudden it is 10x more engaging. I have often brought in my personal laptop from home for my students to use (with my supervision of course) and an iPad to take advantage of all the amazing apps available for special education. With the changing times, educators have to be prepared and 1 step ahead of their students.

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Hope For Millions As Scientists Find ‘Cure’ For Dyslexia.

Millions of people with dyslexia have been given hope by a set of simple exercises that experts say can cure the disorder.

A new study found the revolutionary treatment transformed the reading and writing skills of children with dyslexia.

They improved so much in national literacy tests they even beat classmates who had no learning difficulties.

 

• The girl struggling in class who’s now passed her 11-plus

The non-drug treatment also dramatically improved the behaviour of dyslexic children who suffered from attention problems and hyperactivity.

Many of them currently have their behaviour ‘controlled’ by drugs. But it appears that the exercises, originally designed for astronauts, could be far more effective – and without any chemical side-effects.

One of the teachers in the study said the approach had such a massive impact on the children that it had ‘cured them of their learning and attention difficulties.’

The findings will give hope to the two million British children and adults who suffer from dyslexia.

Many of them are never properly diagnosed as having the condition – which literally translates into ‘difficulty with words’ – and so struggle with reading and literacy problems all their lives.

Once diagnosed a child is usually helped through support from specialist assistants at school, extra tuition and more time to complete written exams.

A significant proportion of youngsters with dyslexia also have Attention Deficit and Hyperactivity Disorder (ADHD) so may be given drugs such as ritalin to improve their concentration.

Last year, a total of 359,100 prescriptions were written out for Ritalin-type drugs, at a cost to the NHS of £12.5million – with 90 per cent of them going to under 18s.

The revolutionary treatment Dyslexia, Dyspraxia and Attention Disorder (DDAT) programme is based on the idea that dyslexia is caused by lack of co-ordination.

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It aims to stimulate the brain with a series of exercises, which were adapted by the father of a dyslexic child from moves used by astronauts.

They include walking downstairs backwards with your eyes closed, throwing a bean bag from one hand to another and standing on a wobble board or ball.

Professor David Reynolds of Exeter University, a leading Government adviser on education, and Professor Rod Nicholson of Sheffield University carried out the three-year study to test its effectiveness.

Prof Reynolds said ‘Before the treatment began, independent school reading tests showed that the children with learning difficulties were making only seven months progress in 12 months. And they were falling further and further behind their peers.

‘In the 12 months of treatment the children made 20 months improvement in reading progress and caught up with their peers.

After the treatment the children maintained their progress – in other words the treatment provided a permanent solution to the problem.’

The study, published today in the academic journal Dyslexia, tested 269 children aged between eight and 11 years attending Balsall Common Junior School, near Solihull (Midlands) and identified 35 children with dyslexia.

They were given a series of 10-minute exercises to do at home twice a day morning and night.

Every six months they completed a range of tests checking their progress, and they were assessed annually for their reading scores and national SATs test scores in maths, writing and comprehension.

The study shows:

  • Following the treatment, the children’s test scores showed they were no longer dyslexic
  • The more severe the dyslexia, the more the children gained from treatment
  • The beneficial effects persist more than a year
  • Before treatment the children were falling six months behind their classmates – afterwards they made 18 months improvement in 12 months – catching up with their peers.
  • National SATs results showed children treated for dyslexia did better than their classmates
  • Originally half the children had Attention Deficit and Hyperactivity Disorder (ADHD) symptoms, but this dropped to eight per cent after treatment

Prof Nicholson, an international authority on dyslexia, said ‘The treatment’s effect on those children with ADHD symptoms was particularly striking.

‘Before the intervention 12 of the children were diagnosed as ADHD. After the treatment only two had symptoms of ADHD and that position has remained one year after the course was finished.

‘The treatment is eliminating the inattention problems in the vast majority of children.’

Trevor Davis, headteacher of the Balsall Common School, where the study took place, was delighted by the results.

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He said ‘I have been a head for 25 years and I have seen a lot of children with learning and attention difficulties getting nowhere.

‘In my entire career I have never been involved with an initiative that has had such a massive impact on children’s learning and their lives

‘In my opinion this programme has cured these children of their learning and attention difficulties.’

Professor Reynolds said: ‘Medical specialists and scientists avoid using the word cure in this situation because the debate it causes about whether dyslexia and ADHD have disease status or not.

‘But I have no doubt that the layman watching the effects of the treatment in more than 80 per cent of children who complete this programme, would agree it is a cure.’

