01/11/2018 Comments are off admin

Dyslexia: Advancing Opportunities

We anticipate the congresses that are going to be held in Spain after the summer and this Saturday we travel to Palma de Mallorca, between November 23 and 25 the 9th National and Ibero-American Congress of Dyslexia and other Specific Learning Difficulties will be held. We spoke with Araceli Salas, spokesperson for DISFAM, a Spanish entity made up of families with children with dyslexia, dyslexic adults and professionals from different fields.

https://www.ondacero.es/temas/portavoz_de_disfam-1

The Spanish Federation of Dyslexia (FEDIS) asks the Minister of Education that students with dyslexia have access to Scholarships

FEDIS members have met today with the Minister of Education and Vocational Training, to publicize the demands of families.

The president of the Spanish Federation of Dyslexia and other Specific Learning Difficulties, Jesús Gonzalo, has asked the Minister of Education and Vocational Training of the Government of Spain, Isabel Celaa, to immediately activate scholarships for students with dyslexia and other specific learning difficulties (DEA), in addition to improving the legislation on this matter, and proposing that subjects related to learning difficulties be taught in the Universities of our country.

These petitions have been endorsed by the more than 217.000 signatures that were collected through the platform change.org/dyslexia of families and professionals requesting more care for people with dyslexia.

On the part of the Ministry, it has been transferred to the Federation, which as usual, the interlocutors with the Cabinet of the Minister and the rest of her team for all issues related to Specific Learning Difficulties, will be the members of the team of this Federation, since it is the only entity at the state level and with a relationship of more than 15 years with all the heads of said Ministry.

02/09/2018 Comments are off disfame

Justice forces schools to apply the protocol in children with ADHD

The Administrative Litigation Chamber of the Superior Court of Justice of Castilla y León has concluded that a school in the Palencia municipality of Carrión de los Condes did not apply the protocol established for cases of high-capacity schoolchildren diagnosed with ADHD to a primary school student.

The TSJCyL thus revokes another ruling issued by the Palencia Contentious-Administrative Court that agreed with the center and the Provincial Directorate of Education, arguing that the Carrión de los Condes school where the child was in 5th grade did not follow the protocol enabled for special cases. According to the resolution, the child had been diagnosed with attention deficit hyperactivity disorder (ADHD) since 2011, a circumstance that was communicated to the educational center so that the protocol for students with special educational needs approved by the Ministry of Education.

After examining the administrative file, the court has reached the conclusion that "this protocol has not been applied" and that "a situation characterized by misbehavior of the minor and punishments or sanctions imposed as a reaction has not been resolved, without concrete application of measures consistent with the diagnosis of ADHD, and without knowing if indeed such sanctions were adequate for said disorder”. In addition, the TSJCyL establishes that the educational center limited itself to communicating the decision that the child did not pass the course to the mother of the minor, "without giving her the slightest possibility of intervention in making the controversial decision."

After the failure at the Carrión de los Condes school, the boy and his family moved to Madrid to enroll him in an inclusive school, where now "he is happy, learns and enjoys what he does every day," according to the mother. of the child through a communication. She has been satisfied that the Superior Court of Justice of Castilla y León has agreed with them after a year and a half, although she regrets that the sentence cannot be carried out, because the child has already repeated 5th and is now studying 6th in Madrid .

Source: https://www.redaccionmedica.com/secciones/ Derecho/la-justicia-obliga-a-los-colegios-a-aplicar-el-protocolo-en-ninos-con-tdah-9410

Marrakesh Treaty

The European Union has approved the Marrakesh Treaty

After several years working hand in hand with the MEP of the European Parliament, Rosa Estarás, and with the European Dyslexia Association, the Marrakesh Treaty has been approved in the European Union.

About the Marrakesh Treaty:

The Marrakesh Treaty to Facilitate Access to Published Works for Persons Who Are Blind, Visually Impaired, or Otherwise Print Disabled has just been added to the body of international copyright treaties administered by WIPO. It has a clear humanitarian and social development dimension, and its main objective is to create a set of mandatory limitations and exceptions for the benefit of people who are blind, visually impaired, or otherwise print disabled.

The Treaty requires Contracting Parties to introduce into their copyright laws a standard set of limitations and exceptions to allow the reproduction, distribution and making available of published works, in formats accessible to blind people, with visually impaired or other difficulties in accessing print, and to enable the cross-border exchange of such works by organizations serving the recipients.

The Treaty makes it clear that the beneficiaries are people with various disabilities that interfere with the effectiveness of reading printed material. The broad definition includes people who are blind, visually impaired, or have difficulty reading, or people who have a physical disability that prevents them from holding and handling a book.

