Dyslexia: intsingiselo, iintlobo, iimpawu, oonobangela kunye nonyango olusebenzayo

Kule mihla, ixesha le idyslexiaKodwa bambalwa ngokwenene abayiqondayo intsingiselo enzulu okanye indlela ebonakala ngayo kubo bonke ubomi. Le meko, eyaziwa ngokuba kukungakwazi ukufunda, ichaphazela abantwana, abafikisayo kunye nabantu abadala, kwaye izehlo zayo ziphakame lee kunokuba umntu ebenokucinga. Ngesi sizathu, sinikezela ngenqaku elilandelayo ngale meko, ephonononga imiba efana nenkcazo yayo, i-typology, iimpawu ngokweminyaka, izizathu, iziphumo, ukuxilongwa, unyango olusetyenziselwa ukoyisa, kunye nendima yesikolo kunye nemeko yentsapho.

Fumanisa ukuba yintoni i-dyslexia kunye nentsingiselo yayo

Etymologically, igama elithi dyslexia lenziwa ngamagama amabini: idys, igama elinemvelaphi yesiGrike eliguqulela ngokuthi ubunzima; kwaye Lexia, yemvelaphi yesiLatini, okuthetha ukuthi leerNgoko ke, inguqulelo yeli gama ngokwezwi nezwi kunzima ukufunda.

Ichazwa njenge-a ubunzima obuthile bokwenza iikhowudi kunye nokufakwa kweekhowudi izakhi zolwimi ngokumalunga nokufunda, ukubhala, nkqu nentetho (ingakumbi ngokunxulumene nemiqondiso, oonobumba nezandi); okwenzeka kubantu abanobuchule obuqhelekileyo bokuqonda ngokupheleleyo okanye obungaphezulu komndilili. Obu bunzima bunabo imvelaphi yokungasebenzi kakuhle kwengqondo, umntu azalwa nayo okanye ezifunyenwe ngenxa yengozi ebudeni bendlela yobomi.

Ngoko ke, umntu obonisayo ubunzima obuzingileyo nobubalulekileyo ukufunda ukufunda nokubhala kwiminyaka egqalwa njengeqhelekileyo ukwenjenjalo; ngaphandle kokuba naluphi na uhlobo lokulibaziseka okanye ukukhubazeka kwengqondo, ngaphandle kokukhubazeka koluvo olufanelekileyo (ukuva okungalungiswanga okanye iingxaki zombono, umzekelo) kunye nokufumana isikhokelo esichanekileyo sokufundisa ngokwenqanaba labo.

Abanye ababhali, bathanda UHarstein, uDebray kunye noMelékian, yithathe njenge ingxaki yokufunda. Abanye bayibona njengengxaki ethile yokufunda eyahlukileyo, efana Critchley, Nieto kunye nePadgetOku kungenxa yokubhideka ngokuphathelele iimpawu. Inyaniso ikukuba namhlanje, abantu abaninzi abaqinisekanga ukuba yintoni idyslexia. Eli gama lisetyenziselwa ukubhekisela ngokubanzi kuko nakuphi na ukuphazamiseka kokufunda nokufunda, okungafanelekanga, ekubeni i-dyslexia iimpawu ezichazwe kakhulu.

Kuncwadi lwenzululwazi yangoku ichazwa njenge ingxaki yokufunda ethile yemvelaphi ye-neurobiologicalephawulwe bubunzima ekunakanakeni kwamagama ngokuchanekileyo nangokutyibilikayo, iingxaki zopelo, nobunzima bokucazulula iitekisi. Obu bunzima budla ngokunxulumana a intsilelo kwinkqubo yezandi yolwimi, engalindelekanga kuthathelwa ingqalelo ezinye izakhono zokuqonda kunye nemfundo efunyenweyo.

Ngokubhekiselele kwiziganeko zayo, obu bunzima buchaphazela ipesenti enkulu yabantwana abahamba isikolo. Izifundo ezahlukeneyo zibeka ukuxhaphaka kwayo phakathi kwe-5% kunye ne-10% yabafundi besikolo, nangona amanani aphezulu okanye asezantsi axelwe kwezinye iimeko ngokuxhomekeke kwiikhrayitheriya zokuxilonga ezisetyenzisiweyo. Kolu lulonke, ipesenti ephezulu ngamadoda. Enyanisweni, malunga nabantu abathathu kwabane abachaphazelekayo ngamakhwenkwe. Oku kwakunxulunyaniswa nokubaluleka kwemfundo yamakhwenkwe kwixesha elidlulileyo. Nangona kunjalo, kule mihla amakhwenkwe namantombazana ahamba isikolo ngaphandle komqobo, ngoko ke ubukho bobukho obuqinisekileyo ayikaziwa. isizathu esithile esithethelela ubhaqo olwandisiweyo kwisini esinye ngaphezu kwesinye; kurhaneleka ukuba iimeko zoxilongo kunye nezinto ezilindelwe ekuhlaleni nazo zinendima.

Indlela idyslexia ebuchaphazela ngayo ubomi babantu iya kuxhomekeka ngokuyintloko iqondo lobunzima (nokuba ikwinqanaba elisezantsi, eliphakathi, okanye eliqatha). Ngoko ke, kukho abantu abanesidanga esingephi abanokuthi bagqwese ekubaleni nakwimathematika ngokubanzi; okanye abanye abanenqanaba elicacileyo abasakwazi ukusebenza kubuchwephesha obufana neengcibi zombane, amagcisa, iingcibi zegolide, abayili, nabathungi. Okokugqibela, kukho iimeko ezinzima ngakumbi apho le meko imele isithintelo esibalulekileyo, esithintela abantu kwimisebenzi esisiseko kuphela ngaphandle kokungenelela okufanelekileyo.

