DYSLEXIA

                                                                                                  

hAve yOU eVEr sEEn thE fiLM “ tAAre ZameeN Par”??? Does your child have learning disabilities? Then you should know about Dyslexia

Dyslexia is one of the most common learning disabilities and is characterized by difficulty with learning to read fluently and with accurate comprehension despite normal intelligence. The word dyslexia comes from Greek word “dys” means ill or difficult and “lexis” word used to describe a specific disturbance of reading in the absence of pathological conditions, these are often associated with CNS disorder. Children with dyslexia have difficulty in learning to read despite traditional instruction, at least average intelligence, and an adequate opportunity to learn. It is caused by an impairment in the brain's ability to translate images received from the eyes or ears into understandable language. It does not result from vision or hearing problems. It is not due to mental retardation, brain damage, or a lack of intelligence. Dyslexia can go undetected in the early grades of schooling. Children can become frustrated by the difficulty in learning to read, and other problems can arise that disguise dyslexia. They may show signs of depression and low self-esteem. Behavior problems at home, as well as at school, often manifest. Children may become unmotivated and develop a dislike for school, and their success there may be jeopardized if the problem remains untreated.

                                   

According to the U.S. National Institutes of Health, dyslexia is a learning disability that can hinder a person's ability to read, write, spell, and sometimes speak. This includes difficulty with phonological awareness, phonological decoding, processing speed, orthographic coding, auditory short-term memory, language skills/verbal comprehension, and/or rapid naming. Dyslexia is the most common learning disability in children and persists throughout life. The severity of dyslexia can vary from mild to severe. The sooner dyslexia is treated, the more favorable the outcome; however, it is never too late for people with dyslexia to learn to improve their language skills.

AETIOLOGY

There are several types of dyslexia that can affect a child's ability to spell as well as read.

"Trauma dyslexia" usually occurs after some form of brain trauma or injury to the area of the brain that controls reading and writing. It is rarely seen in today's school-age population.

A second type of dyslexia is referred to as "primary dyslexia." This type of dyslexia is a dysfunction of, rather than damage to, the left side of the brain (cerebral cortex) and does not change with age. Individuals with this type are rarely able to read above a fourth-grade level and may struggle with reading, spelling, and writing as adults. Primary dyslexia is passed in family lines through their genes (hereditary). It is found more often in boys than in girls.

A third type of dyslexia is referred to as "secondary" or "developmental dyslexia" and is felt to be caused by hormonal development during the early stages of fetal development. Developmental dyslexia diminishes as the child matures. It is also more common in boys.

Dyslexia may affect several different functions. Visual dyslexia is characterized by number and letter reversals and the inability to write symbols in the correct sequence. Auditory dyslexia involves difficulty with sounds of letters or groups of letters. The sounds are perceived as jumbled or not heard correctly. "Dysgraphia" refers to the child's difficulty holding and controlling a pencil so that the correct markings can be made on the paper.

CLINICAL FEATURES:  
Symptoms of dyslexia may vary from mild to very severe and can be broadly grouped into the following categories:

General features: The child can be very talented in art, drama, music, sports, mechanics, story-telling, designing, etc. He may have high IQ but may not score well academically. At school he may be labeled as lazy or careless due to his symptoms. The child may develop low self-esteem due to his inability to cope up with the educational system

Reading (and spelling) Symptoms : The child is often confused by letters, numbers, words, sequences or verbal explanations. His reading or writing shows repetitions, additions, transpositions, omissions, substitutions, and reversals in letters, numbers and/or words. He may feel that the letters or words to be moving or jumping around on the page when he is reading or writing. He reads and rereads with little comprehension. He seems to have difficulty with vision, yet eye exams don't reveal a problem

riting (motor skills) Symptoms : He has trouble with writing or copying in class. He is clumsy, uncoordinated while writing, handwriting may be illegible. He can be ambidextrous and often confuses left/right, over/under

Hearing and Speech Symptoms: The child is easily distracted by sounds or he may hear things that have not been said.. He may face difficulty in speaking out what he is thinking (cannot put thoughts into words). He may mispronounce words (e.g. God instead of Dog), transpose words while speaking, leave sentences incomplete or take long halts during his speech

Memory Symptoms: He has poor memory for facts, sequences, information that has not been experienced. His memory can be very good for things that have been experienced. In general the child can appear to be very bright and intelligent but when it comes to reading, writing, spellings, etc he can be very bad at these. The child learns best through experience, observation, demonstrations, experimentation, and visual aids. He can fare well in verbal tests but may not be able to do well in written exams

DIAGNOSIS

Dyslexia is a difficult disorder to diagnose. There are many factors the psychologist or other health professional reviews to diagnose the disability. The testing determines the child's functional reading level and compares it to reading potential, which is evaluated by an intelligence test. All aspects of the reading process are examined to pinpoint where the breakdown is occurring. The testing further assesses how a child takes in and processes information and what the child does with the information. The tests determine whether a child learns better by hearing information (auditory), looking at information (visual), or doing something (kinesthetic). They also assess whether a child performs better when allowed to give information (output), by saying something (oral), or by doing something with their hands (tactile-kinesthetic). The tests also evaluate how all of these sensory systems (modalities) work in conjunction with each other.