The scope of the Marrakesh Treaty regime covers only works “in the form of text, notation and/or related illustrations regardless of whether they have been published or made available to the public by any means”, and this includes audiobooks.

Another important element is the role played by authorized entities, that is, the organizations in charge of carrying out cross-border exchange. The relatively broad definition of the term encompasses many government and non-profit entities. They may have been expressly authorized or “recognized” by the government as entities that perform many functions, including education and access to information for beneficiaries. Licensed entities are required to establish and enforce their own practices, including determining that the individuals they serve are beneficiaries, serving only those individuals, discouraging misuse of copies, and exercising “due diligence.” in the use of copies of works.

The Marrakesh Treaty has a clear structure and contains specific rules on limitations and exceptions, relating to both domestic and cross-border trade.

First, Contracting Parties are required to provide a limitation or exception in their national copyright laws for the benefit of persons who are blind, visually impaired, or print disabled. The rights subject to this limitation or exception are the right of reproduction, the right of distribution and the right of making available to the public. Authorized entities will be empowered to make, non-profit, copies in accessible format that may be distributed through non-commercial loan or electronic communication; Among the conditions related to this activity, it should be noted that access to the work is legal, that no more changes are introduced than are necessary for the work to become accessible, and that the copies are provided only to the beneficiaries. People who are blind, visually impaired, or print disabled may also make an accessible format copy of the work for personal use, when they have legal access to an accessible format copy of a work. At the national level, countries may limit limitations and exceptions to works that “cannot be obtained commercially on reasonable terms by the beneficiaries in that market”. In order to take advantage of this possibility, the Director General of WIPO must be notified.

Second, the Marrakesh Treaty requires Contracting Parties to allow the import and export of accessible format copies, under certain conditions. As far as importation is concerned, when the national legislation allows making an accessible format copy, an accessible format copy may also be imported without the authorization of the rights holder. With regard to export, an authorized entity may distribute or make available to a beneficiary or an authorized entity of another Contracting Party copies in accessible format made within the framework of a limitation or exception or other rule. This particular limitation or exception requires the exclusive use of the works by the recipients; the Marrakesh Treaty also indicates the obligation that, prior to such distribution or making available, the authorized entity did not know or had reasonable grounds to know that the accessible format copy would be used by persons other than the beneficiaries.

The Marrakesh Treaty leaves the Contracting Parties the freedom to apply its provisions taking into account their own legal system and legal practices, and may even determine the "fair practices, dealings or uses", as long as they comply with the obligations relating to the three-step rule under other treaties. The three-step rule is a basic principle used to determine whether or not an exception or limitation may be allowed under international copyright and related rights law. It takes into consideration three elements, for which any exception or limitation: 1) will cover only certain special cases; 2) will not threaten the normal exploitation of the work; and 3) will not unreasonably prejudice the legitimate interests of the rights holder.

It is not required to be a party to another international copyright treaty to join the Marrakesh Treaty; Member States of WIPO and the European Community may become parties to it. However, Contracting Parties receiving accessible format copies that are not required to comply with the three-step rule under Article 9 of the Berne Convention should ensure that accessible format copies are not redistributed outside their jurisdiction. Likewise, cross-border exchange by authorized entities will not be permitted, except if the Contracting Party in which the copy is made is a party to the WIPO Copyright Treaty or otherwise applies the three-step rule. to the limitations and exceptions applied under the Marrakesh Treaty.

The Marrakesh Treaty requires WIPO to establish an “information access point” to enable the voluntary exchange of information that facilitates the identification of authorized entities. WIPO is also invited to share information on the operation of the Treaty. In addition, the Contracting Parties undertake to provide assistance to their authorized entities that have concluded cross-border exchange agreements.

The Treaty establishes an Assembly of Contracting Parties whose main function is to deal with matters relating to the maintenance and development of the Treaty, and entrusts the WIPO Secretariat with administrative work related to it.

The Treaty was adopted on June 27, 2013 in Marrakesh. It will enter into force once 20 eligible Parties deposit their instruments of ratification or accession.

Regulations of the Marrakesh Treaty

Marrakesh Treaty Directive

Main provisions and advantages of the Marrakesh Treaty

 

"Children with dyslexia do not fail, the system does with them"

It is necessary to improve training, provide centers with greater technological resources and increase investment in counselors, speech therapists and teachers.