Kubalulekile ukugxininisa ukuba i-dyslexia Ayinxulumananga nobukrelekreleAbantu abaninzi abane-dyslexic baye bazuza impumelelo ebalaseleyo kwiinkalo ezahlukeneyo, bebonisa ukuba, ngenkxaso efanelekileyo, ubunzima bokufunda nokubhala abuthinteli imfundo epheleleyo, umsebenzi kunye nobomi bentlalontle.

Iintlobo ze-dyslexia: ulwahlulo olupheleleyo

Kukho iingxaki ezininzi zokufunda, kwaye idyslexia yenye yazo. Inokwahlulwa ibe ziindidi ezahlukeneyo, ezixhomekeke kwi indlela ethile apho ubunzima buzibonakalisa ngayo ekufundeni, ekubhaleni nasekulungiseni ulwimi. Olu lwahlulo lunceda ukwenza ungenelelo lube lomntu bhetele.

a) Ukufumana i-dyslexia

Oku kubhekisa kwi-dyslexia eqala kumntu osele efundile ukufunda, emva kwengozi okanye isigulo esibangela ukungasebenzi kakuhle kwengqondoEzi ke, zahlulahlulwe peripheral y ephakathiukuchongwa kwayo kuya kuxhomekeka ekubeni umphumo wokulimala uchaphazela imbono ebonakalayo yolwazi okanye ukuqhutyelwa kolwimi lwayo.

Umda wedyslexia:

• Ingqwalaselo: Eli gama, elicetywe nguPatterson, libhekisela kwiimeko apho izigulane zinokubona amagama ewonke, kwanokuchonga oonobumba ngabanye. Noko ke, abakwazi ukuchonga unobumba ngamnye oyila igama xa behlanganiswe ndawonye. Ngamanye amazwi, banenkathazo gxininisa ingqalelo ebonakalayo kulandelelwano olupheleleyo loonobumba.
• Ezibonakalayo: Kule meko, abantu ngabanye bayawabhidanisa amagama kunye namanye afana ngokuzolileyo. Ngokomzekelo, bayafunda ubunzima endaweni yokuba mesa; ilanga endaweni yokuba salphakathi kwabanye. Noko ke, bayakwazi ukubona oonobumba bamagama abangakwaziyo ukuwafunda ngokuchanekileyo. Olu hlobo lwe-dyslexia lwachazwa nguMarshall kwaye lunxulunyaniswa nobunzima kwi ukuqondwa kwamagama okubonwayo.
• Ileta ngeleta: Kwiintlobo ze-dyslexia ezikhankanyiweyo, esi siphenjelelwa ubude begamaUkufundwa kweleta ngonobumba kuxa umntu eziva efuna ukufunda ngokuvakalayo, okanye ngokuthe cwaka, unobumba ngamnye wegama. Ukufunda kuyacotha kakhulu kwaye kube nzima kuba ukumelwa kwehlabathi jikelele kwamagama akwenziwa kusebenze.

Idyslexia esembindini: Isigulana sinobunzima bokunxulumanisa isimboli esiyigraphic kwintsingiselo yegama; oku kungenxa yokungasebenzi kakuhle kwi iindlela zokulungisa esebenza njengendlela yokunxibelelana nabo. Ngokuxhomekeke kwindlela ekunzima ukwenza ngayo olu nxulumano, i-dyslexia ephakathi ihlelwa ngolu hlobo:

• Isandi: Isigulana sibonisa ukonakala kwindlela yezandi, njengoko bekwazi ukufunda amagama aqhelekileyo ngendlela ebonwayo, kodwa abakwazi ukufunda amagama amatsha, angaziwayo, okanye aqanjiweyo. Umntu onephonological dyslexia unokufunda inkomo endaweni yokuba ingcukaUmzekelo, okanye ukuba nobunzima obunzulu bokufunda amagama angoongantweni. Le meko inxulumene neengxaki kwi ulwazi lwezandi kunye nokuguqulwa kwegraphem-phoneme.
• Phezulu: Izibonakalisa ngakumbi ngokufundwa gwenxa kwamagama angaqhelekanga, adla ngokuba ngamagama emboleko asuka kwezinye iilwimi, anopelo olufana nqwa nokubiza amagama kulwimi lomntu ochaphazelekayo. Umzekelo, "iholo". Inxulumene nomonakalo kumanqaku amathathu kwindlela ebonakalayo: i isichazimagama esibonwayo, i inkqubo yesemantic kunye Isichazi-magama sefonologicalUmntu uthembele phantse ngokupheleleyo kwimithetho yezandi kwaye wenza iimpazamo ngamagama angafundwanga njengoko ebhaliwe.
• Iisemantics: Isigulana siyakwazi ukufunda amagama sisebenzisa isigama esibonwayo nesasigama; nangona kunjalo, aziyi kuyifumana intsingiselo yazo. Kolu hlobo lwe-dyslexia, kukho ukungasebenzi kunxibelelwano phakathi kwe isichazimagama esibonwayo kunye inkqubo yesemanticethintela ukutsalwa komyalezo wonke. Umbandela unokufundeka ngokuvakalayo kodwa hayi uyayiqonda oko akufundileyo.
• Ubunzulu (okanye buxutywe): Olu lolona didi luqatha lwe-dyslexia. Umntu uya kuba nobunzima bokufunda amagama angengowomntu okanye amagama angaqhelekanga kwaye afumane intsingiselo yawo. isiguli esine-dyslexia enzulu Baza kubonisa iimpawu zokuphazamiseka kokubonwayo kunye ne-phonological processing. Ngaloo ndlela, banokufunda "itafile" apho ithi "isitulo," okanye bafake amagama endaweni yabanye. intsingiselo enxulumeneyoukuvelisa iimpazamo zesemantic rhoqo.

b) I-dyslexia yophuhliso

Ikwabizwa ngokuba yi-developmental dyslexia, sisiphene sokufunda esisuka emntwini ngelixa efunda ukufunda aze azingise nasemva kweli nqanaba. Ayibangelwa kukwenzakala kwengqondo okufunyenweyo, kodwa ngenxa a ukuphazamiseka kwengqondoIimpawu kule meko zifana kakhulu nezo zibonakaliswa ngabo babandezeleka kuhlobo olufunyenweyo, kodwa bazibonakalisa kwiinzame zokuqala zokufunda ukufunda nokubhala.

