Write your answer in 240–280 words on the separate answer sheet.

Childhood Dyslexia

Dyslexia can affect much more than the child’s ability to read. There may be difficulties in problem solving, concentration or remembering pieces of information. If the children are allowed to work at their own pace and level, then results can be achieved. But if the condition is not picked up, it is not unusual for the dyslexic child to find that school is a particularly hostile environment, since the child is all too often labelled, by peers and teachers alike, as simply lazy or of low intelligence. It is vital that teachers be aware of dyslexia and provide a secure classroom environment.

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Adult Dyslexia

If an adult is assessed as dyslexic, a report would then provide a full description of the individual’s strengths and weaknesses with recommendations for action, such as applying for support on courses or within the workplace. Experience suggests that the majority of dyslexic adults are relieved to discover their dyslexia. It enables them to understand their educational history and put past experiences into context. This relieves some of the frustration they will inevitably have felt. When dyslexic adults understand their dyslexia, they are able to continue in education. In a sympathetic environment dyslexic adults can fulfil their potential and improve their skills effectively.

They are among us--people who think and act differently. We may wonder if they are being deliberately forgetful or they are disorganised by nature, but there is an underlying condition that cripples their mental faculties--dyslexia. So how does it feel for these individuals to live among others?

Dyslexic children face problems with unsupportive environment and hostility in school. They are often looked down on as their impaired cognitive abilities are labelled in terms other than dyslexia. What they only need, however, is more time and space to process information. Therefore, according to the first text, teachers need to approach these children with compassion. While I agree with this, the rigid school syllabus and the large number of students in mainstream classrooms do not allow for individual approach. What is more, bullying from other youngsters is hardly avoidable as they tend to be too direct due to their commencing social skills.

Contrastingly, dyslexic adults are in a more favourable position. By detecting their condition, adults are able to rationalise their experiences and take the necessary actions to accommodate their abilities. Like the first author, the second one too, advocates that in nurturing circumstances these individuals can fulfil their potential. Undoubtedly, adults are mature enough for intrapersonal understanding and self regulation, which gives them an edge in coping with their condition. Besides, other grown-ups tend to be more empathetic than youngsters, which may help dyslexic grown-ups feel better about themselves.

The conclusion is that while dyslexic adults can effectively navigate through their disorder, children can neither regulate themselves nor their reaction to those who do not conform to standards. So it stands to reason that such children should be assigned to special programs where their needs will be met. Within both age groups, however, if others show tolerance and compassion, dyslexic individuals can securely adjust in community.