Samuel, the son of Araceli Salas, spokesperson for the Spanish Federation of Dyslexia and other DEA, (FEDIS) He is now 25 years old and has a degree in film directing. Reaching this achievement has not been easy for him. Nor is it for the 10% of the Spanish population who, according to estimates, suffer from dyslexia, a learning disorder that alters the ability to read and write of those who suffer from it. Not surprisingly, it is estimated that 4 out of 6 school failures in Spain, 66%, is directly or indirectly related to dyslexia and other Specific Learning Difficulties (SLD). A problem to remember this November 27, Teacher's Day, figure that needs more resources to attend how it is due to this population that is also part of the educational community.

“I have always told my son that he is not the one who fails, but that it is the system that fails with him,” says Araceli. For this reason, her personal story of overcoming her gives name, face and skin to the campaign promoted by FEDIS in change.org to demand "more attention to Dyslexia and other DEA in the next Organic Law of Education". They want to reach 300.000 signatures to send them to the Ministry of Education, Culture and Sports. They already number almost 215.000. Among the demands of their initiative, they ask the administration for more measures for early diagnosis, an inclusive and non-discriminatory educational policy, and methodological adaptations that allow children with dyslexia to continue with their studies and not be cannon fodder for school failure.

The importance of early diagnosis

Samuel's diagnosis came when he was nine years old. By then he and his family had already traveled a long way through the desert to find answers to his difficulty remembering the days of the week, the months of the year, and reading or understanding what he read. “When he started in elementary school he began to be behind his classmates. And of course, since they are smart children, they question things.”

Today the diagnosis has advanced a lot. Children can be diagnosed as young as 7 years old. There are even cases that begin to be detected earlier, by giving the slightest symptoms of dyslexia. Cases in which it is important to start acting even if there is no confirmed diagnosis. However, from her own experience and from her work as her adviser, Araceli knows that families continue to have a "very bad time" and live with the situation "with great anguish" until they find a diagnosis that provides answers to the questions of she.

Those who have the worst time, however, are the children. “Dyslexic children suffer a significant decrease in their self-esteem. They take them for fools, for lazy, they are often victims of bullying. They don't understand how by working so much their performance is lower. That is why early detection is extremely important”, says Luz Rello, who was a girl with dyslexia and today, at 33, is a woman with dyslexia (because it cannot be cured) and a multi-award-winning researcher who has dedicated many years of her life to study dyslexia until he gave shape to the Change Dyslexia entrepreneurial project.

Her experience is shared by Araceli, who in addition to the low self-esteem that her son reached, that thinking and coming to believe that he was stupid, remembers the lack of time to carry out extracurricular activities in which he felt comfortable because of the visits to psychologists , speech therapists and as much time as he needed to do his homework. "That burns a lot," she says. Also, another recently discovered impediment. Due to their situation, many children with dyslexia have recurring nightmares at night, which prevents them from having a restful sleep. “They already wake up with less energy than the rest and end the day much more tired. And on top of that, that overexertion that they make is not rewarded at home or at school”.

Change the way you teach

The educational system is still the same as the one that served our grandparents

From the associations of patients with dyslexia, the first educational law was achieved that protects this type of student with specific learning difficulties. “We have made a lot of progress, yes, but we need to continue advancing, that every time an Educational Law is launched or a Political Pact for Education is made, everything that has to do with this type of student is taken into account. mind and get better. That there is more training for teachers and professionals in the educational field, that the educational system itself contemplates them, that there are adequate tools in schools, that there is early detection and an action plan... and also, essential, that in any Autonomous Community the student has the same rights”, reflects the FEDIS spokesperson.

Also, as she herself acknowledges, that society be made aware, that it knows that dyslexia is much more than having difficulties in writing or reading or having spelling mistakes, that it becomes aware that these children are not stupid or lazy and that they do they can learn. But for this they need a change in the educational system, in the way of teaching. “The educational system is still the same as the one that served our grandparents. We need the system to change its methodology towards more interactive, multisensory styles that take into account neuroscience, and that banishes the preconceived idea that all children should learn at the same pace”, adds Salas.

For Luz Rello, for her part, evaluation is "crucial" because if you learn through reading and evaluate through writing, "a person with dyslexia who precisely has difficulties in that channel (reading and writing) going to do with a lower performance than if, for example, he takes the oral exams”. A concern that Araceli shares: “What is clear is that with a traditional system of reading and exercises it is impossible for these children, because if we only leave them the path of reading for learning and the path of writing to demonstrate what they know, then we go wrong. They are not on an equal footing."

For Araceli Salas, from the point of view of educational policy, "they are not aware of the number of children who are affected by this disorder"

In this sense, from FEDIS they insist that the system needs to know how dyslexics learn and that it adapt to their way of learning, something that does not seem so complicated to them considering that it is already being done in many centers and that there are many professionals who already put it into practice: "But of course, you need to be aware and trained, because the methodology that works for children with dyslexia would work for the whole classroom."

