03/03/2019 Comments are off admin
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The late approach to dyslexia may be at the base of cases of school failure

It is not a disease but it drags along throughout life, although early detection and intervention can mitigate many of the problems that dyslexia creates in a significant part of the population, between 5% and 10%, who are affected by this reality.

Some of the best national and even world specialists in dyslexia will meet at the I Conference organized by the Disfam association, which will be held on March 22 and 23 at the Ethnographic Museum. Thus, on Friday, March 22 at 16.45:XNUMX p.m., Santos Borregón Sanz, a specialist in language psychopathology and its rehabilitation, a speech therapist at the Segovia Base Center and one of the national authorities on the matter, will intervene. "Dyslexia, dysgraphia, dysorthography: neither justified waiting nor unjustified lack of support" is the title of the conference, which refers to the need for early detection and care.

And it is that, as the president of Disfam (Dyslexia and Family Association) Zamora says. Belén López García early detection and treatment of the problem achieves spectacular results in children affected by dyslexia, while late intervention is the cause of much suffering in people and is often at the root of school failure.

It is a very frequent problem (not a disease), since it is estimated that it affects between 5% and 10% of the population, which will always be dyslexic, but if it has the right tools, it can generate strategies that They allow to overcome the difficulties derived from the difficulties that it presents, such as eating the letters or changing their place and also in pronunciation. There are different degrees of dyslexia, but all are characterized by the fact that they occur in completely healthy people, without any other hearing, neurological or organic cause problem.

After Santos Borregón, the teachers from Zamora, experts in emotional intelligence, Manuela Romera Salas and Carmen Silva Ferrero, intervene with the conference “I choose”. On Saturday the 23rd, José Ramón Gago Rodríguez, one of the world's leading specialists in dyslexia, specialist in neuropsychology and co-founder of Niuco Education, will talk about "Skills and knowledge to support children with dyslexia".

The presentations will close that same Saturday, Araceli Salas, founder of Disfam Baleares, the first dyslexia association founded in Spain, who has titled her talk “When learning hurts. Tools for change”. Registration for the conference costs 25 euros registration fee (20 reduced), although teachers can attend for free if they register at the CFIE (Teacher Training Center).

Source: https://www.laopiniondezamora.es/zamora/2019/03/02/abordaje-tardio-dislexia-base-casos/1147629.html

03/03/2019 Comments are off admin
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Dyslexia, the poem of a 10-year-old girl that excites the Internet

Dyslexia, that's the name of the poem by a 10-year-old girl who has earned Twitter recognition after her teacher shared the writing on the social network.

Jane Broadis is a 6th grade teacher at Christ School Chorleywood, in Watford, United Kingdom, and decided to share the poem of one of her students on social networks after feeling moved by the theme: dyslexia.

In the tweet, Broadis explained that her class was learning about poems that could be read both upside down and upside down, producing a different meaning. When the teacher asked her students to write a poem, she did not expect to find this girl's:

On first reading, the young woman's poem recounts the criticism that people with dyslexia have to endure, including comments like “I am stupid” or “I am a failure”. But it is towards the end of it, when the author asks us to read it again from bottom to top, when we realize that the poem is actually a writing of positivism and acceptance: “No one can ever convince me that I am a failure. ”, “nobody will be able to say that I am stupid”.

The tweet had a great impact among users of the social network and achieved more than 47.000 retweets and 159.000 likes in a matter of hours.

After the success, Jane Broadis offered a short interview to the BBC in which she explained that the subject of dyslexia is something that they had dealt with in class since there were students with learning difficulties at school. And she added: " The girl who wrote this poem is not dyslexic, but she is incredibly thoughtful and sensitive, and there are also people in her class who have difficulty reading and writing.”

Dyslexia is a neurological condition caused by different wiring of the brain. It is a specific learning difficulty, which results in problems with certain learning skills such as reading or writing. Unlike a learning disability, in the case of dyslexia intelligence is not affected.

