Dyslexia My life - Blog on Dyslexia

My Kindle , e-book tips for teaching without spending a lot of money. FREE January 20, 2012 - January 21, 2012

noreply@blogger.com (G. Sagmiller) — Wed, 18 Jan 2012 07:00:38 PST

I just wanted to say thank you for all the people that follow me on this blog by offering one of my e-books for free for a limited time, so mark your calendars and downloaded January 20 or 21st. You'll find the link below. Just a note if your member of Amazon prime, it's always free. Here is some information about the book:

13 easy steps you should know before trying to teach anything.

So… you have tried all the videos and programs teaching the principles of learning how to read, but nothing has worked. Have you worried about your teaching abilities or if your child is just unreachable? Maybe you have even thought to yourself… I am putting in the time and effort, why am I not seeing any results? I believe most parents/teachers are just missing the right tools for the right job. As someone who has struggled with learning disabilities throughout his life and gone on to earn his masters degree, I am here to say that it can be done. I have created a short but useful list of the tools and methods that I have used. Also I used the list to teach my learning disabled child how to read as well. I hope you enjoy.

http://www.amazon.com/Phonics-Reading-comprehension-spending-ebook/dp/B006GV8FQ8/thegifleapro-20

I found a new free tool for the iPhone to help with spelling

noreply@blogger.com (G. Sagmiller) — Thu, 29 Dec 2011 20:11:48 PST

Just a fast note, for all of us, we have some words we just can't spell right. I found the best way to get the correct spelling without your computer..... down load the free ap "dragon dictation" from Nuance Communications" just say the word into your iPhone and bang you have the spelling.. Hope that helps..

DO YOU KNOW Dyslexia Symptoms, Early signs of Dyslexia or Signs of Dyslexia?

noreply@blogger.com (G. Sagmiller) — Thu, 22 Dec 2011 03:30:20 PST

From my website, http://dyslexiamylife.org/signs_dsy.html

DO YOU KNOW Dyslexia Symptoms, Early signs of Dyslexia or Signs of Dyslexia?

Early signs of Dyslexia

Reverses letter sequences (soiled/solid, left/felt)
Slow to learn prefixes, suffixes, root words, and other spelling strategies
Avoids reading aloud
Trouble with word problems
Difficulty with handwriting
Awkward, fist-like, or tight pencil grip
Avoids writing compositions
Slow or poor recall of facts
Difficulty making friends
Trouble understanding body language and facial expressions
Difficulty expressing oneself
Delay in learning tasks such as tying shoes & telling time
Inattentiveness; distractibility
Inability to follow directions
Left-right confusion
Difficulty learning the alphabet, times tables, words of songs or rhymes
Poor playground skills
Difficulty learning to read
Mixing the order of letters or numbers while reading or writing

Common Signs of Dyslexia in Pre-School

May talk later than most children
May have difficulty pronouncing words, i.e., busgetti for spaghetti, mawn lower for lawn mower
May be slow to add new vocabulary words
May be unable to recall the right word
May have difficulty with rhyming
May have trouble learning the alphabet, numbers, days of the week, colors, shapes, how to spell and write his or her name
May have trouble interacting with peers
May be unable to follow multi-step directions or routines
Fine motor skills may develop more slowly than in other children
May have difficulty telling and/or retelling a story in the correct sequence
Often has difficulty separating sounds in words and blending sounds to make words

Common Signs: Grades K-4

Has difficulty decoding single words (reading single words in isolation)
May be slow to learn the connection between letters and sounds
May confuse small words - at - to, said - and, does - goes
Makes consistent reading and spelling errors including:
-- letter reversals - d for b as in, dog for bog
-- Word reversals - tip for pit
-- Inversions - m and w, u and n
-- Transpositions - felt and left
-- Substitutions - house and home
May transpose number sequences and confuse arithmetic signs (+ - x / =)
May have trouble remembering facts
May be slow to learn new skills; relies heavily on memorizing without understanding
May be impulsive and prone to accidents
May have difficulty planning
Often uses an awkward pencil grip (fist, thumb hooked over fingers, etc.)
May have trouble learning to tell time
May have poor fine-motor coordination

Common Signs o f Dyslexia Grades 5-8

Is usually reading below grade level
May reverse letter sequences - soiled for solid, left for felt
May be slow to discern and to learn prefixes, suffixes, root words, and other reading and spelling strategies
May have difficulty spelling, spells same word differently on the same page
May avoid reading aloud
May have trouble with word problems in math
May write with difficulty with illegible handwriting; pencil grip is awkward, fist-like or tight
May avoid writing
May have slow or poor recall of facts
May have difficulty making friends
May not understand body language and facial expressions of others
May have trouble with non-literal language (idioms, jokes, proverbs, slang)
May forget to hand in homework or to bring in homework
May have difficulty with planning and time management

Common Signs of Dyslexia High School and College Graduates

May read very slowly with many inaccuracies
Continues to spell incorrectly, frequently spells the same word differently in a single piece of writing
May procrastinate reading and writing tasks
May avoid writing
May have trouble summarizing and outlining
May have trouble answering open-ended questions on tests
May have poor memory skills
May not adjust well to new settings or to change
May work slowly
May have poor grasp of abstract concepts
May pay too little attention to details or focus too much on them
May misread information
May not complete assignments; may complete them and not hand them in
May have an inadequate store of knowledge from previous reading
May have difficulty with planning and time management

Dyslexia Symptoms Adults

Difficulty in processing auditory information
Losing possessions; poor organizational skills
Slow reading; poor comprehension
Difficulty remembering names of people and places
Hesitant speech; difficulty finding appropriate words
Difficulty organizing ideas to write a letter or paper
Poor spelling
Inability to recall numbers in proper sequence
Lowered self-esteem due to past frustrations
May hide their reading problems; many subterfuges
May spell poorly; relies on others
Avoids writing; may not be able to write
Often very competent in oral language
Relies on memory; may have excellent memories
Often has good "people" skills
Often is spatially talented; engineers, architects, designers, artists and craftspeople, mathematicians, physicists, physicians (especially orthopads, surgeons), dentists
May be very good at "reading" people (intuitive)
In jobs is often working well below their intellectual capacity
May have difficulty with planning and organization
May have difficulty with time; often too early, late or forgets appointments. Relies on digital watches; cannot tell time
Often entrepreneurs; may have lost one or more businesses they started