The question is whether, in the case of measures that are so within reach, that they have not been taken yet, it responds to the lack of budget (for, as Luz Rello asks, to improve training, provide centers with greater technological resources and increase investment in counselors, speech therapists, teachers of therapeutic pedagogy and teachers of hearing and language) or the lack of political will and sensitivity to the problem. For Araceli Salas, from the point of view of educational policy, "they are not aware of the number of children who are affected by this disorder" and it is necessary that politicians are aware of its dimension so that it is regulated "in a serious way." as is done in other countries such as the USA, the United Kingdom, Sweden or Denmark”.

A demand that they will continue to insist on from FEDIS to improve the lives of their children, their grandchildren and that of children who have not yet been born but who in a few years will have to face a life with dyslexia. “We want no child to go through what ours has gone through and that no family has to suffer so much to find out what is happening to their child. A modern society like ours cannot allow a child to have to suffer in order to learn”.

TECHNOLOGY AS A TOOL FOR DYSLEXIA
From the Spanish Association of Dyslexia and Family (DISFAM), of which Araceli Salas is the founder, together with the University of the Balearic Islands (UIB), they have developed Prodislex, a free detection and action protocol available for download on the web and that already has more than a million and a half downloads.

Luz Rello, for her part, is the developer of Dytective for Samsung, an app that, through a free dyslexia test, notifies the risk of suffering from dyslexia with almost 90% accuracy. “This is not a diagnosis, but a screening test, a risk detector. The diagnosis must be confirmed with a professional”, explains its founder. From FEDIS, for its part, they also insist that if a child is not detected by the app but there are suspicions, the family should also take them to an expert "to avoid the risk of being left undiagnosed."

Apart from Dytective for Samsung, Luz Rello has also developed another app from Change Dyslexia, Dytective U, available for both iOS devices and Android smartphones. It is a tool based on artificial intelligence that has more than 35.000 personalized and scientifically validated exercises to, through play, improve dyslexia problems and stimulate children's strengths. "Technology allows us more economical and accessible tools that allow a child with dyslexia to reach the expected performance for their ability," concludes the entrepreneur.

Fuente: https://elpais.com/elpais/2017/11/23/mamas_papas/1511448848_672108.html

National plan against dyslexia: the great forgotten that affects 700.000 people

The Congress has unanimity. All parties urge the Government to launch a national plan against this disorder that can change the lives of more than 10% of the population

 La dyslexia affects approximately 700.000 schoolchildren in all Spain. It is a typology of the so-called Specific Learning Difficulties (DEA) and what it supposes is an added obstacle to tasks such as language, spelling, writing, pronunciation and oral expression. That is, the capabilities Communication they look altered. There is no one Magic formula to defeat it, but there are many possibilities to combat it and, finally, after years of attempts by thousands of families, the Congress has urged the government to Mariano Rajoy to implement a national plan that will help all affected children and that is similar to the one that exists in other European countries such as France or Germany. Now it's time for the Executive to comply after the socialist Ángel Gabilondo began to raise it and the popular José Ignacio Wert put the matter in the drawer.

The lack of regulation of this broad group affects, in practice, several important issues. The first of these is the school failureas demonstrated in different studies, such as the notorious reports of the OECD that make so many institutions raise their hands to their heads. The Non-Law Proposal (PNL) brought by the parliamentary group of Ciudadanos to the congressional education commission this week, aimed at finally launching a national plan in all the Autonomous Communities to deal with this situation and was unanimously approved, claimed that school failure could be reduced by up to 40% if there was a real diagnosis of all dyslexic people.

Students during the selectivity exam. (EFE)
Students during the selectivity exam. (EFE)

The president of the Spanish Dyslexia Federation, Jesús Gonzalo, emphasizes training. “In the teaching faculties this matter is not even addressed. Teachers are completely uninformed and do not have access to the news that arises in education”, he affirms to this newspaper. For years these associations have mobilized in search of care and solutions for the thousands of children who suffer from this problem. Their esperanza came this week when Congress approved an NLP with the support of all parties, including that of the Government, which is ultimately the one who must give green light to plan.

And the greatest gravity lies not only in the lack of regulation, but also in the inequalities depending on the autonomous community in which each one is. For example, in Murcia or Catalonia there are 'aids' —flexible measures, in fact— that allow schoolchildren with dyslexia to later access the university system throughout the country, like the one in Madrid, while students in Madrid are limited by this lack of aid.