The tests administered are standardized and are considered highly reliable. The child should not feel as if there is something wrong because testing is occurring. Many of the tests use a game-type or puzzle format which can help make the child feel more comfortable. Children should get a good night's sleep prior to the testing and have a good breakfast. If the testing is done in a school setting, the teacher can prepare the child by talking about the person who will come and do special work with the child. With young children, the psychologist may visit the child's classroom before the testing so that the child is familiar with him. Whether or not the testing is done at school, the parent may want to talk to their child about a new person coming to work with them. However, parents should not try to coach the child concerning the testing. It is recommended that parents not be present during the testing.

Self Care Measures :

·                     Help your child be aware of their problem.

·                     Recognize your child’s strengths and weaknesses and be a positive force in their intellectual growth.

·                     Be a good reading role model, encourage discussion and reinforce reading.

·                     Respect and challenge your child’s natural intelligence.

·                     Play spelling games with your child and encourage your child to write.

·                     Work with your child’s teachers and have your child use alternative means at school like using flash cards, listening to books on tape, using text reading computer programs, and writing on computers.

·                     Trace with a finger the shape of the letters used and the words spoken.

·                     Give your child emotional support and motivation, which will help them build a strong self-image.

·                     Have your child sit in an erect posture and read aloud, this will slowly help in successful conversion of visual symbols into sound.

·                     Have your child listen and repeat instructions.

·                     Stay involved with your child’s education and help them cope with strategies as they advance in school.

HOMOEOPATHIC MANAGEMENT:

Dyslexia a constitutional disorder, as it is an outcome of a constitutional problem (genetic factors). Homoeopathy is definitely recommended for the management of dyslexia. Special modified teaching methods and educational environment, special tutoring, summer school, speech therapy, or placement in special classes helps the dyslexics to cope up better. Homoeopathic treatment is extremely effective in the cases of Dyslexia and strongly recommended along with other supportive therapies. Homoeopathic remedies are natural, gentle, harmless, and easy to take and it helps the Dyslexia condition that burdens and interfere with the life of a child or an adult.

After understanding the child’s constitution, restricted capabilities, mental state, life situation, etc., a constitutional remedy is selected to start healing the patient. Homeopathic constitutional treatment will facilitate your child with constructive reinforcement of staying motivated and occupied in the learning process. Both hemispheres of the brain contribute in processing language and Homeopathic remedies will promote rejuvenation of the brain cells and help reinstate the equilibrium between the two hemispheres of the brain, which is imperative in overcoming Dyslexia and improve your child’s aptitude to read and spell. Homeopathic approach will enhance brain function and improve multi tasking, reading, spelling, and comprehension, reasoning ability, memory, focus and organizational skills. These remedies will also help your child cope with emotional struggles that may arise because of difficulties at school.

Lycopodium - Apprehensive. Weak memory, confused thoughts; spells or writes wrong words and syllables. Failing brain-power (Anac; Phos; Baryt). Cannot bear to see anything new. Cannot read what he writes. Loss of self-confidence. Melancholy; afraid to be alone.

Lac caninum - Very forgetful, absent-minded; makes purchases and walks away without them. In writing, uses too many words or not the right ones; omits final letter or letters in a word; cannot concentrate the mind to read or study; very nervous,  Fears to be alone

Stramonium - Weakness of memory; cannot remember names, words or initial letters; has to ask name of most intimate fried; even forgets his own name. Cannot spell correctly; wonders how a well-known name is spelled. Constantly loses the thread of conversation. Anxious, nervous, extremely sensitive; starts at the least sound.

Syphilinum - Loss of memory; remembers everything previous to his illness. Apathetic, cannot remember names of books, persons or places; arithmetical calculation difficult.

Baryta carb  - Memory deficient; forgetful, inattentive; child cannot be taught for it cannot remember; threatened idiocy. Children both physically and mentally weak. Scrofulous, dwarfish children who do not grow, Loss of memory, mental weakness. Irresolute. Lost confidence in himself. Confusion. Bashful. Aversion to strangers. Childish; grief over trifles.

Aethusa cyn  - Restless, anxious, crying. Unconscious, delirious. Inability to think, to fix the attention. Brain fag. Idiocy may alternate with furor and irritability.

Anacardium - Brain-fag. Impaired memory. Absent mindedness. Very easily offended. Malicious; seems bent on wickedness. Lack of confidence in himself or others.  impaired memory, depression, and irritability;

Other Frequently used Homoeopathic remedies for Dyslexia are Kali brom, Stramonium, China, Nux vom, Silicea, Thuja, Chammomilla, Cannabis sativa, Sulphur, Hypericum,

The selection of remedy is based upon the theory of individualization and symptoms similarity by using holistic approach. This is the only way through which a state of complete health can be regained by removing all the sign and symptoms from which the patient is suffering. The aim of homeopathy is not only to treat dyslexia symptoms but to address its underlying cause and individual susceptibility. As far as therapeutic medication is concerned, several well-proved medicines are available for dyslexia symptoms that can be selected on the basis of cause, sensations and modalities of the complaints.  For individualized remedy selection and treatment, the patient should consult a qualified homeopathic doctor in person.

Hence, increase your child’s confidence, improve their level of fluency, expression, comprehension and help your child achieve higher in school and in life with the help of Homoeopathy.