Ngaphakathi kophuhliso lwe-dyslexia, iilebhile zisetyenziswa rhoqo ezichaza i iprofayile yobunzima:

• Uphuhliso lwe-phonological dyslexia: Ezona ngxaki ziphambili kukunxulumanisa oonobumba nezandi, ukwahlula amagama abe ziifonim, ukufunda amagama amatsha okanye amagama angoozenzele (pseudowords) kunye nokusebenzisa imigaqo yokuguqula iifonim.
• I-dyslexia yophuhliso lomphezulu: Umntwana okanye umntu omdala uthembele kakhulu kufundo lwefonetiki. Benza iimpazamo ngamagama angaqhelekanga kwaye banobunzima bokwakha a I-othographic lexicon Ukufundwa okubanzi kunye nokucotha kwamagama aqhelekileyo.
• I-Visual dyslexia: Ukudideka okuqhelekileyo kubonakala phakathi koonobumba okanye amagama afanayo, ubunzima ekugcineni ukulandelela okubonakalayo kwemigca kunye nokuqaphela ngokukhawuleza amagama ehlabathi.
• I-dyslexia enzulu okanye exubeneyo: Izandi, umphezulu, kunye neempawu ezibonakalayo zidityanisiwe, ezikhokelela kwiprofayili entsonkothileyo, eneempazamo zokufunda, iingxaki zokuqonda, kunye nobunzima obubalulekileyo bokupela.

Iimpawu ze-dyslexia ngokweminyaka

Nje ukuba iintlobo ezahlukeneyo ze-dyslexia zichazwe, unokufumana umbono weempawu ezinxulumene nesi sifo. Nangona kunjalo, kuyanceda ukuqhekeza iimpawu ze-dyslexia ngokutsho Inqanaba lokuvela kwezinto, ekubeni izibonakaliso zitshintsha ukusuka ebuntwaneni ukuya kumntu omdala.

Iimpawu zokuqala phambi kwesikolo

Iimpawu ze-dyslexia kunokuba nzima ukuzibona ngaphambi kokuba umntwana aqalise isikolo, kodwa ezinye iimpawu zokuqala Oku kungabonisa ingxaki ekuphuhliseni ulwimi nasekufundeni kwixesha elizayo. Ziquka:

• Kumthatha ixesha ukuqalisa ukuthetha xa kuthelekiswa nabanye abantwana abakwiminyaka efanayo.
• Funda amagama amatsha ngokukhawuleza kwaye unesigama esincinci kuneso besilindelekile.
• Iingxaki zokubumba amagama ngokuchanekileyoUmzekelo, iguqula izandi ngaphakathi kwegama okanye ibhideke amagama anesandi esifanayo.
• Ubunzima bokukhumbula okanye ukubiza amagama oonobumba, amanani, kunye nemibala esisiseko.
• Iingxaki zokufunda iingoma iingoma zabantwana okanye imidlalo enesicengcelezo, nto leyo ebonisa ulwazi lwezandi oluphuhlileyo.
• Ukulibazisa uphuhliso lwentetho kunye nobunzima nge biza amagama antsokothileyo.

Iimpawu kubantwana besikolo

Xa umntwana efikelela kwiminyaka yokuya esikolweni, kunokwenzeka ukuba maestro Yiba ngowokuqala ukuqaphela ingxaki. Inqanaba lobunzima liyahluka, kodwa ingxaki idla ngokucaca xa umntwana eqalisa ukufunda ukulesa nokubhala ngokucwangcisiweyo. Phakathi kweempawu zeklasikhi ezichazwe ekuqaleni kunye nezo zibonakaliswe luphando lwangoku, sinokubandakanya:

• Banikela nge ukufunda kancinci xa kuthelekiswa nabantwana abakwinqanaba elifanayo. Olu luphawu lwabantu abane-dyslexic kwaye luxhaphake kakhulu njengoko umntwana eqala ukufunda izivakalisi kunye neetekisi ezinde.
• Bahlala belahlekelwa yiodolo yabo yemigca yesicatshulwa esithile kwaye, eneneni, ukuzikhokela basebenzisa omnye weminwe yabo ukukhomba kumgca abakuwo.
• Bajika oonobumba ezenza amagama. Ngale ndlela, banokubhidanisa u-“b” no-“p” okanye “q”, okanye “d” no-“b”.
• Ngelixa ufunda izicatshulwa, Baqamba amagama ngemiqondiso yemifanekiso efana naleyo yoqobo. Banokuthi okanye bangahambelani nomxholo wokufunda.
• Bangabhala esipilini ngamanye amaxesha, ngakumbi kwiminyaka yokuqala.
• Banobunzima bokupela amagama, nto leyo ebangela ukuba babe namathandabuzo amaninzi yaye, ngokubanzi, batshintshe indlela abalandelelana ngayo oonobumba okanye babashiye.
• Bafunda amanqaku, izalathandawo, kunye nezihlanganisi (ezibizwayo amagama asebenzayo), ekubeni zingenayo intsingiselo ecacileyo ezinokunxulumana nayo.
• Bazisa ubunzima obubonakalayo kwi kufunda ulwimi olutsha, ngokukodwa kwinkalo ebhaliweyo.
• Banobunzima bokubiza amagama e-polysyllabic kunye amalungu eenxalenye.
• Bakufumana kunzima ukufunda ukuphindaphinda iitafile kunye nolunye ulandelelwano oluzenzekelayo (iintsuku zeveki, iinyanga, njl.).
• Inqanaba lokufunda kakhulu ngaphantsi kokulindela ngokweminyaka kunye nebakala labo.
• Ingxaki ukucubungula nokuqonda oko bakuvayo xa kukho ulwazi oluninzi lomlomo ngokulandelelana.
• Ubunzima bokufumana igama elichanekileyo okanye ukwenza impendulo ekhawulezayo kumbuzo.
• Ingxaki khumbula ulandelelwano (imiyalelo yamanyathelo amaninzi, izintlu, uthotho lwamanani).
• Ubunzima bokubona (kwaye, ngamanye amaxesha, ukuva) ukufana kunye neeyantlukwano phakathi koonobumba namagama.
• Kufuna ixesha elingakumbi lokugqiba imisebenzi ebandakanya ukufunda okanye ukubhala.
• Ziphephe izinto ezifuna ukufunda ngokuvakalayo okanye ngokubhala, ngenxa yentloni okanye ukuphoxeka.

Iimpawu kubantu abafikisayo nakubantu abadala

Iimpawu ze-dyslexia kulutsha nakubantu abadala ziyafana nezo zabantwana, nangona abantu abaninzi bekhulile izicwangciso zembuyekezo enokuthi ifihle ubunzima ngokuyinxenye. Ezinye iimpawu eziqhelekileyo kwezi zigaba ziquka:

• Ubunzima bokufunda, nokuba funda ngokuvakalayo ngokutyibilikayo.
• Ukufunda nokubhala uyacotha kwaye uyabulalekaefuna umgudu omkhulu.
• Iingxaki zopelo oluzingisileyo, nangamagama aqhelekileyo.
• Ziphephe izinto ezifuna ukufundwa, ezifana nee-imeyile ezinde, iingxelo, okanye iincwadi ezinde.
• Ukubizwa kakubi kwamagama okanye amagama angaqhelekanga, okanye ubunzima bokufumana amagama achanekileyo.
• Ukufuna ixesha elininzi lokugqiba imisebenzi ebandakanya ukufunda okanye ukubhala, iimviwo zokukhetha ezininzi, okanye ukubhala ingxelo.
• Ubunzima shwankathela ibali okanye ukhuphe iingongoma eziphambili kwisicatshulwa.
• Ingxaki funda ulwimi lwasemziningakumbi kwindawo ebhaliweyo.
• Ubunzima bokuqonda iingxaki zemathematika ezibandakanya iingxelo ezinde.
• Ubunzima cwangcisa izimvo ngokubhala okanye ukwakha iitekisi ngokuhambelanayo.
• Iingxaki zokukhumbula ixesha elifutshane, njengokukhumbula uludwe lwemiyalelo okanye amanqaku amafutshane.
• Ukuziva ukhathazekile, ukuphuhlisa ukuzithemba okuphantsi, kwaye kwezinye iimeko, uxhalaba ezinxulumene nokufunda okanye umsebenzi.

Xa udibana nengcali

Nangona ubunzima obuncinci bokufunda bunokuba yinto eqhelekileyo ekuqaleni kokufunda, kuyacetyiswa thetha neengcali xa:

• Inqanaba lokufunda lomntwana lihlala lifana ngokucacileyo ngezantsi njengoko kulindelwe kwiminyaka yabo, ibanga, kunye namandla abo okuqonda.
• Iingxaki zokufunda nokubhala ziyaqhuba nangona a imfundiso efanelekileyo kunye nenkxaso eqhelekileyo.
• Ubunzima bubangela a impembelelo ebalulekileyo ekusebenzeni kwezemfundo, ukuzithemba, okanye ubudlelwane bentlalo.
• Abantu abadala bebesoloko bephawula ukuba ukufunda nokubhala kufuna umgudu ongalinganiyo kwaye baqaphele uninzi lweempawu ezichaziweyo.

Nakweyiphi na kwezi meko, a uvavanyo yi nxalenye iingcali kwezengqondo, pedagogy kunye kwintetha Therapy Ivumela ukuba sicacise ukuba ingaba i-dyslexia okanye enye ingxaki yokufunda ikhona kwaye siyile isicwangciso esifanelekileyo songenelelo.

Izizathu ze-dyslexia kunye nezinto ezinobungozi

Nangona isisigulo ebesihlolisiswa kangangamashumi eminyaka, unobangela wedyslexia awukaqondwa ngokupheleleyo. Ngokuqhelekileyo, siye sachaza i-dyslexia ngokwemvelaphi yayo njenge indaleko y ifunyenweIzizathu zokugqibela zicacile, njengoko zibangelwa ukulimala okanye izifo ezithile ze-neurological. Nangona kunjalo, ukukhula kwe-dyslexia kubandakanya izinto ezininzi ezidibanisa ukuyidala.