Fuente: https://www.diariodemallorca.es/buzzeando/2019/03/03/dislexia-poema-nina-10-anos/1396853.html

03/03/2019 Comments are off admin
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The best dyslexia specialists will be in Zamora this month

Some of the best specialists national and even global dyslexia will meet at the I Conference organized by the disfam association,which will be held on March 22 and 23 at the Ethnographic Museum. Thus, on Friday March 22 at 16.45:XNUMX p.m. Santos Borregon Sanz, specialist in language psychopathology and its rehabilitation, speech therapist at the Segovia Base Center and one of the national authorities on the matter. “Dyslexia, dysgraphia, dysorthography: neither justified expectation nor unjustified lack of support” is the title of the conference, which refers to the need to early detection and care.

And it is that, as the president of Disfam says (Dyslexia and Family Association) Zamora. Belen Lopez Garcia a detection and early treatmentof the problem achieves spectacular results in children affected by dyslexia, while late detection is the cause of much suffering in people and is often at the base of school failure.

And it is a problem (not a disease) very frequent, since it is estimated that it affects between 5% and 10% of the population, who will always be dyslexic, but if she has the right tools she can generate strategies that allow you overcome difficulties derived from the difficulties it presents, such as eating the letters or changing their place and also in pronunciation.

After Santos Borregón intervene the Zamoran teachers emotional intelligence experts Manuela Romera Salas and Carmen Silva Ferrero, with the conference “I choose”. Saturday 23 opens the day Jose Ramon Gago Rodriguez, one of the world's specialists in dyslexia, specialist in neuropsychology and co-founder of Niuco Education, who will speak on "Skills and knowledge to support children with dyslexia".

He will close the presentations that same Saturday Araceli Salas, founder of Disfam Balearic Islands, the first dyslexia association founded in Spain, which has titled its talk “When learning hurts. Tools for change”. The registration in the days it costs 25 euros enrollment (20 reduced), although teachers can attend for free if they sign up for the CFIE (Teacher Training and Innovation Center).

Fuente: https://www.laopiniondezamora.es/zamora/2019/03/01/mejores-especialistas-dilexia-estaran-mes/1147549.html?fbclid=IwAR3dfC5ncPgFef7cwAfVKqEXU6RbCBEYGKxbuRVKXTKkwWH6mMA_RUgc2hk

20/02/2019 Comments are off admin
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A court sentences a University to the exemption of the English of a student with Dyslexia

The Bogotá Court requested a report from DISFAM as experts in dyslexia so that the Judge could make a decision on the matter.

Here you can consult the Judgment as well as the gratitude that the Court has evacuated in gratitude for the report.

Sentence in PDF

GUARDIANSHIP JUDGMENT 2019 – 00131

20/12/2018 Comments are off admin
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English guide for students with dyslexia

English guide for students with dyslexia

02/12/2018 Comments are off admin
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Right to Accessibility: questions and answers by Rosa Satorras

Is there a history of complaints for violating the right to access to the educational system? Hi there have been cases on s'hagi sanctions and fines per això? 

I have always felt that post-compulsory studies are not significant fans of ACI, they are just fans of accés (donating more time, providing materials…) but in addition to the requirement to demonstrate to the student the skills required in the curriculum”

Resposta:

If you have escorted the next paper to the meva, we will escort that there are many incompliments throughout the long and extensive of our educational system, say the point that the European Community has issued a report on the systemic incompliments of our State in this matter. Per tant, denúncies deu haver hagut moltes perquè s'arribi aquesta conclusion.

Regarding the second question, I am going to comment that in the cap lloc of our legislation it was stated that the post-compulsory period is not puguin during a term of adaptation or accessibility measures. Of fet, these measures are d'accés, that is to say, not significant.

It is certain that it is not possible to “downgrade” curriculars to these levels, except in certain areas (own and foreign languages ​​or physical education); but for the DEAs, both access and accessibility measures are sufficient (to be able to understand the donated texts and to be able to create written texts in equal conditions that the rest is the one that is demanded and is the one that is cal).