General Dyslexia Signs

Good at hands-on; learning, they seem almost intuitive at figuring out how to do things.
Delay in learning how to tie shoes.
They can utilize the brain's ability to alter and create perceptions.
Highly aware of their environment but seem to be lost
Curious about how things work
Highly intuitive
They have vivid imaginations
Seems intelligent but reads slow
Uses analogies to talk and explain things. (3d)
Difficulty remembering words, learning new words especially under stress.
Difficulty sequencing days of week, months of year.
Develops negative, emotional, behavior due to academic performance.
Family blood relatives who also experienced difficulty in acquiring text skills.
Strong graphical skills.
Outstanding building of toy blocks, coloring or drawing.
Outstanding view of the "big picture".
Views the world from different eyes or point of view.
Able to fix/tear apart thing at an early age.
Wants to know how things work and can understand them.
Builds things or invents things
Creative
Left/Right confusions
Slow reader or learning to talk
The word "cat" written on a chalkboard can be perceived in 40 different ways by a dyslexic - with the letters reversed, upside down and sideways. Even though a dyslexic mind works faster than average, sorting though all those mental images to find the correct one makes him appear slow.
Dyslexics are also known for creativity, musical ability and mechanical ability.
Doesn't always understands what is said to them
Loses reading place
Mixing the order of letters/ numbers
Difficulty finding appropriate words
Dyslexia is the ability to see a thing from many points of view, all at once. The primary problem for the dyslexic is that he is capable of processing so much information that it gets garbled, distorted or frozen. There is so much input that, if not filtered what begins as a special, insightful talent, is reduced to a tragic mass of confusion and disability.
Difficulty organizing ideas to write a letter
Messy room, desk, locker or note book
Difficulty expressing oneself
Slow learning the alphabet - reading problems
Transposes names of people or places
Hesitant in speech
Low self-esteem due to past frustrations.

In reading the above characteristics, it would seem that all characteristics of the dyslexic are negative. That is truly not so. G. Sagmiller Sagmiller author of "Dyslexia My Life," is dyslexic. Once as a guest on a television show, he was asked about the "positive" side of dyslexia. As part of his answer, he listed some famous dyslexics. The hostess of the show commented, "Isn't it amazing that all those people could be geniuses in spite of having dyslexia. The host had missed his point. The genius of these famous people didn't occur in spite of their dyslexia, but because of it, he insists.

Of course, having dyslexia won't make every dyslexic a genius, but it is good for the self-esteem of all dyslexics to know their minds work in exactly the same way as the minds of great geniuses. It is also important for them to know that having a problem with reading, writing, spelling or math doesn't mean they are dumb or stupid. The same mental function that causes dyslexia is a gift in the truest sense of the word: a natural ability, a talent. It is something special that enhances the individual. Dyslexics don't all develop the same gifts, but they do have certain mental functions in common.

Here are the basic abilities all dyslexics share:
They can utilize the brain's ability to alter and create perceptions (the primary ability).
They are highly aware of the environment.
They are more curious than average.
They think mainly in pictures instead of words.
They are highly intuitive and insightful.
They think and perceive multi-dimensionally (using all the senses).
They can experience thought as reality.
They have vivid imaginations.
Assessing Strengths and Weaknesses

Although there are positive sides to dyslexia, before a dyslexic person can fully realize the positive side, the negative side should be addressed and learning strategies that allow the dyslexic to get past the problems should be employed. The first step in doing this is assessing the individual's difficulties.

This is a test, sorry...

The Biggest thing you can teach someone

noreply@blogger.com (G. Sagmiller) — Thu, 10 Nov 2011 08:45:41 PST

For years it puzzled me why so many with a learning disability went on to do so well. No matter if I was speaking to a small group of parents or to the student body at the University of Notre Dame, I often got asked one question, “So why do some make it, and others don’t”. At the time I did not know, or even know how to put it into words. At first I took a hard look at the lives of famous individuals who had a disability, such as Nelson Rockefeller, Walt Disney, George Patton, Tom Cruise, Richard Branson and Jay Leno (a list can be found at http://dyslexiamylife.org/who_els.html) Then I focused on those successful individuals who didn’t have a disability, but who overcame adversities like Steve Jobs, Bill Gates, and baseball players like Jesse Owens. When I examined this large group of people, there seemed to be a common thread between them all. Most of them never did well in school, even if they had the ability to do so. It is my belief that it all came down to one small thing they learned in their life… something that made the difference between sitting home and feeling bad about their problems, to going out and getting what they wanted out of life. The one thing they all had in common was failure; through their failures in school they learned early on that failure was an option… they learned that failure could be good because if they failed, they could always try again. I believe if you’re not failing, you’re not working on hard problems. It also comes down to how the person deals with failure… how they dust themselves off and go and try again. If they let failure get them down, it will hold them back from trying again. So the greatest lesson I feel you can teach someone is not to be scared to fail… to learn from failing. If you feel like you’re failing a lot, and your self-esteem is taking a hit, do something that you know you will not fail at to get your self-esteem back and then try again. In case you don’t want to take my word for it, see what the experts had to say about failing:

“An expert is someone who can make all the given mistakes in a given field.”

“As I said there is nothing wrong with failing. Pick yourself up and try it again. You never are going to know how good you really are until you go out and face failure. “

“Better than succeeding little by little is failing at one go. “

“Don't be afraid to fail. Don't waste energy trying to cover up failure. Learn from your failures and go on to the next challenge. It's OK to fail. If you're not failing, you're not growing. “

“ A person who never made a mistake never tried anything new.
Albert Einstein “

“ The greatest mistake you can make in life is continually fearing that you'll make one. “

Elbert Hubbard

“A well adjusted person is one who makes the same mistake twice without getting nervous. “
Alexander Hamilton

“A failure is not always a mistake, it may simply be the best one can do under the circumstances. The real mistake is to stop trying.”
B. F. Skinner

”Failure is the key to success; each mistake teaches us something.”
Morihei Ueshiba

”Consider every mistake you do make as an asset.”
Paul J. Meyer

”I really don't think anything I do is a mistake. It could be if I didn't learn from it.”
Fiona Apple

by G. Sagmiller http://dyslexiamylife.org/

Sometimes I question the term, “Learning Disability.

noreply@blogger.com (G. Sagmiller) — Wed, 02 Nov 2011 18:26:58 PDT

By Guest Blogger Cayle Fuller

Sometimes I question the term, “Learning Disability.” The definition of disability is a physical or mental condition that limits a person’s movements, senses or activities. Just by the mere definition of the word, a person labeled with a learning disability is simultaneously viewed as “limited.” I think this is very sad and very wrong.

Learning disabilities are very common. In fact, as many as one in five adults in the United States have a learning disability, as well as more than one million children. Learning disability is a broad term, because it can affect many areas of learning from reading to writing to understanding mathematical concepts. Learning disabilities can be as unique as the people who have them. A learning disability is just a different way of thinking and processing information, and many individuals with learning disabilities actually have above average intelligence.

Dyslexia is a learning disability that most people have heard of but don’t really understand. Dyslexia is more than just transposing words and letters or writing letters backwards – the disability itself is not making a connection between letters and their sounds. Dyslexics often see in pictures or in 3D, so even though they can hear and see perfectly well, they interpret the information differently. For instance, they may be unable to differentiate between certain sounds or they may see letters spaced incorrectly, like this:

Thew ord sare notsp aced cor rect ly Thewordsareallpushedtogether

Sometimes they feel as if they are thinking in German, speaking in French and writing in English. It’s no wonder some individuals have difficulty processing and understanding the English language when you read sentences like these:

“The dump was so full that it had to refuse more refuse…” or “Since there is no time like the present, he thought it was time to present the present.”