The DDAT programme was developed by Coventry businessman Wyndford Dore.

H

e discovered the technique in his search to find a cure for his daughter Susie, now 33, who suffered from dyslexia that was so severe she tried to commit suicide three times.

Technology that was originally designed for astronauts, who suffer a form of temporary dyslexia in space, was used to develop the exercises.

Dore’s methods work using individually prescribed eye, balance and sensory exercises designed to stimulate an area of the brain called the cerebellum – a tangerine sized organ at the back of the head that is now understood to be involved in learning new skills such as reading and controlling attention.

Studies by Harvard Medical School, New York University and the University of California, have all confirmed the link between the cerebellum and learning and attention difficulties.

But the new British research is the first long-term study to be published in a journal that has been reviewed by experts in the field.

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Wynford Dore said ‘Experts have argued for 50 years about whether dyslexia exists or not, they have argued about what causes it, how to define it, how to diagnose it and how to treat it.

‘We didn’t have time for any more argument. My daughter Susie attempted to take her own life while the so-called experts argued among themselves.

‘We focused on solving the problem rather than arguing about its existence. Is this a cure? This independent research, backed by a peer review, confirms we can now take away the problems in more than 80 per cent of cases. It is drug free and thus risk free, no other can say that.’

There are 11 Dore centres in the UK offering treatment costing around £2,000 for an 18-month course. Children in the study were treated free.

A spokesman for the British Dyslexia Association said ‘The BDA has not yet seen the research, and is not in a position to evaluate research.

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50 Interesting Facts About Dyslexia

What is Dyslexia?

  • Dyslexia is a learning disability that includes difficulty in the use and processing of linguistic and symbolic codes, alphabetic letters representing speech sounds or numeric representing numbers or quantities.
  • The first description of dyslexia appeared in 1896 by Dr. W. Pringle Morgan in Sussex, England, this is what he wrote: “Percy F.,… aged 14,… has always been a bright and intelligent boy, quick at games, and in no way inferior to others of his age. His great difficulty has been—and is now—his inability to learn to read.”
  • The word dyslexia is derived from the Greek word ‘dys’ (meaning poor or inadequate) plus ‘lexis’ (words or language). Implying only an inadequacy in language tasks.
  • Dyslexia is not the result of neurological damage, but the product of neurological development.
  • Dyslexia varies from mild to severe.
  • Dyslexia does not reflect an overall defect in language, but, rather, a localized weakness within the phonologic module of the brain. This module is the functional part of the brain where the sounds of language are put together to form words and where words are broken down into sounds.
  • Dyslexia is a unique mindset that is often gifted and productive but learns differently than other minds.

Prevalence of Dyslexia

  • Dyslexia affects nearly 10% of the population.
  • Dyslexia is by far the most common learning disability.
  • According to NIH research, of those who are placed in special education for a learning disability, around 80% of those have dyslexia.
  • A study at Yale found that the numbers of girls and boys who have dyslexia are about the same.
  • Dyslexia commonly runs in families.
  • Children don’t outgrow dyslexia.
  • Some of the most brilliant minds of our time have been known to have dyslexia: Albert Einstein, Alexander Graham Bell, Thomas Edison, Winston Churchill, Benjamin Franklin, Wolfgang Amadeus Mozart, and John Lennon, to mention only a few.
  • There are people with dyslexia in many types of highly respected careers such as: Tom Cruise, Danny Glover, Cher, Magic Johnson, Carl Lewis, Bruce Jenner, and General George Patton.
  • “Given the high prevalence of reading difficulties, it is more likely for your child to have a reading problem than almost any other physical problem for which he is being checked.” – Overcoming Dyslexia by Sally Shaywitz, M.D.

Dyslexic Gifts

  • Dyslexics often enjoy and excel at solving puzzles.
  • Dyslexics have excellent comprehension of the stories read or told them.
  • Most dyslexics often have a better sense of spatial relationships and better use of their right brain.
  • Dyslexics have excellent thinking skills in the areas of conceptualization, reason, imagination, and abstraction.
  • Dyslexics have a strong ability to see concepts with a “big picture” perspective.
  • Dyslexics are adept to excellence in areas not dependent on reading.
  • Dyslexics typically have a large spoken vocabulary for their age.
  • Dyslexics tend to be more curious, creative, and intuitive than average.
  • Dyslexics’ special mode of thought easily produces the gift of mastery.
  • Dyslexia is not related to low intelligence.