I hope I have solved the question; I remain at your disposal for any type of clarification. If all of us formem, we will make sure that the day of others people with dyslexia (and other disorders) keep the path one more planer. I received a greeting and all my thanks for your interest.

 

 

“How is it understood that in Catalonia the basic skills tests for primary and secondary schools are only allowed to dyslexic students and/or with ADHD who have 15 more minutes to take them?

Why are PAUs only given 15' plus extras and a discount on spelling? 

Answer:

Giving a little more time and modulating the evaluation are adaptations of it, that is, of the evaluation, not accessibility criteria. Accessibility has to do with the barriers posed by written expression and reading. Making study and evaluation instruments accessible means changing them so that the student understands them on equal terms with others and so that he can express his knowledge in all its breadth. In other words, giving more time is a methodological or evaluation adaptation, not an incorporation of reasonable accessibility adjustments.

Therefore, reasonable accessibility adjustments are required from the administration apart from these two small measures.

I hope I have solved the question; I remain at your entire disposal for any clarification. If we all educate ourselves, we will ensure that tomorrow people with dyslexia (and other disorders) have a slightly smoother path. Receive a greeting and my greatest thanks for your interest.

 

“Given the current situation, do you recommend that students with AED have 'the card' recognizing their disability? It should not be mandatory, but if not, we are in a defenseless situation”

Answer:

As things stand, really, it is preferable to have it, although only for dyslexia in no autonomous community do they give more than 33% (which is what gives you the opportunity to have the "license"). If the problem is combined with others, each of them adds up and that percentage can be reached.

However, as I explained, it is not necessary to have said "card" in order to guarantee the rights of people with disabilities. Nowhere in educational legislation is it established that a certain percentage must be obtained in order to have each of the rights associated with people with disabilities. Only the need for more than 33% to reserve seats, for free fees at post-compulsory levels and little else is expressly referred to.

In summary, if more disorders or diseases can be added that give rise to the recognition of more than 33%, I absolutely recommend it, but if not, we have the same educational rights as those who have that percentage because the regulations do not limit it. , but only refer to “disability”. This is so even though most members of the educational community erroneously maintain the opposite. It is a false interpretation of the regulations (or, better, an interpretation that is already out of date with the current legislation) that we have to ensure is changed based on training and information.

I hope I have solved the question; I remain at your entire disposal for any clarification. If we all educate ourselves, we will ensure that tomorrow people with dyslexia (and other disorders) have a slightly smoother path. Receive a greeting and my greatest thanks for your interest.

 

"If I denounce lack of accessibility, who does it affect, the teacher or the school?"

Answer:

It actually affects everyone. What should be done is a solidarity complaint to the following:

 

  • The teacher or counselor who has not implemented the accessibility resources (having requested them);
  • To the director of the center, as responsible for everything that happens in the institution;
  • If it is public, to the Ministry of Education of the Autonomous Community;
  • If it is private, to the ownership of the center as subsidiary civil liability.

 

In any case, before denouncing, you must have proof of everything that has been done or not done. To do this, my advice is that everything that is requested be in writing with an entry record, because the words are carried away by the wind and, normally, the teachers or counselors are not going to want to go as our witnesses if they later have to continue in the center. We will be able to taste what we have ordered. What we cannot prove is what they have not done (it is impossible to prove negative facts). In any case, it is the center that must prove what it has done.

For all this, legal advice is needed from a professional specifically dedicated to these issues, which are not an easy field. You have to find someone specialized.

I hope I have solved the question; I remain at your entire disposal for any clarification. If we all educate ourselves, we will ensure that tomorrow people with dyslexia (and other disorders) have a slightly smoother path. Receive a greeting and my greatest thanks for your interest.

 

 

“Is it the autonomous community that decides whether or not there can be adaptations in the PAAU for students who have a diagnosis or reports of learning disorders? We understand that in Catalonia this depends on the central government. What is the regulation that includes it?

Answer:

These tests are organized by the interuniversity council of each autonomous community, which does not mean that national and international regulations can be skipped. In other words, there are some general rules that regulate it and others in the community that develop it. The latter must submit to the former.