Not surprisingly, many children and adults with dyslexia grow up feeling stupid or lazy, because they cannot learn in the same way or at the same pace as their counterparts. This is one reason why it is so important to address learning disabilities in children as early as possible.

Some children exhibit signs as early as preschool; a child may have delayed speech; difficulty rhyming; or trouble learning the alphabet, colors, shapes or how to spell his or her name. Dyslexic children sometimes have poor fine motor skills and develop more slowly than other children and often have trouble learning how to tie their shoes. These are just a few indications that a child may need additional help so his or her learning disabilities AND abilities can be identified at an early age; this way educational support can be found before too many self doubts and negative images have been formed. However, some might argue that it’s failure itself that provides the means for success.

I am honestly amazed by the long list of famous people who all had dyslexia – Thomas Edison, Walt Disney, Albert Einstein, Leonardo da Vinci, John Lennon, John F. Kennedy and Henry Ford, just to name a few. When I read those names I think dreamers, pioneers and points of light.

My friend, Girard, has dyslexia and founded an organization calledDyslexia My Life to help others with it. Through his website, I have learned that people with dyslexia are often gifted in other areas, but it is the disability itself that can provide the environment for failure (e.g. bad grades in school) and present the means for success. Meaning, because these people often make mistakes, they did not have a fear of failure; they knew if they try something and fail, they will just try again.

Girard serves as an inspiration to me. He may not be Albert Einstein, but despite the many obstacles in his life, such as growing up with dyslexia, he graduated from college, received his Master’s degree, produced films, founded non-profit organizations like the Gifted Learning Project and became an advocate for individuals living with learning disabilities. I know there are many people around the world like my friend, Girard, and I, for one, am thankful for their worthy contributions to this world.

For more information about dyslexia and other learning disabilities, visit the website of the Learning Disabilities Association of America athttp://www.ldanatl.org/ or the National Center for Learning Disabilities at http://www.ncld.org.

Cayle Fuller is the mother of four children, ages 6-13. She and her oldest child have a nueromuscular disease called Charcot Marie Tooth (CMT), and two of her children have Neurofibromatosis (NF1) which resulted in a syme's amputation, learning disabilities and additional therapies/treatments. Cayle is a writer, editor, stay at home mother and advocate for people with disabilities.

Kind words for self esteem

noreply@blogger.com (G. Sagmiller) — Sat, 15 Oct 2011 17:58:41 PDT

So many with a learning difference seem to get hit will low self esteem, when trying to overcome. I put something together to, I hope, help.. Let me know your feed back. thanks

What is Dyslexia Video

noreply@blogger.com (G. Sagmiller) — Tue, 20 Sep 2011 22:57:33 PDT

New Video "What is Dyslexia "

do I have dyslexia cartoon.

noreply@blogger.com (G. Sagmiller) — Tue, 13 Sep 2011 06:26:04 PDT

I did this "Do I have dyslexia" cartoon. I'm thinking about doing more of them, tips for dyslexia and more. I think it can be great for someone who is not a fast reader.. feel free to email me at theglp@yahoo.com with any ideas.. or feedback thanks,
http://youtu.be/G7GOeEwtCPk

IEP What you need to know - 504 Individuals with Disabilities Education Act (IDEA) Individualized Education Program Information (IEP)

noreply@blogger.com (G. Sagmiller) — Tue, 06 Sep 2011 06:41:46 PDT

504 Individuals with Disabilities Education Act (IDEA) Individualized Education Program Information (IEP)

As a parent and a guardian of a child, you may have heard the term IEP during parent/teacher conferences or while reading educational material; you are probably wondering… what is an IEP and is it really that important? In a nutshell, an Individualized Education Plan (IEP) is a contract between the school system and the parent, and it identifies educational goals for their child that need to be achieved. Now, as a project manager, I know a thing or two about goals/project setups, and I have found important items are often left out of most IEPs.

To simplify, an IEP should have 3 main parts. For example: if you are planning a vacation with your family, you start by 1. picking the place you want to visit… let say the beach, 2. the best time to go… the time of year and when you can get time off from work, and lastly 3. you’ll need a map and you will need to decide if you are going to get there by air or car. If you skip any one of these steps, you might not get to go on vacation. If you forget to plan time off from work, your boss will probably not let you go, and if you don’t know how to get there or where to go, you will be stuck at home as well.

This is how an IEP should be laid out in 3 steps.

Begin with the end result… where do we want to be or what needs to be accomplished. For example… we want the child to be able to count from 1 to 20 by his or herself.
What is the best time line for this goal to be accomplished? We want the child to be able to count from 1 to 20 by November 10 of this year.
How is the child going to get there? Example…. If we want the child to be able to count from 1 to 20 by November 10 of this year, then the child will have an extra 2 hours of help a week using xyz method of learning and using colored boxes and other items to count.

In conclusion, the main components of an IEP contain a goal that you can measure (the child can count to 20), a time line (by Nov. 10) and specific ways the goal is going to be achieved (extra 2 hrs of help per week using xyz method). I see so many IEPs that do not follow these 3 main steps or that skip one or more parts. The biggest one I see skipped is the most important one… how are you going to get there? If the answer is “extra help” working with Jane, it’s not good enough… you need a plan. You need to know what tools are going to be used and how they are going to be used. There needs to be more information included other than the people that will be helping because if you only list people, they will fail without the tools… make sure you list what tools need to be used. This way, if the tool is not working for the child by the end of the time period, change it, and make a new plan/IEP. I have also noticed that many like to keep an IEP open ended, without a lot of details… this is pointless. It is like someone giving you a contact to buy your car, but without a purchase date; you can’t sell it to anybody, because you promised to sell it to someone else… they can take years to come and give you the money and take ownership of the car… they can even look at other cars, buy them and then come back to you years later… you’re stuck! It’s the same with an IEP; if you don’t have a date, they can keep that IEP going forever, never having to create new plans/goals as the child’s needs change. Think of it as a contact… it must have what, who, when, and how. I hope this helps. Here is what to ask when reading a task/goal on an IEP.

1. Does this task/goal have an end in mind? Count to 20 by Nov. 10

a. The child can count to 20, tasks ends; write new task, next level in growth for child

b. The date has past, Nov 10, re-write IEP and try new tool

2. Does this task/goal have a tool method defined? How are we going to do it?

a. Child will have one on one time using xyz method of learning how to count to 20.

3. Does this task/goal have a traceable goal? The child can count to 20.

Note: if the IEP Goal reads something like, “become a better counter” how do you test for that, how do you know. It must read “count to 20” or read 20 words per minute at a 3^rd grade level of reading.

Again I hope this helps…

more on IEP visit or non profit page at http://theglp.info/resources/sec-504iep

Why do so many with Learning Disability go on to do so well?

noreply@blogger.com (G. Sagmiller) — Tue, 23 Aug 2011 11:16:24 PDT

Why do so many with Learning Disability go on to do so well?