Ezinye zezi zilandelayo zichazwe ngezantsi: intelekelelo kunye neenyaniso ezamkelwe ngokubanzi malunga nemvelaphi yayo:

• Izizathu zofuzo: Esi sesinye sezona zizathu zixoxwe kakhulu kwaye zafundwa. Ezinye izazinzulu zithi ukuveliswa kolu kungasebenzi kubangelwa yimiba ethile. iijini kunye nemimandla yechromosomal ezinxulumene nokusetyenzwa kolwimi nokufunda. Kuqatshelwe ukuba i-dyslexia idla ngokubakho rhoqo kwiintsapho apho sele kukho ezinye iimeko zobunzima bokufunda, nto leyo ebethelela ingcamango yokuba ilifa elibalulekileyoNangona i-"dyslexia gene" enye ingazange ichongwe, kuyaziwa ukuba kukho indibaniselwano yezinto zofuzo ezandisa i-predisposition.
• Izizathu ze-Neurological: Ngeli xesha, i-anomalies yokuzalwa yendalo ye-neurological kunye nokwahlukana kwi ukwakheka kwengqondo kunye nomsebenziAbantu abane-dyslexia babonisa iipatheni zokuvula ezicacileyo kwiindawo zobuchopho ezibandakanyekayo kwi-phonological processing kunye nokufunda (umzekelo, kwimimandla yesikhashana kunye ne-parietal ye-hemisphere yasekhohlo). Nangona le yantlukwano ingeyiyo i-pathological ngokwayo, iyanceda ukucacisa ukuba kutheni ubuchopho be-dyslexic buqhuba ulwimi olubhaliweyo ngokwahlukileyo.
• Izizathu zehormonal: Abanye ababhali baye bayinxulumanisa nempembelelo ethile hormone ngexesha lophuhlisoOku kunokunceda ukuchaza ukuxhaphaka okuphezulu kwamadoda okuchazwe kwizifundo ezahlukeneyo. Nangona kunjalo, le ngcamango isaxoxwa kwaye ayithathwa njengengcaciso ecacileyo.
• Izizathu ezibonakalayo: Ezi zachazwa ngokuyintloko kwiindidi ze-dyslexia efunyenweyo. Oonobangela bovakalelo banokuba yimbonakalo, yokuva, kunye nezandi. Eyokuqala kungenxa yobunzima kwi ukucubungula okubonakalayoOku kuquka ukugqwetheka kombono okanye ukunyakaza kwamehlo okungaqhelekanga, nto leyo enokwenza kube nzima ukulandela ukulandelelana koonobumba ngelixa ufunda. Iingxaki zokuva zinxulumene neengxaki zocalulo kunye nokucubungula izandi zentetho. Okokugqibela, oonobangela bezandi babhekisa kubunzima icandelo kunye nokukhohlisa iifonim oluyila ulwimi, umba ongundoqo kwimizekelo yangoku ye-dyslexia.
• Izizathu zengqondo nezendalo: Ithiyori echaza oonobangela be-dyslexia kuphela kwimiba yezengqondo iphelelwe lixesha, kodwa iyaqondwa into yokuba izinto ezifana khuthazoImo yeemvakalelo, amava angaphambili ngolwimi, kunye nokufikelela ezincwadini kunokulungisa ukubonakaliswa kobunzima. Abanye ababhali banxibelelanisa iingxaki ezinkulu zemfundo kwiindawo ezifuna kakhulu nezingaxhaswayo, nto leyo eyandisa ixhala kunye nokuphepha ukufunda. Ezi zinto azibangeli idyslexia, kodwa ziyakwazi zenza mandundu okanye zithambe ifuthe layo.
• Izizathu zokufundisa: Zinxulumene neendlela zokufundisa ezineziphene, ezingacwangciswanga, okanye ezingalungiselelwanga kakuhle. Nangona kunjalo, le ithiyori iyodwa ayichazi i-dyslexia: phantsi kobuchule obufanayo, abanye abantwana baba nobunzima obukhulu ngelixa abanye bengakwenzi. Into eyaziwayo kukuba umyalelo ocacileyo nolungelelanisiweyo wolwimi olubhaliweyo unako buyisela ngokuyinxenye ukuba sesichengeni kwabantwana abaninzi abasemngciphekweni.

Ngamafutshane, ukukhula kwe-dyslexia ngoku kuqondwa njengengxaki esisiseko neurobiological kunye nemfuzo, ephenjelelwa yimeko yokusingqongileyo, imfundo kunye neemvakalelo, okubangela uluhlu olubanzi lweeprofayili kunye needigri zokukhubazeka.

Iziphumo kunye neengxaki ezinxulumene ne-dyslexia

I-dyslexia enganyangwayo inokukhokelela kwinani le iingxaki Ezi ziphumo zichaphazela imfundo yomntu, intlalontle, iimvakalelo kunye nobomi bomsebenzi. Ukuqonda le miphumo kubalulekile ekuqondeni ukubaluleka kokuxilongwa kwangaphambili kunye nokungenelela.

Ubunzima bezifundo kunye nokungaphumeleli kwesikolo

Enye yeempembelelo ezicacileyo ze-dyslexia kuku intsebenzo yezifundoUbunzima bokufunda, ukubhala, nokuqonda ukufunda kuphazamisana nenkqubela phambili phantse kuzo zonke izifundo, njengoko ukufunda busisakhono esinqamlezileyo. Umfundi onedyslexia angabonisa:

• Ukusebenza ngaphantsi kukonke phezu kwayo nje imigudu yaboOku kukhokelela ekungaqondani phakathi kwabazali nootitshala ukuba ubunzima abufunyaniswanga.
• Ukulibaziseka ekufumaneni umxholo, kufuna ixesha elingakumbi lokufunda nokwenza imisebenzi, kunye nokudinwa okukhulu kwengqondo.
• Umngcipheko owandisiweyo we ukungaphumeleli kwesikolo xa ulungelelwaniso olufanelekileyo kunye nenkxaso ingasetyenziswanga.

