how do i assist the rest of the class to accept and work with a dyslexic child in a class of 5 yr olds?

Question

i am a pre-school teacher.i am working with a group of five year old children.

Answer 1

im really surprised that your five year old preschoolers even understand that the dyslexic child is different. most 5 year old children accept and respond well to all other kids whether they are handicapped or different. my son went to preschool with a mainstreamed down syndrome child and had no clue he was any different.

Answer 2

Well... it's a matter of preference. My husband and I did attend Lamaze, and while it was a fun class, I ended up not using any of the breathing techniques during labor. Whatever I learned went out the window, LOL, and all I did when a contraction hit was just blow really hard during it. I couldn't do the "hoo hoo heeeeeeee hoo hoo heeeeeee" breathing. Women have managed through labor/delivery without going to childbirth classes! Someone mentioned the high cost of classes. Some insurance companies actually pay/reimburse you for attending childbirth classes. Ours did, at the time. If you are considering going, check with your insurance company, there may be a chance that it would pick up the tab.

Answer 3

You are the role model. As you treat him, so will they. If you interact with him differently, they will interact with him differently. You need to see him as a normal kid. It's just that print is difficult for him. How would you treat a kid who does well in everything else but can't hit a kickball to save his life? Same deal.

First of all, dyslexia is not a social or behavioral issue, so why are the other students even aware of it? At the age of 5, all they should notice is that the kiddo seems to not get the letters and sight words, but is otherwise a good guy.

Find and praise his successes in the different activities, just like you do for the other children (same intensity and frequency). Don't hyper-focus on his dyslexia. At this point, he should be a participator in your lower reading group, and/or be seeing the Resource teacher if you are in the regular ed building. Otherwise, he should be participating just like everyone else in all the activities you do.

Try these sites for information to educate yourself ... then come up with phonemic awareness and other dyslexic-specific activities to do with the whole class without mentioning that they are dyslexic-specific instructional methods... all the kids can benefit:

http://www.brighttots.com/Dyslexia.html

http://www.haskins.yale.edu/reading.html

http://www.kidsource.com/kidsource/pages/preschoolers.disabilities.html

http://interdys.org/servlet/changevisitortype

http://www.readingrockets.org/articles/c75/

http://dyslexia.mtsu.edu/modules/articles/displayarticle.jsp?id=15

Answer 4

I know in Texas you need to have something akin to a reintigration plan (it's late I forget what it's called) that the principal, parents, and special ed department design with you to allow the child to blend in with a group of non-disabled children. Mainstreaming! That's what it is, you need to ask your principal and special ed department for the mainstreaming plan and support. If they don't supply this, go to your union. You at least can get an assistant in there with you.

Ok, so if you have the mainstreaming plan active, it should contain a section on socializing the child with the other children. If you haven't been trained in this the special ed department needs to provide an assistant to help you do this. Again, contact your union.

If it's a private pre-school and not a public pre-school, you need to talk to administration about acquiring training in this. There are specific methods to follow. Talk to your curriculum specialist, too. They might have some resources for you.

Answer 5

Lead by example. When the teacher completely excepts a child with special needs so will the students. The students will also observe how the teacher works with the child and begin to understand what helps the child to learn. When the teacher demonstrates frustration or annoyance with a child the others students pick up on this and begin to mimic the behavior. They know when a teacher, aide, adult, or other student is bothered or irritated with a student, this is when the break down begins and the child starts to not be accepted by others.

Answer 6

Here where i am we have a life skills class for special kids but don't worry when our kids go to gym with the regular classes the kids except them. If they don't start pairing the children up for activities or in groups for center time and the other kids will see he/ she is no different.

Answer 7

Have you considered a developmentally appropriate simulation exercise? There are many images available that represent two distinct objects when looked at in different ways that you could use. One of my favorites is a simple white line drawing of a Male's head in profile on a background of black. You show the image as such and ask the students what they see. They will respond "face," "head," "man," etc. Then you instruct them that it is not actually a face, that they are looking at it wrong. Turn the image on its side (clockwise) and you have, in white cursive, the word "Liar." Explain that that is what it is like for people with dyslexia, that they see words differently and that they need their peers' support because it isn't their fault. You will want to perform a simulation around 24 times over a short period of time to replace the students' current behavior with one of support and empathy. Types of images could be "Vanity," white faces/black vase, etc. (the link below will provide you with many optical illusions) I would begin with images. Then, I would move on to this exercise:

Have one of your best readers (Johnny) sit facing the other students. Tell the class that you are going to show Johnny a word without them seeing it. Then, you are going to show the word to the class. After you put the word behind your back, the class is to say what word they saw. Johnny will tell them if they are right or wrong. Show Johnny a card with th e word "dog." Place the card behind your back and stealthily (without anyone seeing what you are doing and with very little movement -don't clue them in), switch the card with one that says "bog." Show this card to the students and place it behind your back. "What word is on the card, class?" they will say "bog," and Johnny will say "Nope." (Johnny is not to correct them, only to say "yes" or "no.") Switch the card again and show them the card. They will say "god," because that's what is really on the card. Johnny will say "Nope." "Alright, class, You tried really hard. I'm going to let Johnny tell you what word was on the card, then I will show it to you again to see if you can now read it." Johnny says "dog." You show the card to the class. "Okay class, Johnny has told you the word but I want you to try to read it again. Here is the card." Show the class the card that Johnny actually saw and ask them to read it. They will say "dog." "Correct, class! Way to go!" Then, explain the exercise and what you were really dong. Let them know that is how many people with dyslexia see words and it isn't their fault. Now that they know how difficult and frustrating reading can be for a student with dyslexia, perhaps they can be more supportive of the student.

Answer 8

Explain to them that dyslexia is not a child's fault...and that it's therefore very important for everyone to not make fun of him...because it would be like laughing at people who can't see, because they are blind....