Marta Martín: “These things can change the lives of many people and on top of that they have a very low cost. We have to make it work now."

The so-called accessibility or flexibility measures that are included in the PNL approved in Congress are as simple as the overtime provision, that the format of the exams be limited to one page, read the questions aloud o point out the main information of the texts in bold font. “These things can change the lives of many people and on top of that they have a very low cost. We have to make it work now”, affirms the orange deputy, Marta Martin, promoter of the initiative that has also supported the government party.

The Government spokesman and Minister of Education, Íñigo Méndez de Vigo. (EFE)
The Government spokesman and Minister of Education, Íñigo Méndez de Vigo. (EFE)

Students with dyslexia are not only disadvantaged by the lack of these initiatives, but also face other discrimination in the scholarship system. While there are groups, for example of high abilities or special education that have access to it, there is no specific program for children with dyslexia despite the fact that their learning difficulty is listed as “high risk of vulnerability” in own LOMCE.

Especially relevant is the vast number of people who are affected by dyslexia. In Spain, without there being a formal registry, there is talk of 10% of the population. Ciudadanos, promoter of the initiative, speaks of 700.000 people today. María Sanz affirms that in international organizations they speak of 17 to 20 percent in each country, and insists that it is unlikely that Spain is the exception with fewer cases: what happens is that they have not yet been identified.

The associations are "sceptical", although the parliamentary consensus has given them wings again

Therefore, the proposal to the Ministry of Education that leads Íñigo Mendez de Vigo calls for the creation of a database to obtain information on a larger scale and improve the detection protocol, in addition to requiring the necessary coordination between the different professionals who care for students, from an educational, health and social point of view. The associations are still "sceptical", although the broad parliamentary consensus has once again given them wings. Precisely the October 5 Is celebrated the international dyslexia day and, although they have been behind a similar regulation for years and are not in favor of believing in coincidences, they recognize that this is a more than opportune moment to take action.

Source: The Confidential

Dyslexia, much more than having difficulties to read and write

Araceli Salas
Child Educator, Psychomotricist and Founder of Disfam (Dyslexia and Family Association) 

Dyslexia is a learning disorder, of neurobiological origin and with a strong hereditary burden, it affects 10% of the population and 4 out of 6 school failures are directly or indirectly related to dyslexia. It consists mainly of presenting specific and persistent difficulties when reading and writing, and there are also difficulties in other areas such as: reading comprehension, attention, low short-term memory, difficulties in integrating the notions of space and time ( days of the week, months of the year, time management...), differentiating between right and left, sometimes illegible handwriting... all of this despite having a normal or above average intelligence and having had adequate schooling.

We must bear in mind that there are no two identical cases and that there are also different degrees, so we should not compare, since there may be many differences between the symptoms of one case with another. Dyslexia is usually accompanied by different associated disorders, the most common are: ADHD, Coordination Disorder (Dyspraxia), Dyscalculia and Emotional Disorders.

“They tell us that they feel “useless or stupid” and begin to somatize. But, if they are lucky, maybe someone listening to them tells them that everything they are experiencing and everything they feel has a name and that it could possibly be DYSLEXIA”

But, what does it really mean to have dyslexia, for a child or an adolescent, who spends an average of 6 hours at school? How do they feel? What are their greatest difficulties? Can they learn in equal conditions? than the rest of your class?

In order to give answers, the first thing we should do is ask them directly. On too many occasions, families tend to talk to professionals and we can make the mistake of not paying attention and listening to the true protagonists of this whole story: children and adolescents with dyslexia.

They tell us at DISFAM that they feel very, very tired... tired of everyday life outside their comfort zone, of making a lot of effort and the result being invisible, of spending hours and hours at home doing homework or studying and staying the next day blocked before the exam, of arriving home and opening the notebook, not being able to understand even his own handwriting, of getting the wrong book, of the exercise, of having to read aloud in front of all his classmates, being embarrassed and with the tension that this causes them, of being aware that they read more slowly and that sometimes they have not understood anything, they are also tired of their red strikethroughs in their notebooks and annotations, of not being able to integrate the orthographic rules or the tables of multiply… they feel exhausted and they don't even know what is happening to them, they don't find answers, but they do find disapproving looks or phrases that hurt and make a dent in their self-esteem: you are very intelligent, if you don't pass it's because! you don't feel like it!!, you're lazy!!, you're always tired!! Yesterday you knew how to do it, why not today? You're kidding me!! For what interests you, you make an effort!!

Who among us could resist this pressure on a daily basis at work?

 

Before finding answers... 