Looking at some of the key people of our time… founders of multimillion dollar companies, famous actors, and people from all walks of life also have some type of learning disability… why is that? I could write a book about this, but I’ll keep it short. I think it comes down to one simple statement; an expert is someone who has made all the mistakes there are to make in a field.

For example, you have two kids in school; one is an A student, and one is a C and D student with a learning disability. The child who only gets A’s in school has not had many opportunities to fail and most likely has not been told that they have made a mistake. I remember a child in my 3rd grade class who cried for hours because he got a B on a test. I remember thinking, wow If I cried each time I got lower than an A, I would be crying all the time. The point is, for a child with a learning disability, they learn to make mistakes, and some of those people learn to be ok with that, and try again. So later in life the child with a learning disability is not scared at the thought of failing when trying to start a business because they are used to failure; if their first attempt does not work, they’ll just try a new way because they understand that failure is part of life… if you fail, you move on and try again.

So my advice to all parents of children with learning disabilities… let the child fail at some things that do not matter, so they can have the opportunity to correct themselves and find a way to do it the right way. The key words here are ‘on their own’. Also let the child know you did not do it perfectly the 1st time either. Give positive words on what they did do correctly, not negative words on how you would have done it, or what they did wrong. Just tell them you are proud of them for trying and thank them for working so hard, and suggest trying to work on it again. I think that is why kids love computer games so much… no one sees them fail and they can improve their skills without harsh words. They keep trying without judgment. We are all to fast to judge or correct; just let them learn by learning to fail and to go on after failing. I hope this helps.

The only real mistake is the one from which we learn nothing.

Here is a list of

Famous Dyslexics and famous people with Learning Disabilities.

http://dyslexiamylife.org/who_els.html

Hope this help... G. Sagmiller

Can thyroid disease affect a person's mood and Learning?

noreply@blogger.com (G. Sagmiller) — Mon, 22 Aug 2011 07:34:50 PDT

Can thyroid disease affect a person's mood and Learning?

Yes, thyroid disease can affect a person's mood and Learning— primarily causing either anxiety or depression. Generally, the more severe the thyroid disease, the more severe the mood changes.

A person who has overactive thyroid (hyperthyroidism) may experience unusual nervousness, restlessness, anxiety and irritability. On the opposite end of the spectrum, a person who has underactive thyroid (hypothyroidism) may experience mild to severe fatigue and depression.

Still, it's unlikely that emotional symptoms such as anxiety or depression would be the only evidence of thyroid disease. Thyroid disease is usually associated with signs and symptoms such as weight gain or loss, sensitivity to hot or cold, bowel movement changes and menstrual irregularities.

Appropriate treatment — such as medication to block the body's ability to produce new thyroid hormone or replace missing thyroid hormone — usually improves both emotional and physical symptoms caused by thyroid disease.

----- this is from a eBook I did On Thyroid Disease. Make sure you if you have a child with a learning disability, to have their thyroid check. Make sure it is working correctly.

ebook

http://theglp.org/thyroid_disease.html

dyslexia 2d and 3d, family members

noreply@blogger.com (G. Sagmiller) — Wed, 03 Aug 2011 08:11:29 PDT

I had a quetion this week about, mixing up words, and is that dyselxia.
Here is what I wrote back.

1. you asked, I seem to skip words or use the wrong word.. why
With dyslexia, you mind is very busy, and way ahead of your reading or speaking. The brain keeps busy while you read and you kind of lose your place because it take off on it's own thought. Also with dyslexia you read by the shape of a word, so from and form are the same look, and so are pageant and pregnant. I call it 3d reading, you see things in 3d, not 2d. p, d, b, q are all the same shape, so they can get mixed up.
2. does dyslexia run in the family?
Yes it can run in family members, until I started talking about it, I did not know so many of my family member had it. After writing the book, I was shock at how many told me they had dyslexia. Most told in one on one. One more note, 90% of the people with dyslexia, have no idea they have it. I hope that helps. Author of Dyslexia My Life.. I added a link for more signs of dyslexia.

http://dyslexiamylife.org/signs_dsy.html
Also a link to what is dyslexia
http://dyslexiamylife.org/dyslexia.html

LD Resources podcast

noreply@blogger.com (G. Sagmiller) — Tue, 19 Jul 2011 13:55:32 PDT

LD Resources

The National Center for Learning Disabilities is a great resource for parents of children with a learning disability. They created an informative podcast outlining their parent resources and networks which you can listen to on your computer, or download to your MP3 player.

hypotonia along with balance issues, tinnitus and dyslexia

noreply@blogger.com (G. Sagmiller) — Thu, 14 Jul 2011 23:30:55 PDT

Question of the week

Hi,
I had communicated with you earlier and it was informative for me (3years ago)
I just want to know whether you had or have any time of muscle
weakness or hypotonia along with balance issues, tinnitus (ringing in
the ear)
i have had issues of cognitive dysfunction but they are less than the
weakness, fatigue , and discoordination and balance problems.

Can you suggest something? Anything would be great.

My answer:

Yes, some with dyslexic have a problem with the inter ear. Easy off balance, and one of the side effects of this is, you can’t hear between some letter sounds. One of the things that seem to work to help over come this, is sea sick pills. Motion sickness pills, the cheaper the better. You can also try some non drug items that can help like. Herbs like Ginger (Zingiber officinale) standardized extract, 250 mg three times daily as needed, for symptoms of nausea. Ginger is a traditional remedy, and some studies show it may help with motion sickness -- although others find it has no benefit. Peppermint (Mentha piperita) standardized extract, 1 enteric coated tablet two to three times daily as needed. You may also make a tea of the leaf. Black horehound (Ballotta nigra), 1 - 2 ml as a tincture or 1 -2 tsp. of leaves steeped as a tea, taken three times per day. This is a traditional remedy for motion sickness, but no scientific studies have been done to test the benefits.

Also you might want to be tested for inter ear infections and try to stay away from smoking and sugars.

I hope that helps

To Give Drugs for ADD or Not?

noreply@blogger.com (G. Sagmiller) — Fri, 01 Jul 2011 12:15:27 PDT

Hi all, I hope you all have a good weekend. I wanted to drop a fast note and give an update on what I have been working on. ADD/ADHD information, I have a family member who is showing signs of ADD and wanted to get some information together on the topic. Some professionals are “hinting” that the 2^nd grader should be place on ADD drugs. Reading my post, you know I’m not a big drug person for kids, because of the long term side effects. I wanted to share with you some of what I found out, also I put all the key items into an eBook for the non profit,, theglp.org.

