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What Parents Can Do

When they are first told that their child has a learning difficulty parents often go through a series of emotions which include denial, blame, fear, anger, guilt, isolation, and sometimes panic. Only when they have accepted that the child has a specific learning difficulty, can they start working on positive strategies to help him reach his full potential.

Parents should be open to acknowledging that their child has dyslexia. In some countries, a child recognised by the local education authorities as dyslexic has legal rights to be taught in a specifically adapted way. Acknowledging dyslexia will allow for a more suitable choice of subjects at secondary school level which will enhance the strengths and avoid the academic weakness of the dyslexic learner in a varied curriculum.

The earlier the child with specific learning difficulties is diagnosed, the sooner appropriate help can be found and the greater the chance that disabilities can be overcome.

• You know your child better than anyone else. If you think there is something wrong, there probably is.
• If you suspect an educational problem, don’t ignore it. Arrange a professional assessment for your child. If there is nothing wrong, you and your child will feel reassured. If difficulties are diagnosed, you will have the relief of knowing where you stand.
• Make home a safe and encouraging place. School can be a disheartening experience.
• Encourage any particular talents that your child exhibits such as art, sport or music. Make him feel he can succeed in at least one area of his life. Small-group activities can help.
• Never discuss your child’s learning difficulties in front of him without including him in the discussion.
• Praising your child encourages positive behaviour. Remember the child is more normal than different. Emphasise his strengths and particular abilities
• ‘Never forget that the child with learning difficulties needs what all children need: love, acceptance, protection, discipline, and the freedom to grow and learn.’ (Richard Lavoie)
• Because of being emotionally involved, the parent is not always the best person to give the child additional practice and educational back-up. In this case, one-to-one teaching by qualified specialists is the answer.

Before you move away from home:

• Research and evaluate the educational options in the host country carefully before committing yourself to a move overseas. Find out about local support groups and the amount of help available in your own language.
• When visiting prospective schools for your child, take with you recent examples of his work and a recent school and educational psychologists’ reports. It is important to give the school as full a picture as possible of your child’s abilities and difficulties.
• List questions to ask at the new schools you are looking at (see EC~OC Schools Checklist).

Once your child is at school

• Be prepared to make time to back up homework or organise appropriate back-up by a specialised teacher.
• Make sure all the class teachers are informed of the educational psychologist’s assessment and recommendations on a prepared A4 sheet to be handed to them.
• Keep regularly in touch with the teachers: involve them in helping your child’s peer group understand what it is to be dyslexic and how they can help.
• Colour code all books and bags so that your child recognises them instantly. It works!
• Teach your child how to pack and unpack a school bag and organise his pencil case. Do not assume that he will naturally acquire these skills.
• Keep a record of how long homework takes and share this information with the class teacher who may be unaware of how much time your child needs.

Strategies

• Read assigned books or material to, or with, your child. Knowledge and understanding are important, so explain the meaning of new words and explain what is going on in the text.
• If the use of conventional dictionaries and diaries is too difficult or time-consuming, explore and teach the use of electronic tools, such as electronic organisers and spell-check, dictionary and appointment-calendar software.
• Adopt a common-sense approach. If a child asks for help with spelling or grammar when he is writing, give him the answer and let him get on with his work. This applies equally with maths; dyslexic children often have problems with rote memory. Supply the answer if he knows the process.
• Make time to listen to your child. Give him the opportunity in a calm atmosphere to tell you what happened during the day or what his concerns are. Sharing problems with a sympathetic listener can make them seem much less burdensome.
• If you have a dyslexic child, find out about support groups and other relevant organisations in your area. It is often a great relief to know that your family is not alone in helping a child with learning difficulties, and you will receive a lot of helpful information and support.