It is not usually easy for a family to find the answer they long for. Normally they go through the same circuit, etc., ENT, oculist, neuropediatrician and normally everything is perfect, so we keep thinking at home that they fight us, that they don't want to work and since they also have the same feeling at school, we end up falling into a nonsense of "good advice" such as the child reading yes or yes every day, review classes, summers full of homework, punishments for lack of motivation and effort, etc.

They tell us that they feel "useless or stupid" and begin to somatize (stomach aches, headaches, nightmares, dizziness, anxiety, school phobia, depression...).

But, if they are lucky, maybe someone listening to them tells them that everything they are experiencing and everything they feel has a name and that it could possibly be DYSLEXIA.

“Only if our sons and daughters have non-significant adaptations will they be able to learn according to their characteristics and will be able to be in equal conditions, having academic success, which means for them that… I CAN LEARN! And if a boy or girl learns, they are happy.”

The family will look for a professional specialized in Specific Learning Difficulties (SLD), either in their educational center or with an external professional and after passing the corresponding tests we will have, if it is the case, confirmation... our son or daughter is NOT lazy …HAVE DYSLEXIA!! One of the tools that can help us when it comes to detecting possible dyslexia at home and at school is the Protocol of Detection, PRODISLEX.

 

now we know what happens

It is just a different way of learning, they are very intelligent children and adolescents whose brains process information differently. They need pictures for words, to learn to read, they need to reinforce phonological awareness and put pictures back for letter sounds. In this way, they will be able to identify and remember them when they see them in a text. It is great to be able to learn through all the senses (multisensory methodology) and with alternative styles to the traditional one (reading, memorizing, making summaries, copying and homework), meaningful learning, through projects, through environments, cooperative learning, etc.

From the first moment that we have the diagnosis, we must start in all subjects and whatever the educational stage (primary, secondary or high school) the non-significant adaptations (the student works the same contents as the rest of the students, but the access and the methodology to access learning can and should be different). Only if our sons and daughters have this type of methodological adaptation or access, will they be able to learn according to their characteristics and will be able to be in equal conditions, having academic success, which means for them that… I CAN LEARN! And if a boy or girl learns, they are happy. We cannot pretend that our sons and daughters are motivated and happy if they do not learn, and even more so when they are intelligent and realize that something is wrong.

“It is really essential to remove the negative label that has been unfairly placed on them and to give answers and speak normally about everything that happens to them.”

To put the adaptations in motion, the best reference that we can have at our disposal is the Protocol of Performance in Dyslexia, PRODISLEX. It is a simple tool to know how to act and how to put the adaptations in motion. It is necessary to agree between the family, the child and the educational center the strategies that will be implemented so that, in this way, we all know what we have in hand and there is good coordination and good teamwork. The boy, girl or adolescent has to feel that he is taken into account, since no one better than him can know what tools he needs. It is also a must NORMALIZE the learning disorder at home and at school, being able to speak normally and explain what dyslexia is through a story, a documentary, a film or a talk. Make known all the potential that these children and adolescents present and look for success references to be able to motivate and work on self-esteem. Great characters, artists, writers, chefs, athletes, painters, sculptors, architects, etc. have been and are dyslexic, some of them like: Albert Einstein, Picasso, Edison, Steven Spielberg, Harrison Ford, George Clooney, John Lennon, Agatha Christie, Norman Foster...

It is really essential to remove the negative label that has been unfairly placed on them and give answers (positive label) and talk normally about everything that happens to them. In this way, friends and family will be able to empathize with them and not judge easily. The empathy and respect for diversity they are free tools and are available to everyone, let's make good use of them.

 

We recommend:  

  • Movies about Dyslexia: “Taare Zameen Par”. 
  • Detection and action protocols: “PRODISLEX: www.disfam.org/prodislex”
  • Documentary film: “Dyslexia, An Invisible Disorder” and “Words in the Wind”.
  • Novel for adolescents and adults with and without dyslexia: “like fish in the tree".
  • Story about dyslexia: “Hugo has dyslexia".

 

DISFAM:

Web: www.disfam.org

Facebook: www.facebook.com/disfam

Telephone: 971 10 11 00

Muñoz: “Parents of children with dyslexia need to know that they are not alone”

The Spanish specialist gave a talk yesterday about this disorder, which constitutes one of the Specific Learning Difficulties (DEA). Activities continue today at the Legislature

The specialist spoke at the Yerba Buena Bicentennial House. Dyslexia

TUCUMÁN.- Yesterday, at the Home of Culture and History of the Bicentennial de Yerba buena, the President of disfam (Dyslexia and Family Association) Spain, The doctor. Inaki Munoz, developed an informative talk on dyslexia and learning difficulties for students with this disorder.

