Njengoba kucatshangwa ukuthi ikhona ngesikhathi sokuzalwa, i-dyslexia isiphenduke ukukhubazeka okwaziwa umhlaba wonke kokufunda okuthinta izigidi zezingane kanye nabantu abadala. Nakuba ukunakekela sekushintshile kwagxila ekubhekaneni ne-dyslexia, abazali abaningi, othisha ngisho nochwepheshe bezempilo basadidekile ngalesi sifo esiyimpicabadala.
Lapho ibhekwa njengenkomba yokuhlakanipha, i-dyslexia iye yahlotshaniswa ngamanga nokungakwazi kwengane ukuphumelela. Futhi naphezu kokwanda kokuqwashisa nge-dyslexia, izinkolelo ezicatshangwayo zokuthi abantu abane-dyslexia “banensa” noma abakwazi ukubhekana nezimo zekilasi elivamile ziyaqhubeka ziqhubeka. Nokho, “iqiniso liwukuthi abaningi abane-dyslexia bahlakaniphe ngokwesilinganiso kuya ngaphezu kwesilinganiso,” kusho uchwepheshe wokufunda esikoleni sabaqalayo uBeth Schwebber.
Uprofesa uRobert Frank, Ph. Lo thisha, umbhali kanye nesazi sokusebenza kwengqondo uziqonda mathupha nge-dyslexia—unenkinga yokungakwazi ukufunda.
Iyini i-Dyslexia?
I-Dyslexia iwukuphazamiseka kokufunda okuchazwa njengokubangela impumelelo yokufunda ewela kakhulu ngaphansi kwamazinga alindelekile, uma kubhekwa iminyaka yomuntu ngamunye kanye nemfundo. Ukushoda kuphazamisa imikhuba yansuku zonke ehlanganisa ukufunda, okuhlanganisa nomsebenzi wesikole. Futhi, i-dyslexia ayibangelwa ukukhubazeka kwezinzwa, njengezinkinga zamehlo ezivimbela abantu ukuba babone ngokucacile amagama ekhasini.
Njenge-lisp noma i-acne, i-dyslexia iyinto ebonakala ebuntwaneni. Kodwa-ke, ngokungafani nezimo eziningi zobuntwana, i-dyslexia ihlala kukho konke ukuphila, iphoqa umuntu ngokuqhubekayo ukuthi asebenzise amathuluzi namakhono ahlukahlukene ukuze alwe nomehluko wokufunda. Kulinganiselwa ukuthi amaphesenti amahlanu kuya kwayi-15 omphakathi kucatshangwa ukuthi anezinga elithile le-dyslexia, futhi ucwaningo lwamanje lubonisa ukuthi i-dyslexia yenzeka ngokulinganayo kubafana namantombazane.
Ukuxilongwa kwe-Dyslexia
Uthisha we-dyslexia weSifunda Sesikole Esizimele saseMcKinney uMarjorie Wilkov uthi, “Abazali bangase basole ukuthambekela kwe-dyslexia ngokubheka isici esisodwa noma eziningi ze-dyslexia.” Lezi zici zibandakanya ubunzima bolimi olwamukelekayo, ubunzima bokuveza imibono ngolimi olubhaliwe, ukungabaza noma ubunzima bokufunda, nobunzima besilinganiso, ukunemba nokuqephuza ekupelweni nasekubhaleni ngesandla.
“Izingane zingase zihlehlise izinhlamvu kanye/noma zibe nezinkinga mayelana nokuqondiswa kwezinhlamvu nezimpawu futhi zibe nobunzima ngobudlelwano bendawo, ikakhulukazi ekubhaleni ngesandla noma ekufundeni amagama ezinhlamvu nemisindo ehambisana nezinhlamvu,” kusho uWilkov.
Nakuba i-dyslexia ingase itholwe kunoma iyiphi iminyaka, ivame ukutholakala enkulisa noma ebangeni lokuqala lapho ingane ichayeka kuzinhlamvu nemisindo ehambisanayo. “Ngaphambi kokuba umfundi athunyelwe ukuyohlolwa i-dyslexia, umfundi kufanele abe esethole isiyalo esisemthethweni sokufunda, ukubhala ngesandla nesipelingi okutholakale ukuthi siyasebenza ekuthuthukiseni la makhono,” kunezela uWilkov.
