Question:

Pam, From my expereince we all have faults and difficulties. I find that many things i can do with amazing ease, amny of my very bright frineds cannot do at all, and yet i have spld/dyslexia. As a young adult i was very careing and had a lot of patience with others, my friends did not have this as much. Now i find that i am happy despite being not finacilly well of, my freinds are only happy when rich. Therefor do we not all have good points and bad, do we not all need certain support and help at different times of our lives? Is it not the same  for children? I feel that every child could have a eductaional plan set up at the start of the year, thus it would encourage communiaction from the year 3-4 teacher etc about the child. Thus the work would be compromised instead of comments like" waht did you read last year? halfway through the term when suddenly the teacher realises that we all know the book rather well. It happened twice in my juniour school and once in senior! the parents would know what kind of things their child were lookling at and so be able if they wished to encourage that area at home. Are these not necessary for all children whether they are spld or not? Take care, and thanks.

Response:

I have been trying to figure out what the "misunderstanding" is about what I wrote… And I think I have gotten to that issue finally. Some of you are looking at the parts instead of the whole…I wasn’t even finished with "what works" either…but the "this doesn’t work" started. It is more then those bits. It is how the entire whole works for the dyslexic. Primarily? The dyslexic or other children with what society as a whole considers disabled are not treated nor viewed/taught as disabled. This is from the School Board on down the respect. You can’t just look at the teacher as the "problem" … as has been discussed this is a society issue. If the society in the school is not supporting your children…then the child will not succeed there…without a ton of time and support from the parents. When I started the postings of what works at this school…I was taking the parts out, *BUT* they work as a whole. The fact that the individual child has a planner, as an example, does no good unless the entire teaching staff is committed to that planner working for the *children*. Which is what goes on at our school. This is not a solution for one child, this is recognized as a successful tool for all the children. Granted, some of the kids need a bit more "help" then others, but that is not limited to just dyslexics -pam

Response:

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