Dyslexia - Difficulty with Reading, Maths & Spelling

Difficulty with reading, spelling and maths is rampant among Indian students. Two recent reports have highlighted this academic underachievement. The academic infrastructure is definitely a major contributor. However, unrecognised dyslexia or other learning disability also needs to be considered by every concerned parent and enlightened teacher. We have already discussed the management of dyslexia. Here we underline the urgent need for action.

India ranked 72nd of 73 countries in a comparative international survey (PISA) of 15-year-old students. All students were assessed on the same test for knowledge and skills in reading, mathematical and scientific literacy. A sample of more than 5000 students from 200 Indian schools were assessed in this program. In none of these categories did more than 17% of Indian students scored above baseline levels as compared to 81% of students from OECD countries (US, UK, Australia etc).

15-year-olds scoring above baseline 

Test	India	China	OECD avg
Reading	11-17 %	95.3%	81%
Mathematics	12-15%	94.5%	75%
Science	11-16%	96.3%	82%

The Annual Status of Education Report (2010) paints an equally dismal picture.
Reading ability

• Only half the students in Class 5 can read the Class 2 text

Maths

• Only a third of Class 1 children can recognise numbers 1-9
• Only a third of Class 3 students can do subtraction in two digits
• Only a third of Class 5 students can do simple division
• A third of Class 8 students could not use a calender

This may be a scathing indictment of our education system, but it also reflects the presence of unrecognised Learning Disorder in our students. Learning Disorder affects 5-10% of students worldwide. Learning Disorder manifests in varying combinations and severity of difficulty with reading, spelling and arithmetic.

If your child has difficulty reading, spelling or in mathematics

• Have them assessed for dyslexia or other learning disability
• The earlier remedial teaching is instituted the more likely the child is to benefit
• Identification of dyslexia or learning disability entitles your child to waivers at the 10th and 12th board exams.

The Right of Children to Free and Compulsory Education Act (RTE) of 2009 lays down the duties of government, local authorities and parents; the responsibilities of schools and teachers; and the norms for schools. These norms include the number of teachers, buildings, minimum teaching hours, teaching aids, library, and recreational equipment. However, the teaching to be done is not mentioned and nor is it monitored. Rote learning is emphasised. Students fail to acquire basic reading, writing and calculation skills that are required to continue learning as adults.

Don't just wait for the government 

Act NOW to secure your child's place in a global future

References:

1. ASER 2010 - Rural. Annual Status of Education Report (Rural)Date of publication: January 14, 2011
2. Maurice Walker. PISA 2009 Plus Results: Performance of 15-year-olds in reading, mathematics and science for 10 additional participants. ACER Press. Victoria. 2011.  ISBN: 978-1-74286-067-1
3. The Right of Children to Free and Compulsory Education Act (RTE). 

Inclusive education for children with autism in Pune

Inclusive Education

Inclusive education for children with autism and other developmental disabilities is now approaching reality in Pune. Nine children with autism appeared for the Maharashtra 10th standard (SSC) board exam. The accommodations and waivers granted to these students reflect an infusion of the fresh breath of inclusion into the corridors of the board of education .

Sarva Shiksha Abhiyan (SSA) in Maharashtra

The Education for All Movement, the central government’s flagship SSA, seeks to ensure that every child, including those with special needs, is provided an elementary education. As far as disability is concerned the SSA has adopted a zero rejection policy. It provides for universal access to infrastructure and curricula in schools. Maharashtra is at the forefront of this scheme. In all 380000 teachers from Maharashtra attended workshops on inclusive education through the SSA. 414277 children with special needs were identified and 380723 enrolled under the SSA in Maharashtra as of Jun-2009, . Of these about 9000 children were provided a home-based education.

Beyond elementary school it is up to the state education boards to ensure access to further education. For this the Central Board of Secondary Education (CBSE) initiated accommodations and waivers in 2009. This year for the first time, 9 students with autism from Pune division and 10 students from Mumbai appeared for the Maharashtra SSC 10th standard board exams. Lets look at why this is a significant social event.

Modern education of children with disability traces its history to Jean-Marc Itard a French physician. On the cusp of the 18th and 19th centuries Itard attempted to educate Victor, a feral child discovered in the forests of Aveyron. Although Itard himself judged his work with Victor a failure, this renowned experiment marked the first time that anyone considered the possibility that persons with disabilities could be educated.

Edouard Seguin (mid 1800s), a French educator, developed a method for teaching children with intellectual disability in order for them to take their rightful place in the societies of their day. The early training schools were based on these concepts. The schools were small and homelike with 8 to 10 residents. The original goal was the return of children to their families after a period of intervention.

Institutionalisation

Despite these early efforts, it was later concluded that educational and therapeutic approaches had failed. Persons with intellectual disability were scapegoated and regarded as the root cause of many social problems. Institutionalisation and segregation into special schools became the principal means of ‘protecting’ intellectually disabled persons from society and also for ‘safeguarding’ society against the social ill thought to be caused by an expanding population of defectives (Jackson 1999).