Iingxaki zentlalo neemvakalelo

Abantu abane-dyslexia, ngakumbi ukuba abafumani ukuqonda kunye nenkxasoBasenokuba namava:

• Ukuzijongela phantsi kunye nemvakalelo yokungabi nabuchule obungaphantsi koontanga babo.
• Ukukhathazeka okuphindaphindiweyo ngemisebenzi yokufunda nokubhala, ethi ngamanye amaxesha iguqulelwe kuyo ukuphepha ukuziphatha okanye imvukelo.
• Amathuba aphezulu okubandezeleka uxhalaba phambi kweemviwo, ukufunda ngokuvakalayo, okanye iimeko apho ubunzima babo bunokuvezwa.
• Ngamanye amaxesha, ukuxhatshazwa, ngokuba sijoli seziqhulo okanye ukugxekwa koogxa abangayiqondiyo ingxaki.
• iimvakalelo ze ukubekwa wedwa ekuhlaleni kunye neemvakalelo zokuziva uphantsi, ezinokuthi, ukuba ziyaqhubeka, zinokukhokelela kwiingxaki ezinzulu ezingokweemvakalelo, ezinjengodandatheko.

Impembelelo kubuntu obudala kunye nendawo yokusebenza

Ebudaleni, abantu abane-dyslexia banokujamelana nemingeni iindawo zokusebenza ezifuna ukusetyenziswa rhoqo kokufunda nokubhala, okunje:

• Ubunzima bokufunda iingxelo ezinde, imimiselo, iincwadana, okanye ii-imeyile ezinzima.
• Kufuneka ixesha elingakumbi bhala izicatshulwa, lungiselela iintetho okanye amaxwebhu okuhlaziya.
• Ukuziva usoloko "nxamnye newotshi" kwaye, ngamanye amaxesha, ukoyika ukwenza iimpazamo zoluntu.
• Uxinzelelo olunxulumene nomsebenzi kunye nokuxhalaba, okunokunciphisa amathuba okunyuselwa ukuba akwenziwanga uhlengahlengiso olufanelekileyo.

Kwelinye icala, abantu abaninzi abane-dyslexia bayakhula izicwangciso zembuyekezo Ngokusebenza kakhulu, bathembele kumandla anjengokucinga okubonwayo, ubuchule bokuyila okanye intuition ukuze bagqwese kubuchwephesha apho ukufunda nokubhala ingeyiyo eyona nto kugxilwe kuyo.

Uninzi lweengxaki ezinxulumene rhoqo

I-dyslexia inokuhamba kunye nezinye iimeko. ukuphazamiseka kwe-neurodevelopmental kunye nokufunda, njenge hyperlexiaeyenza nzima umfanekiso wabo weklinikhi. Phakathi kwemibutho echazwe rhoqo yile:

• Ukunqongophala kweNgqalelo ye-Hyperactivity Disorder (ADHD): abantwana abaninzi dyslexia kunye ne-ADHD Bakwabonisa ubunzima bokuhoya, ukungxama, okanye ukuxakeka. I-ADHD inokuthintela ngakumbi ukufunyanwa kwezakhono zokufunda, kwaye i-dyslexia inokonyusa unxunguphalo lwezifundo olunxulunyaniswa ne-ADHD.
• Dyscalculia: ubunzima obubalulekileyo bokuphatha amanani kunye nemisebenzi yezibalo, ngaphaya koko kulindelekileyo kwi-dyslexia yodwa.
• Dysgraphia: utshintsho kwintetho ebhaliweyo, kumgangatho we-stroke kunye nolungelelwaniso lwesicatshulwa, oluzimeleyo okanye olungekho kwi-dyslexia.

Uvavanyo kunye nokuxilongwa kwe-dyslexia

Ukufunyanwa kunye nokuxilongwa kwe-dyslexia akusekelwe kuvavanyo olunye, kodwa kwi-a uvandlakanyo olubanzi noluneenkqubo ezininzi lwenziwa ziingcali ezikhethekileyo (iingcali zengqondo, abafundisi-ntsapho, iingcali zentetho, iingcali zemithambo-luvo yabantwana, oogqirha babantwana, njl. njl.).

Inkqubo yovavanyo

El ngokuqhelekileyo ibandakanya:

• Omnye udliwano-ndlebe lokuqala nabazali okanye umntu omdala ukuze afunde ngembali yophuhliso lolwimi, imvelaphi yosapho, inkqubela yesikolo, ubunzima obukhoyo kunye nezizathu zothethwano.
• Ukuqokelelwa kolwazi isikolo, becela intsebenziswano yomhlohli nabanye ootitshala ukuba bahlole indlela aqhuba ngayo umfundi, indlela aziphethe ngayo eklasini, nezicwangciso esele zisetyenziswa.
• Ukusetyenziswa kwe iimvavanyo ezisemgangathweni Iimvavanyo zokufunda, ukubhala, nokuqonda ulwimi, ezilungelelaniswe nobudala bomntwana okanye abadala. Ezi mvavanyo zivumela uthelekiso lwentsebenzo yomntwana okanye yabantu abadala naleyo yabemi ngokubanzi.
• Uvavanyo lwezakhono zokuqonda ngokubanzi (ingqalelo, inkumbulo, ukuqiqa, ulwimi lomlomo) ukulawula okanye ukuchonga ezinye iingxaki ezinxulumene nazo.
• Kwezinye iimeko, izifundo ezongezelelweyo (ezifana ne-neurological or ophthalmological assessment) ziyafuneka. lawula iingxaki zeemvakalelo okanye izinto ze-neurological ezichaza ubunzima.