Knowing that we can all have signs of ADD/ADHD sometimes, being stressed at work or home. I tried a list of suggestions on myself. What I found best for myself, something with a mixture of chamomile, lemongrass and other herbal teas. I don’t sell the product but I like Celestial seasonings tension tamer caffeine free herbal tea. I have a cup in the morning before a stressful day, and it does help. Just make sure to let it sit for sometime. A co-worker, let me know sometimes tea is better in the second cup, in some countries they toss the 1^st cup of tea, thinking it’s not as good as the second, so make sure to make to 2 cups with one tea bag and drink both down. All the items listed in Celestial tea are defined to help clam down people with ADD/ADHD.

So, now how do you get a 2^nd grade to drink tea or would you want to? I’m going to try and put some watered down tea in apple juice or use the tea water to make some pancakes. I’ll let you know how that turns out in a later blog post, also here is some items I pulled from my ebook.. I’m tying the other two steps listed below that do not include drugs. Thanks.. for reading. G. Sagmiller

From my ebook ----- ADHD & ADD 101: Information on Attention Deficit Hyperactivity Disorder.

To begin, I would like to reiterate; ADHD can be overcome. It cannot be outgrown. It is not an impossible foe, nor a completely damning diagnosis to receive. In my experience, ADHD is usually managed in one of three ways. The first is medication, sometimes even overmedication to the point that the patient is “burnt out” or emotionally vacant. This can come from either prescription or illegal drugs, but the end result is the same. The second means of treating ADHD is finding ways to stay busy and to outlet the patient’s energies. And finally, the third method is one of using natural means to calm and relax the individual. Because I am not a big fan of the foremost method in any aspect, I intend to cover the other two from this point onward.

------

Sleep deprivation can increase the symptoms of adult ADD/ADHD. Not getting enough exercise can contribute to this, as the body needs to burn off things before it can sleep. For adults, melatonin drops help the sleep, especially when they are added to chamomile or spearmint tea at bedtime.

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What are the different types of ADHD? ( more detail in the book)

The following is an example that I once saw and fell in love with; it helps to explain the types of ADHD and the personality of the person dealing with that specific shade of the disorder. From Dr. Daniel Amen:

Inattentive Type: This person is just like Winnie the Pooh.

Classic ADHD: Tiggers like to bounce...

Over-Focused ADHD: Rabbit tends his garden all the time.

ADHD with Anxiety: Piglet is nervous and worries...

ADHD and Depression: Eeyore says, "Thanks for noticing me..."

-------------

School wants my child on Ritalin. Do I have to put him/her on drugs?

School personnel do not have the medical training necessary to tell parents to place their children on medication! In general, only a physician (M.D. or D.O.) who is properly licensed may prescribe medications. While teachers and other school personnel play a critical role in identifying potential education problems, they are not qualified either to diagnose a medical condition or to suggest specific treatments for addressing any medical issues.

A note: A relatively uncommon side effect of psychostimulant medication is the unmasking of latent tics. A tic is the medical term for involuntary motor movements, such as eye blinking, shrugging and clearing of the throat. Psychostimulant medications can facilitate the emergence of a tic disorder in susceptible individuals. Often, but not always, the tic will disappear when the medication is stopped.

Also in the eBook I list other items found to help.

Webpage for order the eBook, I think it sells for .99 cents.

http://dyslexiamylife.org/adhd.html

What is the Purpose of Special Education? Who can get it? In a Nutshell

noreply@blogger.com (G. Sagmiller) — Wed, 29 Jun 2011 07:07:24 PDT

What is the Purpose of Special Education, Who can get it?

Individuals with disabilities need to have a voice in the world, and for this reason, special education programs came into existence. By law, all individuals between the ages of 3 and 21 have the right to receive educational and social services in which the public school systems and various other educational institutions must provide. Special education programs allow students to meet educational success. Special education laws, such as Individuals with Disabilities Education Act (IDEA) and Individuals with Disabilities Education Improvement Act (IDEAA), require specific instructions to protect the rights of those with disabilities.

The following are disabilities that qualify students fro special education services:

Physical Disabilities
Learning Deficits
Behavior Disorders
Medical Conditions

How did special education laws come into existence?

Due to the poor quality of education previously offered to those with deficits and disorders, laws emerged to provide these individuals with the same quality education provided to non-disabled students. In 1975, the Education for Handicapped Children Act (EHCA, PL-142) required states to provide a “free and appropriate public education” (FAPE) to all students, including those with behavioral, physical and mental disabilities. The Individuals with Disabilities Education Act (IDEA) requires that special education services be made available to children with any disability—regardless of the severity and type of disability. The law also requires that students receive their education with their non-disabled peers in an appropriate program to the maximum amount possible.

What types of services are available through special education programs?

Special education services are available to students diagnosed with a disability that “adversely affects their educational performance” in school. Special education programs offer a range of services for students who qualify. Services may vary from student to student, depending on the specific needs of the student. The support services available to special education students are psychological assessment, therapy and physical assistance, behavior modification techniques, psychotherapy and counseling, modified learning environments, and assistive learning devices.

What happens after a student is identified as needing special education services?

A team of individuals—including parents, special education teacher, school psychologist, regular education teacher, school administrator, and other school staff—form an interdisciplinary team to create and Individualized Education Plan (IEP). The IEP is a comprehensive plan that includes all necessary methods for a student to receive the best possible chance of educational success. Each IEP is different because the needs of each child are different. The IEP should include the following:

Specialized disciplinary methods for students with behavioral or emotional issues
Definable academic goals and objectives (short-term and long-term) that address the educational approach to academic problems
Current educational performance from based on multiple assessment methods and techniques
An individualized healthcare plan (IHP) for those requiring medications and special medical attention
Specifics as to the manner in which a student’s progress will be measured over time

What right do parents of students with disabilities have?

Parents have the right to assist with the decision-making process in reg

George Patton and his dyslexia

noreply@blogger.com (G. Sagmiller) — Mon, 13 Jun 2011 07:51:16 PDT

Story I wrote about George Patton and his dyslexia. I hope you enjoy. By G. Sagmiller

I loved to listen to my dad's World War II stories, perhaps as much as he loved to tell them. Many a Sunday after church, stomach pleasantly full of roast beef or fried chicken, I would sit back in my chair at the round oak table in our dining room, ready to be transported into a world of heroes. Often my father's stories were about General George Patton, whom Dad idolized. "General Patton was a great general and a great

American," he would intone, telling the story of how Patton or the tale of Patton working with the troops, treating each one as his son and they looked up to him as if he was their dad. My dad also talked about the time he met or should I saw say General Patton while he was in the army at the end of World War II, How Patton commanded everyone's attention, bigger than life as Patton passed by in his jeep. Fully of integrate and determination of what had to been done.

I wanted to be just like General Patton. Playing war with the neighborhood kids, armed with snowball artillery, I would strike a confident pose atop a hill of snow, a glint of assurance in my eyes, imagining that I was Patton, about to lead my troops forward to overtake the enemy. But the pride I felt on this pretend battlefield was a fleeting emotion, one I rarely experienced outside of play.

For I had dyslexia, a learning disability that made it hard for me to read and write. At school, I was engaged in my own private war, one where victories were few. No matter how hard I tried, I couldn't seem to catch on to reading and writing, that seemed to come so easily to other students my age.

