Speech disorders

Dyslexia
Situation
Different learning style
Most people with dyslexia don’t cope well in the current education system, and have a low self-esteem. Therefore they are unhappy, frustrated and can’t reach their potential.
Not every person has the same learning style. By knowing that the education system is developed for the majority of the population and that 4 to 15% of the population has dyslexia. One could say that this can lead to some education problems, of which we can witness as we see how some children experience school.
"Not all of us have equal talent, but all of us should have an equal opportunity to develop our talents" – John F. Kennedy
Most of the education systems are based on the student who needs to adjust himself to the system. Those students who can’t adjust to that system often see themselves as a stranger, lazy or stupid, which is partly because they are treated in this way. As a result, all kind of frustration for the student, parents and teachers, with dropouts and many people who don’t reach their potential.
Luckily, things are changing, there is more awareness of different learning styles such as dyslexia, and the education system becomes less rigid. There is some movement to adapt the system to the student as an individual.
Unawareness
"If one does not understand a person, one tends to regard him as a fool." - Carl Jung (1875–1961), Swiss psychiatrist
Why are so many dyslexics so frustrated? Maybe because their wings are clipped. This can happen by the education system, by their surrounding and most of all by themselves, they keep alive the labels they once received. They focus on their weakness and/or on their failures and forget their strengths and successes.
"You are what you think" W. Clement Stone,
Amercian businessman, author and philanthropist
Childhood experiences are for a part the foundation for adult live. All his experiences as little they may be and as early in life one may receives them, they all contribute to someone’s behavior. For every move or action a person takes, one does it always with his previous experiences in mind.
Being understood or misunderstood is one of those experiences, with all kind of consequences for their further live. For example they become frustrate, can’t reach their potential or even become a delinquent; of course there are many people in between. However, it would be a great help for everybody, if they were accept as they are.
"It is the common error of builders and parents to follow some plan they think beautiful (and perhaps is so) without considering that nothing is beautiful that is misplaced." - Lady Mary Wortley Montagu (1689–1762), English society figure
Being misunderstood
In general people with dyslexia have the feeling that there is more in them; but in one way or another it won’t come to the surface. Also parents and teachers have those feelings about the child. They expect that the child can perform better, in a way they are right. But, if one doesn't know what is going on in a person, or how a person functions we can’t help, which brings frustration to everyone. The dyslexic suffers from an environment that doesn't understand him or here. They receive all kind of labels which in the long run mark them and contribute to a low self-esteem.
"The same right-brained children who are being labeled and shamed in our schools are the very individuals who have the skills necessary to lead us into the twenty-first century. These children process visually and randomly, and think holistically. They are intuitive problem solvers who get the big picture. They thrive on visual imagery and stimulation; these "attention deficit" kids can spend hours with computer and CD-ROM programs that mirror their thought processes. It's no wonder they are attracted to computers. The use of computers is congruent with the way right-brained children think." - Jeffrey Freed and Laurie Parsons
Receive labels
By not understanding, we give labels by little things we say or do. Because we don't know how someone receives and interprets a message we are not always aware of the impact this can have on a person.
"It is a lonely existence to be a child with a disability which no-one can see or understand, you exasperate your teachers, you disappoint your parents, and worst of all you know that you are not just stupid” – Susan Hampshire, Past President, The Dyslexia Institute
Once we receive a label, it’s difficult to get rid of it. It’s possible we keep those labels alive and carry them around for the rest of our lives. As a result, we don’t belief in ourselves, we give up the battle or we just keep on fighting. Actually, we learn to cope with them and find all kind of ways to protect ourselves.
Acceptance: After a while we says OK: I'm lazy, not smart, stupid, disobedient, unwilling, clumsy. So behave like it and so be it.
Being indifferent: We give up the battle, reluctant to do something about it. It’s safer to stay in the comfort zone. No action is no disappointment for others and ourselves.
Being shy: Taking no action and stay out of side; so nobody can give any comment.
Behaves bad or as a clown: Preferring to be noticed as a bad child or as a clown than a stupid child and so they act like one.
Being a rebel: If one feels attacked or judged unfair one will go in offence and start a ware against school, parents and community.
Becomes a gang member: In the worst case one becomes a gang member to prove him or herself and to take revenge on his environment.
"I see children today doing everything I did to try to stop people seeing their failings - disrupting the class, lurking at the back, faking illness, losing homework. Letters on a page appeared a meaningless jumble – with no more logic than alphabet spaghetti. But in my small village school I couldn't really hide the fact that I was the class idiot."- Sophy Fisher:
She eventually went to Cambridge University.
In some cases, those roles are played for many years. In the meanwhile, because of their own actions, they receive confirmations of those roles from their surrounding. Which becomes a vicious circle and one adapt those roles as their own identity and reinforce it in every aspect of live. In the end, they know no better as that “I’m lazy, stupid, or bad” and they never find the real self behind the actors’ role. This causes only frustration and unhappiness.
Not everybody has the same experience. Many people with dyslexia manage well throughout life even become great examples. Still it would be a great help if people would understand differences. By understanding one could concentrate their attention on the positive sides, so each one could be more of himself and reach more of his potential. This would be great for the individual and the society.
"I am somebody who had a horrible academic experience and came out of that to be successful," Stephen J. Cannell.
He wants to make teachers and parents aware that not everyone learns in the same way, and he encourages kids not to quit if they are having trouble in school."- Article by A. Gusterman, October 2001 http://www.happydyslexic.com/node/59