Iikhrayitheriya zokuxilonga

Ngokubanzi, umntu uyakwazi ukuthetha dyslexia xa iimeko ezifana nezi zilandelayo zihlangatyezwana nazo:

• Ubunzima obubalulekileyo nobuzingisileyo ekufundeni ngokuchanekileyo, ukutyibilika, nokuqonda, kunye nokubhala kunye nopelo, oluzingisileyo. ubuncinane iinyanga eziliqela okanye izifundo ngaphandle kokufundisa ngokwaneleyo.
• Obu bunzima buphazamisana kakhulu nokusebenza kwezemfundo, ukusebenza komsebenzi, okanye imisebenzi yobomi bemihla ngemihla.
• Azicaciswanga ngcono ngu ukukhubazeka kwengqondoIingxaki zeemvakalelo ezingalungiswanga (ukubona, ukuva), ukuphazamiseka okukhulu kwemithambo-luvo, ukungabikho kakhulu esikolweni, okanye ezinye izinto zangaphandle.

Kubalulekile ukukhumbula ukuba ukuxilongwa ngokusesikweni kudla ngokuthenjwa xa umntwana efumene ithuba lokufumana imiyalelo yokufunda ecwangcisiweyo (ngokuqhelekileyo kwiminyaka yokuqala yesikolo samabanga aphantsi), nangona inokubonwa esemncinane. iimpawu zomngcipheko ezithethelela ungenelelo lothintelo.

Unyango olusebenzayo kunye nezicwangciso zokungenelela

Unyango lwe-dyslexia kufuneka lubandakanye ubomi bonke bomntu ochaphazelekayo. Ke ngoko, ukufunyanwa kwangoko kufuna iindlela ezithile zokujongana okanye ukubuyisela ubunzima bokufunda nokubhala. Nangona i-dyslexia "ingenalo unyango" ngokwengqondo yezonyango, ungenelelo olufanelekileyo lunokukhokelela kuphuculo olubonakalayo. uphuculo olubalulekileyo ekusebenzeni kunye nokunciphisa impembelelo yokuphazamiseka kubomi bemihla ngemihla.

Iinkqubo zokufunda ezikhokelwayo: indlela yokujonga izinto ezininzi

Kweli nqanaba, kukhankanywa iinkqubo zokufunda ezikhokelwayo; yeyiphi eyona eyaziwa kakhulu yile ye IOrton-Gillingham (OG), eyaziwa ngokuba yi-Multisensory Structured Language Teaching (MSLE). Oku kuthathwa njengesona sixhobo sisebenzayo sokufundisa abantwana abane-dyslexia.

• Inkqubo ye-MSLE isebenzisa zonke iimvakalelo ukufundisa abantwana ukufunda. Umzekelo, abafundi banokufunda unobumba othile ngokuwujonga, ukuwubiza, nokuwubhala ngezinto ezahlukeneyo ukuze bawuve okanye bawunukise. Ukufunda okubonwayo, okuviwayo, kunye nokwasengqondweni kudityanisiwe.
• Ngaphezu koko, kuyimfuneko ukunyamekela umntwana iingcali zeengcali kwindawo; ezibanceda baqaphele izandi zamagama, bahlule izandi zamagama baze bazixube benze ezitsha, umzekelo. Oku kwaziwa njengokudalwa kwamagama. ulwazi lwezandiKe ngoko, baya kufunda ukubiza amagama abangawaziyo (ukuhlaziya iikhowudi) kunye nokwakha a I-othographic lexicon ngokutyeba ngakumbi.
• Egumbini lokufundela, kucetyiswa ukuba kufundiswe abantwana ngokuqhelekileyo amaqela amancinciNgokufanayo, yenza imisebenzi ekuvumela ukuba ulawule uhlobo olunye okanye ezimbini zeefowuni, endaweni yeefowuni ezininzi ngexesha elinye, njengesiqhelo, ukuze ungalayishi kakhulu imemori yokusebenza.
• Abanye, kuxhomekeke kwimvelaphi ye-dyslexia, bacebise ukuzivocavoca kwamehlo okuvuselela nokuphucula imbono yomntu ngamnye, nangona le ndlela ibuzwa kakhulu namhlanje kwaye ayiyonxalenye yesiseko songenelelo olusekelwe kubungqina.

Unyango lokuthetha kunye nokungenelela ngolwimi

Ungenelelo lonyango lokuthetha lujolise ekuphuculeni izakhono zolwimi Izakhono ezisisiseko: ulwazi lwezandi, ucalulo ngokuva, unxulumano loonobumba, ilungu nokwakhiwa kwamagama, ukufunda ngokutyibilikayo, nokuqonda. Ngokusebenzisa iiseshini ezicwangcisiweyo, iingcali zentetho ezijongene ne-dyslexia:

• Baqeqesha ukukwazi ukwenza amagama amacandelo kwiisilabhili neefonim, kunye nokudibanisa izandi ukwenza amagama.
• Basebenza inkumbulo yomlomo kunye nokuzenzekela kweepateni zopelo rhoqo.
• Bafundisa izicwangciso ze ukuqonda izicatshulwanjengokuchonga iingcamango eziphambili, ukukrwelela, ukwenza amagqabantshintshi, okanye ukulindela umxholo.