 

La international regulations that regulates it in Spain is essentially:

  • International convention on the rights of persons with disabilities (art. 24)

 

La state regulations on the individual is primarily:

  • Royal Legislative Decree 1/2013, of November 29, approving the Consolidated Text of the General Law on the rights of people with disabilities and their social inclusion (arts. 7, 18, 20)
  • Organic Law 2/2006, of May 3, on Education (arts. 1 and 38), modified by Organic Law 8/2013, of December 9, on improving educational quality (LOMCE)
  • Organic Law 6/2001, of December 21, on Universities, (DA 24)

 

La Catalan regulations on accessibility in university entrance exams can be found at:

  • Catalan Law 13/2014, of May 30, on accessibility (arts. 21 and 32)
  • Catalan Law 1/2003, of February 19, on Universities of Catalonia (art. 4).

I hope I have solved the question; I remain at your entire disposal for any clarification. If we all educate ourselves, we will ensure that tomorrow people with dyslexia (and other disorders) have a slightly smoother path. Receive a greeting and my greatest thanks for your interest.

 

“In your opinion, given the still 'defenseless' situation of students with dyslexia, would you recommend having the 'disability card?'

Answer:

As things stand, really, it is preferable to have it, although only for dyslexia in no autonomous community do they give more than 33% (which is what gives you the opportunity to have the "license"). If the problem is combined with others, each of them adds up and that percentage can be reached.

However, as I explained, it is not necessary to have said "card" in order to guarantee the rights of people with disabilities. Nowhere in educational legislation is it established that a certain percentage must be obtained in order to have each of the rights associated with people with disabilities. Only the need for more than 33% to reserve seats, for free fees at post-compulsory levels and little else is expressly referred to.

In summary, if more disorders or diseases can be added that give rise to the recognition of more than 33%, I absolutely recommend it, but if not, we have the same educational rights as those who have that percentage because the regulations do not limit it. , but only refer to “disability”. This is so even though most members of the educational community erroneously maintain the opposite. It is a false interpretation of the regulations (or, better, an interpretation that is already out of date with the current legislation) that we have to ensure is changed based on training and information.

I hope I have solved the question; I remain at your entire disposal for any clarification. If we all educate ourselves, we will ensure that tomorrow people with dyslexia (and other disorders) have a slightly smoother path. Receive a greeting and my greatest thanks for your interest.

Mrs. Satorras' email: satorras@ub.edu

Presentation Rosa Satorras

03/10/2018 Comments are off admin
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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.
12/08/2018 Comments are off admin
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Interview with Araceli Salas on Onda Cero

12/08/2018 Comments are off admin
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summer without holidays

Araceli Salas for the Ara Balears Newspaper

Marc is 12 years old, and next year it would be his turn to start secondary school.

When he finished third grade, his tutor told his parents that Marc needed a booster for the holidays, because he was very weak in his subjects, Marc made a lot of effort, but his grades were not in line with the effort he had made…he didn't. We understand, his parents commented, Marc is a very intelligent boy.

This is how Marc had a very different summer than his friends, he had to get up very early (like all year) to be able to go to refresher classes with a teacher who had been recommended to the family. In the afternoon Marc needed a few hours to dedicate to his homework, yes, a few hours, because Marc had a slower pace and tended to disperse easily, he needed twice as much time as his classmates to finish the task... like this one day and another day, without even realizing it, he reached the month of August.

Marc's family used to go to Menorca for a few days for the summer, that year Marc went to Menorca, but in his backpack he had the homework for his reinforcement classes, plus the tasks he had to deliver at school, the math book, Spanish, Catalan…

There were only a few days left before the course began and Marc had a sore throat, head and stomach… he spent the last days of summer sick.

In September Marc started at half throttle, Marc didn't understand why he felt so tired, with little energy and not much desire to start again (he had had vacations!!!!!).