Conclusion
Unawareness brings uneasiness, a sense of being lost, and one has the tendency to focus on the negative side of the story. Furthermore, if we don't understand how a person functions we can't help him.
Why not bring more awareness of the different learning styles and use all our energy on positive matters by focusing our attention on somebody's strengths and uniqueness so they can fully develop in the person they really are.
"The universe is not going to see someone like you again in the entire history of creation" - Vartan Gregorian
Dyslexia has some disadvantages but also positive characteristics
Having a learning disability doesn’t need to be a disadvantage; it’s just a different learning style. Why not approach learning disabilities from their advantages instead of their disadvantages. For instant dyslexia has a nice collection of strengths. There are many famous people with dyslexia, like Albert Einstein, Thomas Edison, Walt Disney, Winston Churchill, George Patton, Jackie Stewart, etc. They are a living proof that learning differences can be a serious advantage. Furthermore, those advantages are in demand in the information age, and this trend will grow further.
To name a few creativity, being holistic ... There is already a great demand for creative and problem solving abilities, and the demand will become even bigger in the future. We can provide humanity with all those important abilities who are already there. We only need to be nurturing them, so they have the opportunity to shine and to serve humanity.
"In the year 2000 an illiterate person will not be someone who can't read or write, but someone who is not able to learn, unlearn and learn again." - Alvin Toffler, Homeschool.co.uk
The environment
Parents and teachers can contribute to the happiness of the child with a learning difference. By having more awareness and understanding of those learning differences, we would be better equipped to help. We could adjust the education methods to their learning style, nurture their abilities and give the child our trust, so it doesn’t lose its self-confidence. Therefore, the child will be able to reach its potential, which is the highest goal of human development.
It has been said of him "the boy may have been a misfit in school, but he was a born businessman. Much of his success is due to the fact that he is a non-linear thinker." -- Paul Orfalea, founder of Kindo's and famous dyslexic.
One can alleviate the downsides of the learning difference, when adopting a suitable learning style and using the advantages of the learning difference.
"Plato believed that children are born with special talents and that their training should stress those talents. His views are consistent with modern thinking about individual differences and education. Aristotle proposed methods for observing children."
If one develops in a positive, supportive and optimistic surrounding, where one receives understanding and respect as an individual; it's more likely one will develop in to self-confident person.
The person will be more focused on his strengths and successes no matter how small they are; they will give a positive energy and the possibility to accomplish more. Even to tackle the disadvantage of the learning disability.
http://www.happydyslexic.com/node/60