Ubuchule kunye nohlengahlengiso ukuphucula ukufunda nokubhala

Ukongeza kwiiprogram kunye nonyango lwentetho, kukho ezininzi ubuchule enokunceda bobabini abantwana kunye nabantu abadala abane-dyslexia:

• Indlela yokwenza izinto ezininzi kwigumbi lokufundela nasekhaya: Sebenzisa oonobumba beendlela ezahlukeneyo zokuthungwa, bhala esantini okanye kwiplastiki, hamba kunye nokufunda ngezijekulo okanye iintshukumo, kwaye soloko udibanisa ukufunda ngokuvakalayo kunye nokulandelela okubonakalayo kwesicatshulwa.
• Ukwahlulahlula imisebenzi ibe ngamanyathelo amancinci: Esikhundleni sokujongana neetekisi ezide ukusuka ekuqaleni, usebenza ngezivakalisi ezifutshane, ezifikelelekayo, ngokuthe ngcembe ukwandisa ubude kunye nobunzima.
• Ukusetyenziswa kweteknoloji yokuncedisa: iinkqubo ezifunda okubhaliweyo ngokuvakalayo ngelixa umsebenzisi eyilandela ngamehlo, izikhangeli zopelo ezihambele phambili, usetyenziso lwelizwi lokubiza, kunye ne-e-ncwadi ezinokhetho oluvakalayo.
• Ukufunda okukhokelwayo: Funda kunye nomhlohli, utitshala okanye ilungu losapho, nitshintshana imihlathi kwaye nihlomle ngomxholo ukuqinisa ukucazulula kunye nokuqonda.
• Izinto ezibonwayo: iziphawuli ukunqanda ukuphulukana nendawo yakho, iifonti ezilungelelanisiweyo (ezifana nohlobo lokubhala oluyilelwe i-dyslexia), izithuba zemigca ebanzi, kunye nokusetyenziswa kwemibala engasemva ethambileyo ukunciphisa ubunzima bamehlo.

Inkxaso kwimeko yesikolo

Impumelelo yonyango ikwaxhomekeke kakhulu kwinkxaso efunyenweyo kwi si kolweniEminye imilinganiselo eqhelekileyo ngala:

• Yazisa ootitshala malunga noxilongo ukuze lungisa indlela yokusebenza kunye novavanyo.
• Vumela ixesha elininzi ukugqiba iimviwo kunye nezabelo ezibhaliweyo.
• Nciphisa ubungakanani bokufunda ngentloko ngokuvakalayo phambi kweqela, endaweni yoko ubeke ezinye iindlela zokuthatha inxaxheba.
• Nikeza imathiriyeli yokufunda elungelelanisiweyo, izishwankathelo, amagqabantshintshi, iincwadi ezimanyelwayo okanye izicatshulwa ezinefonti enkulu.
• Vavanya ngokulula ngakumbi ukuphosa xa ezi zisisiphumo esithe ngqo se-dyslexia kwaye ingekuko ukunqongophala kokufunda.

Indima yosapho kunye namacebo ekhaya

Ekhaya, usapho lufeza umsebenzi obalulekileyo ukukhapha ngokweemvakalelo kunye nokuzilolonga yonke imihla. Ezinye iingcebiso eziluncedo zezi:

• ukukhulisa a isimo sengqondo esihle ngokufundangaphandle kokunyanzelisa okanye ukuthelekisa umntwana nabantakwabo okanye abafundi afunda nabo.
• Fundani kunye rhoqo, nikhethe izicatshulwa ezichanekileyo inika umdla kwaye iyakhuthaza kumntu
• Gxininisa impumelelo, nokuba incinci kangakanani na, kwaye ugweme ukubiza umntwana "njengevila" okanye "akakwazi kakhulu".
• Sebenzisana ngokusondeleyo neengcali ezikukhathaleleyo, ulandele isikhokelo sabo kwaye uphindaphinde ezinye zeendlela ezenziwa ekhaya. imisebenzi ecetyiswayo.

Ukungenelela kwabafikisayo kunye nabantu abadala

Kwimeko abafundi baseyunivesithi kunye nabantu abadala, le ndlela igxile koku:

• Ukusebenza kwizicwangciso ukufunda ngokufanelekileyo kunye nokuqondwa kweetekisi ezinde (ukumakisha iingcamango, ukusetyenziswa kwezishwankathelo, iincwadi ezirekhodiweyo, njl. njl.).
• Izakhono zokuqeqesha kwi Isicwangciso kunye nombutho yemisebenzi enzima.
• Sebenzisa ngokukhawuleza izixhobo zobuchwepheshe (izifundi zesikrini, izikhangeli zopelo ezihambele phambili, ubhalo lwelizwi).
• Cela, xa kunokwenzeka, ukulungelelaniswa kwezemfundo kunye neendawo zokusebenza: ixesha elongezelelweyo, ezinye iifomathi zokuhlola, njl.

Namhlanje, inkqubela phambili yetekhnoloji inokuphucula kakhulu ubomi be-dyslexics, ngakumbi ngexesha labo lokufunda kunye neminyaka yobungcali. Kukho abarekhoda abanokusetyenziswa eklasini ukuba ngamanye amaxesha bathathe indawo yokuthatha amanqaku, iilaptops ezinee-spelling checkers ezinamandla, iincwadi ezirekhodiweyo, amaqonga emfundo adibanisa iaudio kunye nesicatshulwa, kunye nokufundisa kunye neenkonzo ezizodwa ezinikezelwa ngamaziko emfundo amaninzi kula matyala athile.

Nje ukuba wazi konke malunga nale ngxaki ixhaphakileyo, siyakumema ukuba Shiya uluvo okanye amava akho Unokuxoxa ngesi sihloko kwicandelo lamagqabaza. Ungabelana neli nqaku kumajelo eendaba ezentlalo ukwazisa ngalo mbandela ochaphazela abantwana abaninzi, abakwishumi elivisayo, kunye nabantu abadala, kwaye ukhumbule ukuba, ngenkxaso efanelekileyo, i-dyslexia ayikuthinteli ekuphuhliseni ngokupheleleyo amandla akho obuqu kunye nezemfundo.