Every day I would be banished from the classroom to go to my special reading class. I watched the second hand circling the clock at the front of the classroom, hoping that for once, the teacher would forget to dismiss me, dreading the moment when she would announce, "Will the slower readers please join Ms. White in the hall outside the classroom." Rising from my seat, I would steel myself to ignore the whispered potshots of other children: "Hey stupid, time for your idiot class"; "Will all the dummies meet Ms. White outside?"

Hanging my head in shame I walked slowly down the aisle, joining other members of the special group, as the teacher paused in her lesson, awaiting our departure. The other special students and I followed our reading teacher toward the janitor's storage room, the only space available for us, where we would meet amidst mops and brooms, in an atmosphere pervaded by the smell of cleaning fluid. As we trooped down the hall, we maintained silence, hoping not to attract attention from children in other classes. Dispirited captives, we felt as if we were about to face a firing squad.

The best method for teaching dyslexic individuals to read is phonics, helping them link the letters on a page with sounds. But phonics was out of fashion in my school. Instead, throughout the years my special Ed teachers experimented with the latest flashcards, slides, and games, in an effort to find the magical teaching tool that would help me perform like the rest of the class. One year I was even given a special desk, placed to one side of the regular classroom, a desk surrounded by walls so high that I could neither see out nor be seen as I listened to tapes drilling me in subjects like grammar and spelling. "See, Girard, isn't this nice?" said the teacher enthusiastically. " You've got your own private study nook, to help you concentrate and not be distracted." But the teacher's sales pitch did nothing to soften the humiliation I felt in being isolated like a P.O.W.

Most painful were my experiences with teachers who viewed me as stupid, lazy, and inconvenient. But these experiences paled beside the terroristic tactics of one student teacher assigned to my reading group. This teacher sometimes grew so frustrated with our reading difficulties that he would grab us out of our chairs and shake us, his red, tense face pinched into a scowl.

One day, when it came my turn to read, I encountered a word I could not decipher, no matter how hard I tried. The teacher, already inflamed by the mistakes of another student, began pounding his fists on my desk, and then grabbed my shoulders, yelling at the top of his voice, "You are going to read that word! You don't want to know what is going to happen if you can't!" I was in shock. I had never seen him so upset. My heart was pounding, and tears began streaming down my face. I bent my head to my book and tried again to read the word, but it was no use.

Letting go of my shoulders, the teacher strode over to the desk and picked up a pair of scissors. "One last time. What is that word," he demanded as he returned to tower over me, grasping the scissors like a knife. I tried again. Again I failed. A streak of silver, driven by the movement of my teacher's arm, flashed through the air toward my desk. I jerked my hand away, and the scissors in my teacher's hand lodged in the desktop, where my hand had been only seconds before. Releasing the scissors, my teacher lifted me violently out of my seat, holding me eye-to-eye with him, two feet in the air. I heard my shirt rip and felt an unlaced shoe drop from my foot. "Now look what you made me do!" he barked accusingly. Then he threw me back into my seat, kicked open the door, and stalked out.

Luckily, when I returned to my regular classroom, the teacher there spotted my torn shirt and tear-stained face, and persuaded me to tell her what had happened. As a result, the student teacher who attacked me was never allowed to teach again. But the damage to my self-esteem and sense of safety had already been done. More than ever, I looked at school as a war zone.

Every afternoon, I returned home from school feeling I had lost another battle. Every evening, I took my dad's war book from the bookshelf and turned straight to the picture of General Patton. How I wished he would come alive from the pages and lead me to victory. How I wished I could be like him, strong, fearless, and triumphant. And then my hopeless tears would begin. "You'll never be like him, with your dumb old dyslexia," I told myself. I could never even be fit for his command, wounded as I already was.

I finished High School by the skin of my teeth, but I learned to play it of as if I was just the class clown and I was too cool to study and c and d where ok. Not surprisingly, I guess, when I was older I did find my way into the military, serving for seven years with the National Guard Army. I found the armed forces training to be easy, and it worked well for me despite my dyslexia. The armed forces uses hand on training with instructions, you learn and the do it, one step at a time. I heard something once that summed this up best, you tell me, I will forget, You show me I might learn and if you involved me, I will remember.

It was while I was in the National Guard that I got my wish. I learned that I am like General Patton. Talking with on of the CO's in the army of a weekend meeting, who was a army history buff, he informed me that General Patton was dyslexic. The CO did not know I was dyslexic, but must have guessed ad my face turned to shock. The Co went on to tell me, "He was dyslexic, had a hell of a time in school when he was a kid, because reading and writing were so hard for him. Flunked out the first time he went to West Point, and had to reapply for admission and made it the second time." Upon hearing this, I stood staring at the speaker, my mouth agape. Then I broke into laughter, hooting until tears sprang from my eyes. I suddenly felt such relief and joy. As my laughter subsided, I realized that I was also feeling another emotion, one that had been missing from my life. I was feeling hope.

George Patton struggled with reading and writing as a kid, but he was gifted with superb analytical skills. I realized that I had good analytical skills, too--even back in school, I had delighted in figuring out how to work a new learning toy before the student teacher could. George Patton had made an outstanding success of his life. Maybe I could do well, too. Inspired by my new knowledge about Patton, I returned to school.

who else is dyslexic

more info on dyslexia

Do I have a learning disability? Do I have dyslexia? If I have difficulty reading, does that make me dyslexic?What are the symptoms of dyslexia?

noreply@blogger.com (G. Sagmiller) — Tue, 31 May 2011 07:05:48 PDT

Do I have a learning disability?
Do I have dyslexia?
If I have difficulty reading, does that make me dyslexic?
What are the symptoms of dyslexia?

These are some frequently asked questions; I will attempt to answer them as well as I can. You might have these questions about yourself, or perhaps they apply to someone you know. First, there are many types of learning disability. In general, any condition that slows or completely prevents a person’s ability to learn can be considered a learning disability. These conditions could be mental or physical, or the symptoms might be a factor of the environment. Let’s start with an example of the mental group of learning impairments, which will be followed by the physical and environmental influences later on.

To begin, it is important to remember that most of us have a way in which we learn “best.” Some people learn with what I like to call “3-D learning,” which is in a hands-on, physical manner. These are the people who put a model together just by looking at the pictures. The other type of learner, the “2-D” learner, would assemble the same object by thoroughly reading the directions. This person might have to take careful notes or print out a lecture in order to understand what is being taught to him or her.

So why does 2-D versus 3-D learning matter? How does that relate to mental learning disabilities? While most of us favor either one type of learning over the other, we can usually use the other type if needed. There are some people, however, who can only use 2-D learning, such as reading; these people cannot use 3-D methods, such as pictures. Naturally, the opposite can also occur. While this is a basic example, if you have or someone you know has this problem, then it may be a learning disability.