Wasn't the next course very different from the previous one... Marc continued to make an effort, doing his homework, studying and 3 days a week he had refresher classes... but it seemed that nothing was enough and also that year his first fails came... recommendations were aimed at leaving extracurricular activities and dedicating more time to studies... more time??????, that year he was unable to continue with one of his true passions... volleyball

In fifth grade, Marc began to collapse, he seemed very unmotivated and sad, the weeks seemed eternal and on Sunday he was already beginning to feel bad... at home the fights began, the shouting, the bad faces, the blackmail... yes this year you fail some, you will not come with us to Menorca!!! His parents told him when there were two months left to finish the course. His homework was piling up, he couldn't concentrate and he didn't understand why many days, he felt a strange sensation in his chest area...as if he was short of breath...Marc has that summer engraved with fire in his memory, he had to see how his His parents and two brothers were going on vacation, while he stayed at his grandparents' house.

Marc started a few months ago, what in theory was going to be his last year at school. After the Christmas holidays (by the way, Marc had twice as much homework as his classmates, since as he was slower, on many occasions he did not have time to finish the exercises in class and the tutor thought it was a good idea to save them for the holidays), the tutor called Marc's parents for a meeting... during the meeting the main topic was that if Marc did not try harder, he would not be able to pass the course and would have to repeat

Marc's family felt overwhelmed, they did not know how to redirect the issue, they knew that Marc was a smart boy, he got excellent marks in drawing, sports and mathematics, Marc was a curious boy, with a great photographic memory, intuitive, sensitive and with great manual skills… but his handwriting, aissss his handwriting!!!!!!!! And he didn't seem to enjoy reading either, despite the fact that everyone at home was an inveterate reader.

At the end of the course, Marc had 4 subjects left for September…and the summer turned into torture again, one more summer without vacations, one more summer without being able to disconnect, one more summer without being able to share many special moments with friends and with the family, more tension at home and to top it off, classes in July and August... Marc's relationship with his parents was very tense and Marc always had to listen to the same phrases:

  • It's that you strive for what you want
  • If you are smart for some things, you can also be smart for others
  • If you tried harder you would get it
  • What happens is that you are lazy and spend everything

One sweltering hot afternoon, Marc's mother was reading a newspaper, when suddenly an article caught her attention, the title was I AM A SMART BOY, BUT FAILING...while her mother was reading she couldn't help but feel fear, anger, confusion …it seemed that they were describing Marc's story, it seemed that everything he was reading was something everyday, something that hurt him, something very familiar…and if Marc, like the child in the article, turned out that he had a Learning Disorder??? ?

19/05/2018 Comments are off admin
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They agree to include specific scholarships for students with special needs from the 2019/20 academic year

Finally and after years of work by FEDIS, and especially this last one together with Marta Martín, Deputy for Citizens, we can announce that there will be Scholarships for the 2019/2020 academic year 👏🏻👏🏻👏🏻 Thank you very much to all the people who They supported us with the Change.org signature campaign in which we asked the Congress of Deputies for more support for people with #dyslexia and their families! Unity is strength #UnidosPorLaDyslexia

EUROPE PRESS NEWS:

PP and Ciudadanos have agreed on the inclusion in the General State Budget Law (PGE) for 2018 of specific educational scholarships for groups with special needs in all calls on this matter carried out by the Ministry of Education, Culture and Sports.

Through an amendment negotiated between both formations, collected by Europa Press, the PGE will include an additional provision with which it is intended to "guarantee educational inclusion" of all students and, therefore, "equity" in the Spanish educational system .

To do this, it is stated that the annual calls for aid from the Ministry must incorporate scholarships "individualized for this type of student" that will complement those already planned for the group.

ECONOMIC REQUIREMENTS OF THE FAMILY

The text specifies that, in accordance with budget availability, the incorporation of these calls will be carried out "progressively in successive calls from the 2019-2020 academic year". In the same way, it indicates that these scholarships will provide for the requirements and the form of irrefutable accreditation of the situation that would give the right to receive individualized aid.

"For the granting of this aid, once the existence of the specific need for educational support has been accredited, the economic requirements of the beneficiary's family unit will be met exclusively," says the agreed initiative.

SOURCE: Europa Press

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