Symptoms of Dyslexia

  • Dyslexia can affect spoken language, written language and language comprehension.
  • Dyslexics have trouble breaking down unfamiliar words into letter-sound segments. As a result, reading is slow and filled with errors.
  • Dyslexics require extra time and effort to process language information.
  • Dyslexics often need to be taught to look at words linearly, left-to-right.
  • Dyslexics have difficulty in learning (and remembering) the names of letters.
  • Dyslexics often fail to understand that words come apart; for example, that “batboy” can be pulled apart into “bat” and “boy” and, later on, that the word “bat” can be broken down still further and sounded out as ‘b’ ‘aaa’ ‘t’
  • Dyslexics often have a difficult time learning to associate letters with sounds, such as being unable to connect the letter b with the /b/ sound.
  • Dyslexics will sometimes make reading errors that show no connection to the sounds of the letters; for example, the word “big” is read as “goat.”
  • Dyslexics often struggle to read small “sight” words such as “that,” “an,” “in.”
  • Dyslexics often substitute words with the same meaning for words in the text they can’t pronounce, such as “car” for “automobile.”
  • Dyslexics often omit parts of words when reading.
  • Dyslexics often have difficulty remembering dates, names, telephone numbers, and random lists.
  • Dyslexics often have an extreme difficulty learning a foreign language.

Dyslexia Research Findings

  • Despite popular belief, dyslexics do not see letters backwards. They often have difficulty naming and writing letters, and in fact, writing letters backwards is something that many kids do when they’re first learning to write, whether they have dyslexia or not.
  • Many individuals with dyslexia have proven to see things three dimensionally, which can effect how they look at words.
  • Often dyslexics are thought to be reading backwards because of what is called the “Recency Effect.” In which they pronounce the word using the most recent sound first, like “tap” for “pat.”
  • Research has shown strong correlations between dyslexia symptoms and deficits in short-term memory and executive functioning.
  • Dr. Glenda Thorne stated, “Dyslexia is not a deficit in the visual processing system; however, it is a language processing problem. The hallmark characteristic of dyslexia is a breakdown in what is called phoneme awareness.”
  • Yale researchers have shown when people with dyslexia try to read the front part of the brain is over-stimulated while crucial portions in the center and back are under-stimulated.

Solutions for Dyslexia

  • Research has proven that explicit, systematic phonics can actually help ‘rewire’ the brain and help dyslexic students learn to read.
  • The use of the Orton-Gillingham approach can significantly compensate for the language learning and processing problems that arise from dyslexia.
  • Dyslexics score significantly higher on test when they are given additional time and given the test orally.
  • Dyslexics do best when directions are two steps or fewer. They often get confused and frustrated with a long list of “to dos” or directions.
  • The more important, consistent, frequent, multi-sensory, and emotionally reinforcing information is presented, the easier and more enduring language learning becomes for dyslexics.

10 things people with dyslexia wish you knew

What do Albert Einstein, John Lennon, Walt Disney and Thomas Edison all have in common? The answer is dyslexia.

According to Reading Horizons, dyslexia (dys’ = poor or inadequate + ‘lexis’ = words or language) is one of the most common learning disability.
10-15 % of the population is affected by this disability.
It includes difficulty in the use and processing of linguistic and symbolic codes, alphabetic letters representing speech sounds or numeric representing numbers or quantities.

Many times people with this disability are marked like stupid and unintelligent people. But that’s not the truth.
That’s why today I choose to share these 10 things people with dyslexia want you to know about them.
1. We have many life challenges. We see the world in a completely different way. We communicate differently. Also, we have trouble organizing things.

2. Our disability is not related to low intelligence. It’s only a unique and productive mindset. We learn on a different way than other minds.

3. We have trouble breaking down unfamiliar words into letter-sound segments. As a result, our reading is slow and filled with errors.
4. We can act a little weird. Because we see so many different perspectives at once, we can appear incoherent in conversation. Sometimes we come out with strange ideas, and lack the ability to check if our thoughts are suitable for conversation. We can seem almost autistic because we are often unaware of social rules.

5. Look on our disability like a gift. Like every human, we have own weaknesses, but many strengths too. We have great thinking skills in the areas of conceptualization, reason, imagination, and abstraction and a strong ability to see concepts with a “big picture” perspective.