Here is another example: A child who was doing well until 2^nd grade or so, but is now having problems, could have a learning disability. After approximately 2nd grade, memorizing how to spell words will become less effective, requiring them to be sounded out. Many times a child with a learning disability will use their power of memorization to overcome reading problems, but as the words get harder, the memorizing starts to fail. Some people may hit this wall later in life, but the principle remains the same.

Next, we will discuss the group of people that might have a physical learning problem. He or she may have hearing loss, or be unable to discern the different sounds of certain letters. Another example is an inability to see in different kinds of light. Try reading under different light sources (sunlight, indoors) or putting colored sheets over the text. If these help, a learning disability might be the source of the problem.

Finally, I will discuss the people who are impacted by their environment. These people are always tired because they cannot get the sleep they need. Or their bodies might be drained from eating poorly. He or she might be stressed; remember, even young children can feel stress. The learning environment might be noisy, poorly lit, or uncomfortable in some other way. He or she might not even have a place to devote to learning. These people do not have a learning disability, but their surroundings are slowing down or halting them.

Keep in mind that having trouble does not automatically indicate a learning disability. People teach how they learn best. Troubles beginning with a new year of school could mean that the teaching style simply does not match the learning style. I believe that learning is like a shirt: no one size fights all.

You can do one of two things if you suspect a learning disability.
1. Simply say, “Yes, I may have (or someone I love might have) a learning disability” and start focusing on how you (or your loved one) learn(s) best.
2. Get tested and find out for certain. The tests can be costly, but they make sure that you learn in the way that benefits you best. The tests help determine what will and will not work for you.

Now, back to what you wanted to know, do you have some kind of learning disability, the answer is yes, we all have one. We all have problems learning in some type of format, 2-d or 3-d even Albert Einstein,

I hope that this has helped to answer some of your questions and to provide you with some direction. G. Sagmiller dyslexiamylife.org

also see:

tips for dyslexia

What is dylsexia

DVD/Cassettes/CD Resources

Signs of dyslexia

what software I like text to speech

noreply@blogger.com (G. Sagmiller) — Mon, 23 May 2011 20:01:53 PDT

I get asked what kind of software I like and use, I like software that reads back to me what I write. Something not to much money. I have use this one for years.

Text aloud

Free trial of Text aloud

hope that helps . Good text to speech software that will read what you write or what you need to read

Learning and Stress

noreply@blogger.com (G. Sagmiller) — Mon, 16 May 2011 09:25:50 PDT

Learning and Stress

Stress and learning, I feel this topic is one of the key items overlooked when it comes to helping the child with dyslexia or any learning disability. As with anybody, being under a lot of stress can decline your performance or learning. Having a learning disability and not being able to perform like the other kids in your class, will cause your stress levels to max out. Many times the child will act out just to reduce their stress. Once the child is stressed and has the feeling of under the gun, the learning stops. Research suggests that stress can block chemical reactions in the brain that are necessary for learning. Stress can disrupt learning and memory development. Also in your brain the blood moves from the front lobes of the brain to the back brain survival centers. During stress the blood also leaves the digestion and goes to arms and legs for fight or flight. This can be seen as ADD in some children.

How to reduce the stress for someone, so they can learn.

Reduce background noise – Add white background noise to overcome it. Noise canceling headphones.
Reduce violent environments. Games TV and Movies can put the child in the “fight or flight” mood.
Eat healthy – greens vegetables, if the child does not like vegetables, many good tasting drinks on the market with vegetables in them. Reduce sugar as much as you can.
Vigorous exercise is a good stress reliever
Breaks, rewards. Set short time goals and rewards for working on a items that stress the child out.
Everyone (including teachers) makes mistakes. Teachers know the items well, teaching it for years. Make a mistake, let them know your human also and it’s human to make a mistake.
Art, give breaks and let them do Art or something they enjoy, this also works as a good break and reward. Never take the break away for not doing well on something. Taking breaks away, will only break the trust you have with the child. The child will not want to complete the task anymore if the break is taken away.
Be low stress yourself, kids feel they should act as you do, if your getting short or stress because a child is not learning something, they will also do the same.
Aromatherapy

As an adult now, I know my past and I can get very stressed when key things happen. I now start each day with some Herbal Tea, Tension Tamer or something with Chamomile in it. I seem to get so much more done when I’m not so stressed. Hope that helps, as “we are all in this together”. Feel free to email me with any topics or questions you might have.

By the author of they book “Dyslexia My Life”

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Monthly Disability Call Scheduled

noreply@blogger.com (G. Sagmiller) — Wed, 27 Apr 2011 14:49:35 PDT

White House Monthly Disability Call Scheduled for Thursday, April 28

In order to keep the public more informed, the White House hosts monthly conference calls to provide updates on various disability issues and to introduce persons who work on disability issues in the federal government.
The next call will begin at 2:00 PM Eastern on Thursday, April 28. To participate, dial (888) 428-4479 and use “White House Disability Call” as the entry code.

ritalin info from a reader

noreply@blogger.com (G. Sagmiller) — Fri, 22 Apr 2011 19:33:39 PDT

-- a reader asked me to post this, thank you.

Before people rush to put their children on Ritalin, I wish they would first try eliminating foods that are sugary, starchy (turns to sugar in system), and definitely all caffeine. Consuming those types of food/drink have a very obvious effect on my children’s behavior! And my close friend’s son would go through bouts of hyperactivity which turned out to be a reaction to nitrates in processed meats and sausage. Ritalin wouldn’t have helped in any of our children’s situations, but would have definitely made them more sluggish.

For those who require more than simply an adjusted diet change, I'd be seeking naturopathic solutions long before I resorted to Ritalin.

My younger cousin was put on Ritalin, and later developed an addiction to Cocaine which is a related substance. Medicating children can have seriously adverse long term outcomes.

That being said, I know there are legitimate cases where children benefit from medication, but I guarantee you it's a small percentage of the kids currently being medicated.

Regards,

Wendy Richards

Article discusses the Individuals with Disabilities Education Act (IDEA) of 2004

noreply@blogger.com (G. Sagmiller) — Wed, 13 Apr 2011 10:38:31 PDT

This article from the National Research Center on Learning Disabilities discusses the Individuals with Disabilities Education Act (IDEA) of 2004. It also explains how parents can better understand their rights under IDEA, how to work within the school system and how to become better prepared to help their children with learning disabilities.
For more information visit https://www.disability.gov/education/parent_resources/parent_involvement.

Dyslexia gene discovery

noreply@blogger.com (G. Sagmiller) — Wed, 06 Apr 2011 06:38:24 PDT

Many ask, if my father has it, will I get it?

The gene linked to dyslexia has been identified, which could lead to better treatment for millions of dyslexics scientists said today.
Findings from a team at Oxford University showed that early identification of the gene in young children could help them to cope with the condition.