Solution
Embrace differences
Every individual is unique with his own differences, talents, and abilities.
Why not changing our view on learning disabilities?
See learning disabilities as different learning styles.
Bring awareness and knowledge
There are few solutions which work well in all situations.
An unfitted solution provides frustration to all parties.
Peoples are in general more negative or reluctant for the unknown.
When the unknown becomes know and one understands the situation, one becomes more proactive and judges less.
One can concentrate on the positive sides and find solutions.
Achieve understanding
More understanding is less frustration for everyone.
It is easier to help or give assistants if we first understand.
We can adapt a learning strategy that suits ones ability and learning style
Find the right approach to handle the weaknesses.
People are more willing to accept assistance and cooperative if they feel understood.
It's a great help for the dyslexic being understood.
Concentrate on the strengths
It’s important to detect someone strengths (talent, abilities) as soon as possible. But this goes especially for children with learning disabilities.
By concentrating on ones strengths, there is a change that positive, supportive and optimistic attitude follows by itself.
Nurture those strengths.
And by nature, those strengths contribute to an optimal development of the individual; therefore a happy, confident and contributed person to humanity.

"The real fear that I have for dyslexic people is not that they have to struggle with jumbled input or that they can't spell, but that they will quit on themselves before they get out of school. Parents have to create victories whenever they can, whether it's music, sports or art. You want your dyslexic child to be able to say: ‘Yeah, reading's hard’. But I have these other things that I can do." - Stephen J. Cannell. Newsweek interview on dyslexia, November 1999

Unlock the potential
To achieve this it's important how the child's environment behaves towards the learning disability. There are a few point we can keep in mind if we want to help the child in reaching his potential.
How to detect or make a first test of dyslexia yourself
If you suspect somebody or yourself could have a learning disability? The suggestions on the page “How to test for dyslexia and what to do next” could give you a start.
http://www.happydyslexic.com/node/61

How to make a first test or diagnose for a learning disability yourself?
What follows are steps and suggestions on how "to make a first diagnose yourself" when you suspect somebody has dyslexia.
Inform yourself about learning disabilities. Start with the most common for example dyslexia and ADD. Do some critical thinking and check at least three different sources, five is better. This is certainly necessary for dyslexia because there is no unanimity about it causes.
You don’t need to become an expert, just enough to make a first diagnose yourself.
Concentrate on the signs/symptoms of the learning disabilities.
Keep in mind we are all individuals, no two persons are a like. This is also true for a person with a learning disability, concerning their symptoms.