Mainstreaming

Lloyd Dunn (1968), a special educator, declared that most children with mental retardation could be "mainstreamed" in classes with typically developing age-mates. He questioned the need for segregated special education classes for most children with mental retardation. He highlighted the lack of evidence to show that children with mild mental retardation learn any better in special education classes than in regular classes. Lloyd Dunn pointed out that educational techniques had advanced sufficiently to allow the effective schooling of most children with retardation alongside other typical children.

Normalization

Wolf Wolfensberger (1972), a scholar, activist and prolific author in the field of development disabilities extended the idea of normalization to the service delivery system itself. He called on all residences, schools, and other services for persons with retardation to be as normative as possible. Parent and professional advocacy groups also fought hard for legislative and legal victories to decrease the size of large institutions.

Inclusion

Inclusive education seeks to overcome every barrier - physical and academic- to ensure the child is educated with their peers (Sigafoos 2003). It stresses the importance of peer interaction in the final outcome for the child who is to enter into the adult world on a level playing field. To this end academics is given a secondary role. The child is supported for all physical needs to enable participation in the classroom experience with their peer group. Academic difficulties are addressed by a remedial teacher or special educator attached to the class who helps the child in parallel with the regular curriculum. The child may be learning at a level many grades below the rest of the class but has the benefit of meaningful social interaction.

It has taken 200 years for the vision of Itard to reach the SSA, the national inclusive education program. The universal principles of justice, fraternity, and equality secured for all citizens by the constitution are driving us to ensure children with autism and other disabilities are educated alongside their peers. That is why nine children with autism have appeared for a board exam in Pune. That is why this is a significant social event.

References

1. CBSE. Amendments/Additions in Examination Bye Laws. 2009
2. Dunn L M. Special education for the mildly retarded—is much of it justifiable? Except. Child. 35:5-22, 1968.
3. Jackson, Mark. Mental Retardation In: A century of Psychiatry. Ed. Hugh Freeman. London: Harcourt Publishers, 1999.
4. Sigafoos, Jeff, Michael Arthur, and Mark O'Reilly. Challenging Behaviour and Developmental Disability. London: Whurr Publishers, 2003.
5. SSA, Inclusive education. Accessed 04-Jul-2011
6. SSA. Kolkotta National Workshop. Accessed 04-Jul-2011

Manage exam stress: what Pune’s students need to do

Exams at St Germain's

Pune students need to differentiate true exam stress or test anxiety from rational test anxiety that occurs due to a lack of adequate preparation. Both conditions need to be addressed differently. True test anxiety is diagnosed when the student panics, "blanks out", or overreacts despite the following (Hanoski 2008):

• there is enough time for studying
• study strategies are adequate
• attendance is regular
• class material is understood

Managing rational test anxiety

(Morgan et al, 1986)
When there is adequate time for preparation effective learning habits minimise rational test anxiety.

Effective learning habits

We begin at this stage if the student comes to the clinic 6-8 weeks before the exams. Acquiring effective study skills is essential for all students.

• Plan and stick to a study schedule. This simple yet crucial first step is often neglected.
• Spend at least half the study time in elaborative rehearsal, thinking about what is being rehearsed and relating it to other things that are known or being learnt
• Organise the study material to form retrieval cues or reminders for recall
• Get feedback on how well things have been learnt and remembered
• Review before the exam in the same way things were learnt in the first place. Focus the review on the type of exam.
• Over learn the material. Go back and re-learn it after a few days.

Prior to the exam

 (University of Illinois)

These techniques are applied 1-2 weeks prior to the exam

• Avoid "cramming" for a test
• Combine all the information presented throughout the year. Work on mastering the main concepts.
• Anticipate questions that may be asked and try to answer them by integrating ideas from lectures, notes, texts, and supplementary readings
• Select important portions that can be covered well if you are unable to cover all the material given throughout the term, 
• Set a goal of presenting knowledge of this information on the test.

True (Classic) Test Anxiety

True or classic test anxiety occurs despite effort to study and requires further measures. Again these measures vary as per the phase of the examination.

Pre-test

These measures can be instituted at any time prior to the exam and should become routine for all students.

Adopt a health-promoting lifestyle

Behavioural measures

• Assertiveness - claim space and environment for study, study materials, access to experts
• Time management - especially with a view to program adequate study hours by identifying periods in which time is spent on distractions
• Recreation and social activities - essential for maintaining concentration, and motivation. Should be programmed daily in small quantities

Physical measures

• Nutrition - don’t skip meals. Eat plenty of fruit and coloured vegetables
• Exercise - the amount can be varied. Incorporate some stretching exercises and some aerobics like skipping or same place jogging.
• Relaxation - use a muscle relaxation technique or any form of meditation that doesn't take more than a few minutes
• Sleep hygiene - for adequate, predictable and refreshing sleep

Cognitive and emotional measures

• Cognitive restructuring - see the exam as a means not an end. Keep in mind the ultimate goal you are working towards. This goal may differ from those of your parents and school. Aptitude testing, career guidance and counselling help match your expectations and capabilities with that of your family and school.
• Stress inoculation - take regular mock exams under the same conditions as the actual test
• Anxiety management techniques

Attention to practical aspects of the exam

• Find out where the test is scheduled to take place and how long it will take to get there
• Look at the buildingso that it feels more familiar.
• Know the rules as to what can be taken into the exam room etc [28].