Dr Silvia Paracchini, from the Wellcome Trust Centre for Human Genetics at Oxford, said: 'On average, people carrying this common genetic variant tended to perform poorly on tests of reading ability.
'However, it is important to note that this is only true for reading ability and not for IQ, so it doesn't appear to be connected to cognitive impairment.'
The study was based on 6,000 British children aged between seven and nine, and part of a wider investigation that has been monitoring the health and development of 14,000 mothers and their children for the past 18 years.
Scientists say it was already known that a particular DNA pattern was linked to reduced activity during development in the womb. The mutation affects the cerebral cortex, the section of the brain responsible for thought processes.
Professor Margaret Snowling, vice president of the British Dyslexia Association, said: 'The finding of a gene associated with reading ability in the general population as well as in dyslexia is in line with our observation that there are degrees of dyslexia from mild to severe. It also implies that there are other genes or environmental experiences which must be involved in determining reading ability.

New York Times Article:
     The September 7th, 1999 article in the New York times (the abstract of which can be viewed via the link at the bottom of the page) describes the discovery. Dr. Toril Fagerheim of the University Hospital of Tromsoe Norway, in conjunction with the University of Antwerp in Belgium and the University of Florida in Miami is credited with the discovery of the gene. (AP, 1999)
     The article states, essentially, that through an analysis of a large Norwegian family's pedigree Dr. Fagerheim was able to find the Dyslexia gene.  The gene has been mapped to the second chromosome and is referred to as DYX3. Neither the pathway by which the gene acts, nor the name and type of protein that the gene codes for are mentioned. According to Dr. Fagerheim, "cloning of the DYX3 gene will provide insight into the nature and frequency of at least one gene that is involved in reading and spelling," implying that there quite probably could be more than one gene involved in the Dyslexia pathway. She also states that Dyslexia is composed of both genetic and environmental components. (AP, 1999)
Scientific Article:
     The scientific article entitled "A new gene (DYX3) for dyslexia is located on chromosome 2" (the abstract of which is linked at the bottom of this page) describes the history of the search for the dyslexia gene, and the location that was discovered in the recent linkage analysis of a large Norwegian family. The location specified is the second chromosome, between p15 and p16. The article states that the actual gene has not yet been isolated, but, that isolation of the gene will provide "new and exciting insights into the processes involved in reading and spelling." (Fagerheim, T., et. al., 1999)

Any downside to IEP or Testing for Learning Disabilities in Schools?

noreply@blogger.com (G. Sagmiller) — Thu, 31 Mar 2011 07:47:22 PDT

I get ask this question about two times a year, I posted how I answered it her, hope that helps.

Thank you so much for writing and asking. This is a question I don’t talk about much, because with anything, something good can be used as something bad. I can’t answer how your school will treat the test or outcome, but I can tell you what I know from other past events.

Ask the school “does the test stay in her long time file?” Why ask this, so when she is in high school, and overcomes her dyslexia. Will her file still say she needs “special Help” and they will guide her not to take higher level classes? This is one downside, she has been labeled by the school system and it might be hard to unlabeled her when she overcomes it. Sad to say, but this can be a downside.

In most schools the testing is done to fund the child’s learning level. Also the school will get extra funding to help. The downside is, schools get extra funding for special needs and gifted children in the same bucket. So it’s up to the school, to pick how to spend the money. Some, not all schools will spend more of the funding on “gifted” kids and use the special needs kids to fund it. So asks what the school spends the money on, check how many gifted programs they have vs special needs.

Here are some red flags to watch out for:

1. Use the word dyslexia, if the school pops back with “ There is no clinical definition for dyslexia” --- I’m curtly working on a document for parents to answer this remark.

2. What percentage of children takes the test in your school? Look for a lower number, not like they are fishing to find someone, for extra money.

3. Can we have the outcome of the test to use for an outside source? If no, or we will just tell you, this is not good

4. Who will give the test? Doc? How are they trained?

5. What will the test show us? How she Learns, or just label. I’m big on finding out, how someone learns best, not just how they don’t learn or can’t do. It gives you something positive to tell the child, “ We found out you do this really really well”..

If you do go with someone outside, don’t use anybody ‘chain” system. If you have to finance it, “run”…. So at the end of it all, You can have the test and work with the school on getting extra help. Or you can go outside and pay for help. It comes down to asking this question, does the school work/help on other problems that may come up?

I hope that helps, G Sagmiller, dysexiamylife.org

Dyslexia My life - Blog on Dyslexia

My Kindle , e-book tips for teaching without spending a lot of money. FREE January 20, 2012 - January 21, 2012

I found a new free tool for the iPhone to help with spelling

DO YOU KNOW Dyslexia Symptoms, Early signs of Dyslexia or Signs of Dyslexia?

DO YOU KNOW Dyslexia Symptoms, Early signs of Dyslexia or Signs of Dyslexia?

Early signs of Dyslexia

Common Signs of Dyslexia in Pre-School

Common Signs: Grades K-4

Common Signs o f Dyslexia Grades 5-8

Common Signs of Dyslexia High School and College Graduates

Dyslexia Symptoms Adults

General Dyslexia Signs

Good at hands-on; learning, they seem almost intuitive at figuring out how to do things.

Delay in learning how to tie shoes.

They can utilize the brain's ability to alter and create perceptions.

Highly aware of their environment but seem to be lost

Curious about how things work

Highly intuitive

They have vivid imaginations

Seems intelligent but reads slow

Uses analogies to talk and explain things. (3d)

Difficulty remembering words, learning new words especially under stress.

Difficulty sequencing days of week, months of year.

Develops negative, emotional, behavior due to academic performance.

Family blood relatives who also experienced difficulty in acquiring text skills.

Strong graphical skills.

Outstanding building of toy blocks, coloring or drawing.

Outstanding view of the "big picture".

Views the world from different eyes or point of view.

Able to fix/tear apart thing at an early age.

Wants to know how things work and can understand them.

Builds things or invents things

Creative

Left/Right confusions

Slow reader or learning to talk

The word "cat" written on a chalkboard can be perceived in 40 different ways by a dyslexic - with the letters reversed, upside down and sideways. Even though a dyslexic mind works faster than average, sorting though all those mental images to find the correct one makes him appear slow.

Dyslexics are also known for creativity, musical ability and mechanical ability.

Doesn't always understands what is said to them

Loses reading place

Mixing the order of letters/ numbers

Difficulty finding appropriate words

Difficulty organizing ideas to write a letter

Messy room, desk, locker or note book

Difficulty expressing oneself

Slow learning the alphabet - reading problems

Transposes names of people or places

Hesitant in speech

Low self-esteem due to past frustrations.

The Biggest thing you can teach someone

Sometimes I question the term, “Learning Disability.

Kind words for self esteem

What is Dyslexia Video

do I have dyslexia cartoon.

IEP What you need to know - 504 Individuals with Disabilities Education Act (IDEA) Individualized Education Program Information (IEP)

504 Individuals with Disabilities Education Act (IDEA) Individualized Education Program Information (IEP)

Why do so many with Learning Disability go on to do so well?

Famous Dyslexics and famous people with Learning Disabilities.

http://dyslexiamylife.org/who_els.html

Hope this help... G. Sagmiller

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