There are many
controversies over the exact causes and treatments of dyslexia, because
each individual case can be so different (Spafford and Grosser, 1996).
Every child, when diagnosed with dyslexia, receives an Individual Educational
Plan (IEP) in order to provide the best curriculum to support his or her
improvement in problem areas. In the past, dyslexic children were
placed in self-contained classes, however my own personal belief and the
more popular method today is the inclusion model. It has proved to
have beneficial consequences to mainstream learning disability children.
With this model the dyslexic child still often gets to work individually
with a resource teacher or specialist on problem areas, such as developing
word recognition skills, developing sight vocabularies, developing phonemic
awareness, and acquiring study skills. I also believe in using a
mixture of top-down and bottom-up models of reading, as with all children.
When making a lesson plan for a dyslexic student, his or her cognitive
learning style should be taken into account to make learning as easy as
possible and also to motivate and interest the student in reading.
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