The conference was an initiative of DISFAM in conjunction with the Municipality of Yerba Buena, with the aim of making the population aware of the problem that affects 15% of Argentine boys. Teachers from public and private establishments at different levels and parents of dyslexic children participated in the meeting, who took the opportunity to share their concerns and seek advice on the matter.

Through a documentary and a series of slides, the specialist exposed different methods and protocols that parents and teachers can follow to help children; as well as cases of patients who managed to carry out a successful education through the help and planning provided by DISFAM in Spain.

Before the talk, Muñoz met with the Mayor Daniel Toledo, to whom he explained the different measures that were taken to improve the quality of education for children with dyslexia, both in Spain and in Buenos Aires and.

After his presentation, the professional referred to the creation of new regulations that allow assisting dyslexics, another important reason that brought him closer to Tucumán: "We communicated with the Minister of Health,  paul yedlin, to propose regulations similar to those that already work in the Province of Buenos Aires and that will serve to help people with dyslexia and establish certain rules so that they are not left helpless in harmful situations”

Finally, Muñoz sent a message to the parents of children with dyslexia: "They need to get advice, to know that they are not alone, for some time they have had DISFAM in Tucumán that will provide them with all the support so that their children have a successful education and a happy childhood.”

The representative of the organization in Tucumán, Veronica Podesta, commented on his feelings after the productive day: “We are just beginning, the project began in May, but we are very excited and have the support of DISFAM Argentina and also of Spain. For now, the goal is to articulate our work with schools and colleges, implement protocols so that teachers can recognize cases and help children.

The activities will continue today San Miguel de Tucuman, while on Friday, November 8, the first meeting of young people will take place with a talk-debate in Yerba Buena. There will be shared experiences of children with dyslexia in the facilities of the Lola Mora Medical Center, located at Lola Mora Este 110. Finally, on Monday the 11th, the activities will move back to the capital.

For more information go to www.disfam.com.ar or with the provincial delegate Verónica Podestá at 3814543935 or email veronica.podesta@dismail.org (Special El Intransigent)

 

Dyslexia, behind the school failure of intelligent and hardworking children

Iñaki Muñoz, president of the Disfam association, recommends that teachers apply early detection protocols and adapt the teaching method to the difficulties of these children

 Iñaki Muñoz, president of Disfam and Raquel Corral, manager of the Areté Study Center, at the Daily Club. MOSES CUP
 LFA | IBIZA Bernardo Hernández González, Google's global product director, confessed yesterday at TVE's Breakfasts that he suffers from dyslexia, which has not prevented him from being at the top of one of the most important companies on the planet. This example, along with other illustrious or dyslexic media figures such as Bill Gates, Spielberg, Tom Cruise, Einstein, Boris Izaguirre, Gabino Diego or José Bono, shows that you can live with this disorder and that many of those who suffer from it have higher intelligence quotients. to the middle This is one of the messages that Iñaki Muñoz, president of Disfam (Dyslexia and Family Association) and Raquel Corral, manager of the Areté study center in Ibiza, launched on Thursday at the Club Diario. Both stressed that the detection of this disorder and the adaptation of teaching methods to these cases is "essential" to avoid school failure in "intellectually competent people."

To place those attending the colloquium in the universe of this disease, the short documentary 'An invisible disorder' was first screened, which includes some testimonies from children, young people and adults who suffer from dyslexia and who have come out ahead.

Stomach aches
The documentary reveals that a child with dyslexia not only has learning problems but also has sleep disorders, stomach pains and hypersensitivity.

According to these cases, the majority of those affected experienced ridicule at school, even by their teachers, which has generated a great lack of self-esteem. Their problems, especially with literacy (numerous misspellings or babbling when reading aloud), makes them "look silly", according to some testimonies such as that of Gabriel, now a music teacher. The mothers of Hugo and Ainoa, two children with dyslexia, explain in the documentary their frustration and their battles to get them to do their homework or memorize simple things before knowing the diagnosis and being able to act accordingly.

One of the most shocking testimonies was that of Daniel, a 20-year-old university student with two honors on his record, who became suicidal in his teens. “Anything was a huge effort for me. He was a ghost and he was tired of living. Adolescence was a torment, if I did not commit suicide it was for others, "explains this young man.

Araceli Salas, mother of Iñaki Muñoz, founded Disfam in 2002 when she discovered that Iñaki suffered from ADD (Attention Deficit Disorder) and his brother dyslexia. "Then there was no group to ensure the proper care of these children and, little by little, the work of social awareness and knowledge of their symptoms and treatment has been increased," Iñaki Muñoz pointed out. The current president insisted that the legislation, both state and Balearic, obliges administrations to identify the specific needs of students and train professionals, something that does not always happen, as some of those attending the subsequent colloquium revealed .