1. Not everyone has all the symptoms.
2. Most people have just a few.
3. Not everyone has the same symptoms.
4. The symptoms come in all degrees.
5. Not everyone has a certain symptom in the same degree.
6. Nor has somebody all its' symptoms in the same degree.
7. Not all symptoms are as obvious.
8. The higher the degree the obvious they are.
9. Some symptoms can stay unnoticed if you have them in very low degree.
10. Or when one becomes older they try to camouflage them.
11. For example: dyslexia has several symptoms, but not every dyslexic has them all, in fact, there are often only a few who are easily recognizable, and not everyone has them in the same degree.
Concentrate on the early signs until the current age. Signs and symptoms of dyslexia.
Go back as fare as you can, especially the early signs are the most honest (objective), later in live one try to camouflage them.
Compare those symptoms with those you observe at your child or experience yourself.
Try to be as object as you can.
Not all symptoms are as obvious but some symptoms are clearly visible at an early age.
Those findings are not a guarantee somebody has a learning disability but it can give you a hind and it's useful to follow the child closely.
In addition, ask teachers, caretakers, or somebody who works with the child what their experiences are while working with the child, and if they spot some of the symptoms.
Thrust your own judgment you know your child best, but don't deny.
However keep in mind that not everyone develops on the same speed. It is not uncommon that a child can be a bit late in some areas of development and catch up later. More information on "Testing a young child".
Some learning disabilities run in families. Check family history for members who are diagnosed with a learning disability or who experience symptoms of a certain learning disability. For example dyslexia and ADD runs in families.
When you recognizing a few pointers and it has been found in the family (diagnosed or not) there is a big change one has a certain learning disability. The more symptoms you find the more likely they have the learning disability.
Keep in mind that it’s not uncommon to have more then one learning disability in one person. For example, dyslexia and ADD are often founded in one person.
Maybe it looks a bit complicated by if you know the symptoms you will be surprised how easily you recognize them.
How you can help your child and prevent frustration?
Now you had made a first diagnose "What to do next?"
http://www.happydyslexic.com/node/49
Symptoms of Aphasia
A symptom is a deviation from normal function which indicates the presence of a disorder.
Temporary condition -As recovery takes place, some of these characteristics will lessen or disappear gradually and others will take their place.
Different combinations - One aphasic will exhibit only a few of these symptoms; another patient will exhibit a different combination of symptoms.
Spoken Language - Inadequate or inappropriate use of language through speech is the most readily observed. There are symptoms of omission in which linguistic units cannot be retrieved or are partially omitted, and symptoms of commission in which incorrect elements are selected unintentionally.
Anomia refers to word finding difficulty. Patient is unable to evoke, retrieve, or recall a particular word. The problem is most evident in the case of nouns, but this may be because nouns constitute a large proportion of a speaker's word use. Some patients, unable to evoke an elusive word, substitute another word, phrase, gesture or use circumlocutions (i.e., they talk around or about the specific word. Verbal paraphasia and circumlocutions may be examples of a more generalized category of symptoms called anomia.
Paraphasias - A paraphasia is a symptom of commission in that it is an incorrect word substituted for an intended or target word. It is the product of a breakdown at a stage of word-retrieval process and is a dominant symptoms within the more general category of anomia.
Phonemic paraphasias also called literal paraphasias, involve the substitution, addition, or rearrangement of speech sounds so that the error can be identified as sounding like the target. Goodglass and Kaplan (1972) used the criterion that more than half of the intended word is preserved. Examples: pike/pipe, kipe/pipe
Verbal paraphasias are identified based on whether there is a semantic relationship between the error and the intended word. Examples: wife/husband; talking/hearing
Neologistic paraphasias are spoken words which cannot be identified as having come from the patient's language. Example: planker/comb; pinwad/light
Circumlocutions - Some patients, unable to evoke an elusive word, substitute another word, phrase, gesture or use circumlocutions (i.e., they talk around or about the specific word. The circumlocuting patient might say, "I wear it right her (pointing to his wrist) " and I tell time with it."
4 Agrammatism - category of symptoms which include inadequate sentence
5 productions. Agrammatism refers to attempts at sentence formulation in which the
muscle is present but the skeleton is missing. Content words, such as nouns and verbs, are produced; but function words such as articles, verb auxiliaries, and prepositions, are omitted. Utterances sound like a telegram (telegraphic speech). Example: (1) Uh, boy...and, uh, girl; (2) Mother, father...making dogs,...hot dogs; a boy, no two boys...and baseball; (3) Its a mother and a father fixing hot dogs..a picnic; I have two sons like this...boys playing baseball.
Jargon - Almost opposite of telegramese in many respects, jargon is lengthy, fluently articulated utterance which makes little or no sense to the listener. It may consist of verbal and neologistic paraphasias.
Neologistic jargon consists of neologistic paraphasias.
Semantic jargon consists of unrelated verbal paraphasias (content words).
Example: "My job was...original...him..concerned with...particulars...of...so that I could tell him exactly what to take, and where to...take it from...so that I could get away to the ...gestures for the conditions of one side...which would give me particular items or discussion according to that. I should have then convolve to the complete asculation...which would give me particulars to tendon, but I am not... not...available throwing back particulars until they were given to me." This example consists mainly of content or dictionary words. It illustrates a tendency for semantic jargon to maintain the syntactic component of language while the semantic component is elusive.
Verbal Stereotypes - A verbal stereotype is a very restricted form of expression as it is used repeatedly by a patient, as if it were the only language form available.
Auditory Comprehension - Aphasics with disturbances in the comprehension of spoken language hear the speaker but have difficulty understanding what is being said. The problem tends to become worse as utterance length or complexity is increased. Patients have difficulty when they are competing signals or when there is a rapid change in the nature of content of the message Patient's ability to comprehend may depend upon the general familiarity of the words used, the length, and informational content of the message, grammatical complexity, and intellectual demands. These deficits include failure to follow an instruction correctly, or irrelevant responses to questions.
Written Language - Aphasic writing usually exhibits patterns which are similar to the speaking impairment. The writing component of aphasia is called agraphia. Linguistic symptoms can be masked by right-handed muscle weakness and by left-handed awkwardness.
Reading - The reading deficit in aphasia has been called alexia, dyslexia. The dyslexias are observed in two ways, either during silent reading for comprehension or during reading aloud.