The Day of the Test

• Begin the day with a moderate breakfast, avoid coffee
• Do something relaxing the hour before the test
• Plan to arrive at the test location early
• Avoid classmates who generate anxiety

During the Test

There are basic test taking strategies and specific anxiety management techniques that the student needs to learn (Hinton and Casey 2006).
Before answering

• Review the entire test and then read the directions twice.
• Think of the test as an opportunity to show what you know then begin to organise time efficiently.

Focusing exercise

• Take a deep breath. Look straight ahead at something inanimate (the wall, a picture, the clock)
• Focus the mind on the positive thought 'I CAN DO this exam' while breathing out.

Do the easiest parts first

• For essay questions start by constructing an outline.
• For short-answer questions answer exactly what is asked.
• If there is difficulty with an item involving a written response show some knowledge.
• If proper terminology evades you show what you know with your own words.
• For multiple choice questions read all the options first, then eliminate the most obvious. If unsure of the correct response rely on first impressions, then move on quickly. Be careful of qualifying words such as "only," "always," or "most."

Stick to time

• Do not rush through the test.
• Wear a watch and check it frequently
• If it appears you will be unable to finish the entire test, concentrate on parts you can answer well.

Recheck your answers only if you have extra time - and only if you are not anxious.

Anxiety management techniques

Learn a few of these techniques and stick to the ones that suit you. Use them whenever you panic while studying or during the exam. If problems persist despite using these techniques there are safe and effective medications that can be used just prior to the exam.
Thought-stopping

• Anxiety produces negative thoughts ('I can't answer anything', 'I'm going to panic' etc).
• Halt the spiralling thoughts by mentally shouting 'STOP!' Or picture a road STOP sign, or traffic lights on red.
• Once the thoughts are stopped continue planning, or practise a relaxation technique.

Mild pain

• Pain effectively overrides all other thoughts and impulses.
• Lightly press your fingernails into your palm
• Place an elastic band around your wrist and snap it lightly

Use a mantra

• A mantra is a self-repeated word or phrase.
• Repeatedly say 'calm' or 'relax' your breath

Distraction

• Distract attention from anxious thoughts and keep your mind busy
• Look out of the window, count the number of people with spectacles
• Count the number of desks in each row
• Make words out of another word or title

Bridging objects

• Carry something having positive associations with another person or place
• Touching the bridging object is comforting
• Allow a few minutes to think about the person

Self-talk

• In exam anxiety or panic there are often negative messages, 'I can't do this' 'I'm going to fail' 'I'm useless'. Consciously replace these with pre-rehearsed positive, encouraging thoughts:
• 'This is just anxiety, it can't harm me',
• 'Relax, concentrate, it's will be OK',
• 'I'm getting there, nearly over'.

After the Test

• Whatever the result of the test, follow through on a promised reward - and enjoy it!
• Try not to dwell on all the mistakes.
• Do not immediately begin studying for the next test. Do something relaxing for a while! (University of Illinois 2007).

Exam stress in students requires active management. State boards are taking exam anxiety and its adverse fallout seriously. The Central Board of Secondary Education (CBSE) has brought out a handbook, Knowing Children Better, offering information and advice on handling exam stress. When problems persist students and parents should not hesitate to seek psychiatric help (Malhotra 2007).

References

1. Geetanjali Kumar. Knowing Children better. CBSE. New Delhi. 2005.
2. Hanoski TD. Test anxiety: what it is and how to cope with it. http://www.ualberta.ca/~uscs/counselling_links.htm Accessed 27-Jul-08.
3. Hinton A, Casey M. Managing Exam Anxiety and Panic-A guide for students. 18-Sep-2006. http://www.brookes.ac.uk/. Accessed 27-Jul-08.
4. Malhotra S. Dealing with exam stress amongst students: Challenge for psychiatrists. Abstracts of 59th Annual National Conference of Indian Psychiatric Society. Indian J Psychiatry 2007;49:1-60. Available from: http://www.indianjpsychiatry.org/text.asp?2007/49/5/1/33280
5. Morgan CT, King RA, Weisz JR, Schopler J. Introduction to psychology. 7th Edition. New York. McGraw-Hill Book Company, 1986
6. University of Illinois. Test Anxiety. 2007. http://www.counselingcenter.uiuc.edu/. Accessed 27-Jul-08.