“Parents are legally covered to demand special attention for their children in schools,” he pointed out, and recommended that teachers work with the free Prodislex protocol (it can be downloaded at www.disfam.net) which is “very effective » to detect that a person has dyslexia.

"Schools are not prepared to serve dyslexic children"

Iñaki Muñoz, President of the Spanish Dyslexia Federation

By MARTA VÁZQUEZ-REINA June 4, 2008

Dyslexia remains a great unknown to most educators, despite the fact that it affects between 10% and 15% of the child and adult population. To get closer to the problem that this learning disorder represents in the school environment, we have spoken with Iñaki Muñoz, president, since its constitution in 2006, of the Spanish Federation of Dyslexia (FEDIS), which brings together the majority of dyslexia associations in the different autonomous communities. This organization has among its main objectives to raise awareness and sensitize the competent administrations about dyslexia, for this reason it promotes the development, design, evaluation and monitoring of training programs for teaching staff, to achieve early detection and methodological adaptation to students with specific educational needs.

Can we speak of submerged dyslexia in Spain?

The problem with dyslexia in Spain is that it is a very new and little-known disorder, which is why it is more difficult to detect. We call it “the great unknown”.

What consideration do dyslexic children have within the educational system?

Since 2006, they have been protected by the Organic Law of Education (LOE) in its articles 71 and 72, which state that educational administrations must ensure the necessary resources so that students who require educational attention different from the ordinary can achieve the maximum possible development, as well as that they have to establish the precise procedures to promptly identify these needs and have the teaching staff, resources and means necessary to attend to these students. But the problem lies in the fact that in the autonomous communities, which are the ones in charge of educational competences, the LOE has yet to be developed and, therefore, many of these boys and girls are not attended to.

School failure and dyslexia, are they irremediably linked terms?

It is essential that the dyslexic child receives specific treatment
Not necessarily. If the guidelines and strategies recommended by the Federation are applied, both to work at school and at home, success at school is possible. It is essential that the dyslexic child receives specific treatment and so that there is no school failure it is crucial that his problem is also addressed in the classroom, so that the student's performance is optimized while trying to avoid problems of frustration and loss of self-esteem, very common among dyslexic children.

Do schools have sufficient resources to meet the challenge of teaching dyslexic children differently?

Schools today are not prepared, since, as I said before, the Organic Law of Education has not begun to be developed in the different communities. But neither can we blame teachers for this lack of preparation, because at the time they did not receive the necessary training to deal with this learning disorder.

What methods should be applied in schools to facilitate learning for these students?

The teacher must make the rest of the students understand the disorder suffered by their classmate
The first thing a teacher should do is communicate to the rest of the students the disorder suffered by their partner, so that they do not identify the adaptations made to the dyslexic child as a privilege, but as an educational necessity. On the other hand, measures must be taken in the classroom such as avoiding always correcting all their errors, taking exams orally or giving them more time on written tests, providing them with appropriate reading books for their reading level, reinforcing their positive aspects and, Of course, be very patient.

At what age can the first signs of dyslexia be detected at school?

In the first educational stage, symptoms that warn about the need to take preventive measures can already be detected, although it may be early to establish a diagnosis of dyslexia, this can be done from the age of nine.

What is the main evidence?

In preschool age, symptoms such as language delay, confusion in the pronunciation of words, alternating "good" and "bad" days in school work for no apparent reason, greater manual ability than linguistic or difficulties with sequences can be detected. Later, from the age of six, aspects such as difficulty learning the alphabet and multiplication tables, lack of attention and concentration, difficulty distinguishing left and right, disorganization or continuous errors in reading can be evidenced.

What other problems is dyslexia often confused with at school?

False labels such as lazy or dumb are often put on
False labels such as lazy or stupid are often put on, and it is not that now all children labeled as lazy are dyslexic, but rather to give each one the label that really corresponds to them.

Do dyslexic children feel discriminated in any way in the classroom?

Being undiagnosed and coming across as dumb and lazy, people with dyslexia bring secondary problems, most of them emotional. For this reason, they are frequent victims of bullying inside and outside the classroom.

In some communities such as the Balearic Islands and the Basque Country, measures have been adopted such as the adaptation of Selectivity exams for dyslexic children. Are other autonomies advancing in this sense?

All these steps help create precedents so that the other autonomous communities come together and we continue to move forward together. At the moment, for example, the community of Murcia is taking good note of these advances.