Treating Dyslexic And Dyscalculic Students

S. Praveen Kumar*, B. William Dharma Raja**
* Ph.D. Scholar, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu, India.
** Senior Lecturer, Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu, India.
Periodicity:May - July'2009
DOI : https://doi.org/10.26634/jpsy.3.1.180

Abstract

This article focusses on the specific learning disabilities found in schools such as Dyslexia and Dyscalculia, the influence of dyslexia on dyscalculia and the need to adopt certain strategies that help cope with this problem. Learners with multifarious language-related or arithmetic-related disabilities are found in most schools. These children may face difficulties in one or more areas of academic skills such as reading, writing and arithmetic.

Learning disabilities like dyslexia and dyscalculia cut across class, age and intelligence and most schools have some dyslexic or dyscalculic children.  Dyslexia is a learning disorder involving difficulty in learning to read or interpret words, letters and other symbols. Dyscalculia is a learning disorder that causes severe difficulty in making arithmetic calculations. Dyslexia and Dyscalculia are specific learning disabilities and require diagnosis as well as treatment apart from actual classroom teaching.

Children with these learning disabilities require special assistance on the part of teachers, educational specialists and even parents. The effects of learning disabilities can be controlled with appropriate support, guidance, and interventions at home and school. It is becoming imperative for teachers and educational specialists to devise certain teaching strategies that help educationally disabled children to overcome their problems and to enable them to learn well.

Keywords

Learning disability, Specific learning disability, Dyslexia, Dyscalculia.

How to Cite this Article?

S. Praveen Kumar and B. William Dharma Raja (2009). Treating Dyslexic And Dyscalculic Students. i-manager’s Journal on Educational Psychology, 3(1), 7-13. https://doi.org/10.26634/jpsy.3.1.180

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