6. Our personality tend to be more curious, creative, and intuitive than average, because we aren’t constrained by the laws of physics, mathematical logic, or the impossible.
7. We get this disability from our family. Dyslexia is inherited, and most people like us have an aunt or uncle, or a parent or grandparent with dyslexia. Scientists have discovered that the DCD2 appears to be a dyslexia gene.
8. We often have low self-esteem. We are just as intelligent as the rest of you. We are fully aware that other people can read and write much more easily than we can. So many times we feel stupid compared to other people.
9. We may not know that we have dyslexia. This disability can go undiagnosed for years, and may not be recognized until adulthood. Unfortunately, people like us, with undiagnosed dyslexia often label themselves as stupid or slow.
10. We can be successful, often because of our dyslexia. There are many famous people with dyslexia, like Leonardo DaVinci, Tommy Hilfiger, Andy Warhol, Pablo Picasso and many others.
The best thing you can do for these people is to try to understand more about their life challenge called dyslexia.
I really hope that this post helped you learn more about people with dyslexia  and encouraged you, when you are in their presence, to show them love and support more than ever.

If you like this post, please share it with your friends and family. Thank you! 🙂

24 Things Only Dyslexic People Will Understand

1. Your brain has the magical power to make letters dance around like drunk idiots.

Via tumblr.com

WORST SUPERPOWER EVER.

2. It can sometimes take you a second to figure out what something really says.

It can sometimes take you a second to figure out what something really says.

Via mosprinkles.tumblr.com

3. But all those extra seconds add up, and you feel like the slowest reader of all time.

But all those extra seconds add up, and you feel like the slowest reader of all time.

Via imgur.com

4. People tell you to “just keep practicing,” as though practicing can you make you something that you’re not.

People tell you to "just keep practicing," as though practicing can you make you something that you're not.

Via blog.cloudpassage.com

5. You’re very confused when people assume you’re just stupid…

imgur.com

imgur.com

imgur.com

If the letters want to be read so quickly, maybe they shouldn’t wander around so much.

6. …or that you’re just a big whiner.

...or that you're just a big whiner.

Via imgur.com

7. Teachers often don’t know what to do with you.

Via giphy.com

8. You and CAPTCHA are always on the verge of having some very heated, non-sensical words with each other.

You and CAPTCHA are always on the verge of having some very heated, non-sensical words with each other.

Via knowyourmeme.com

You’re being a real ejujle, CAPTCHA.

9. This brand is constantly testing your maturity.

This brand is constantly testing your maturity.

Via israel-salcedo.tumblr.com

And everyone else’s, to be fair.

10. You’re nervous about reading out loud, because then people might think you have trouble speaking, too.

You're nervous about reading out loud, because then people might think you have trouble speaking, too.

Via foundinthedark.tumblr.com

11. Complicated parking signs can go tow themselves.

Complicated parking signs can go tow themselves.

Via paulboylan.wordpress.com

12. Dirty anagrams haunt you.

Dirty anagrams haunt you.

Via imgur.com

Well, how else is Ana supposed to let everyone know that this is her Lexus? By driving herself in it? Shut up.

13. Sometimes when people make fun of you, it seems like they have as hard a time understanding dyslexia as you do understanding words.

Sometimes when people make fun of you, it seems like they have as hard a time understanding dyslexia as you do understanding words.

Via imgur.com

14. The next significant other to make this joke is never getting sex again.

The next significant other to make this joke is never getting sex again.

Via junkie101.tumblr.com

15. School can feel like one big TL;DR.

School can feel like one big TL;DR.

Via imgur.com

16. Everyone else seems like they’re reading so fast, you wonder if you should even bother trying to catch up.

Via giphy.com

17. Eventually, you figure out how good you are at understanding the big picture.

Via imgur.com

18. Teachers are amazed at how insightful you can be about books… that you’ve only read the summaries for.

Teachers are amazed at how insightful you can be about books… that you've only read the summaries for.

Via imgur.com

19. You may even get a little TOO good at making sense out of nonsense.

You may even get a little TOO good at making sense out of nonsense.

Via imgur.com

20. You love autocorrect, because now not only can you spell better, everyone else spells worse.

You love autocorrect, because now not only can you spell better, everyone else spells worse.

life-in-black-and-orange.tumblr.com

21. You don’t understand why everyone makes a big deal out of your bad handwriting. You know who else had crappy handwriting?

You don't understand why everyone makes a big deal out of your bad handwriting. You know who else had crappy handwriting?

Via chronicle.com

22. Beethoven. That guy didn’t have time for letters, either.

Beethoven. That guy didn't have time for letters, either.

Via flickr.com

23. People are coming up with new, simple ways to make your life easier all the time.

People are coming up with new, simple ways to make your life easier all the time.

Via mypad.northampton.ac.uk

THE FUTURE IS AWESOME.

24. In time, you start learning how to be you… LIKE A BOSS.