Kukhona nezimo lapho ukuthambekela kwe-dyslexic kungabonakali emabangeni aphansi kodwa kukhonjiswa emabangeni aphakathi. “Ukhumbula ukuthi i-dyslexia izalwa uzalwa,” kusho uWilkov, “ingase ibonakale kunoma iyiphi iminyaka njengoba ingane ithuthukisa ikhono lokufunda, ukubhala kanye/noma lokupela amagama.”
Impilo ne-Dyslexia
Imindeni emibili—umunye nomunye onezingane ezinokukhubazeka—ibe nezinto ezimbili ezihlukene zokuxilonga nokubhekana nomehluko wokufunda.
Lapho uLinda Dupie eqala ukusola ukuthi indodakazi yakhe ine-dyslexia, waphendukela esikoleni sendodakazi yakhe ukuze athole ulwazi nokusekelwa. “Wavivinya ngaphansi kwesilinganiso esivamile ekufundeni futhi wayengaqondi kahle lapho ezifundela izincwadi,” kukhumbula uDupie. “Ubezophumelela lezo zivivinyo azifeyile uma izindaba zifundwa kuzwakale. Okwangigqama kakhulu yindlela ayengikhumbuza ngayo ngaleso sikhathi—ngaleso sikhathi babengenalo igama layo.”
Lapho indodakazi ka-Dupie isixilongwa futhi kwamiswa i-IEP efanele, ulwazi lwesikole lwaba luhle. Yashintsha isuka ekubeni umshikashika oqhubekayo yaba enye eyayikhuthaza indodakazi yakhe ukuba isebenzise indlela yayo eyingqayizivele yokucabanga nokucubungula ngendlela ezuzisa yona. “Kuphinde kwasiza ukuthi isikole ebesidlulele kuso besisebenza kahle futhi singayeki ukumbekela inselelo,” kusho uDupie.
Ngokungafani nokusekelwa u-Dupie ayenakho ekunakekeleni ingane yakhe eyayinokuphazamiseka kwengqondo, u-Rebecca Freshour wabhekana nobunzima ekwenzeni indodana yakhe eyayineminyaka engu-8 ngaleso sikhathi yatholakala ine-dyslexia. Njengoba ihlonzwe kabi njengene-ADD futhi yatshela isikole sayo ukuthi asinabo abasebenzi abazohlola umehluko wokufunda, indodana kaFreshour uCaleb yachitha iminyaka yayo yokuqala esikoleni izizwa ingafaneleki futhi ingabalulekile. “Satshelwa ukuthi i-dyslexia ayinakutholwa ngokunembile ngaphambi kwebanga lesi-5,” kusho uFreshour. “Futhi nalapho, uzodinga ukufakwa ohlwini lwabalindile ukuze ahlolwe.”
Njengoba abakwaFreshours bengaqinisekisa, ukulwa ne-dyslexia engatholakali kungaba nomthelela ekuzethembeni komfundi futhi kuveze izithiyo eziningi zokufunda. Kodwa-ke, kubafundi abatholakala benokuthambekela kwe-dyslexic, imizwa yokuzethemba nokukhungatheka inganqotshwa ngamasu okufundisa ahlelekile ahlanganisa izinzwa eziningi ezihlanganisa amasu okufunda okubonwayo, okuzwayo kanye nokufunda okuhlobene nezihlobo.
UDenise Delgado, ilungu lebhodi le-Dallas International Dyslexia Association kanye nochwepheshe bezemfundo ohlola ukukhubazeka kokufunda, uyavuma ukuthi ukungenelela okufanele kanye nokwelashwa kubalulekile ekufundeni nasekuzihlonipheni komfundi onenkinga yokufunda. “Uma ingane ingakutholi ukungenelela okufanele, ukuzethemba kwayo kuzoba nomthelela omubi futhi izozizwa ingaphumeleli futhi yehluliwe endaweni yesikole,” kusho uDelgado. Kodwa, “lapho [abafundi abane-dyslexia] bethola indawo yokuhlala nohlelo oluhle lwe-dyslexia, bangaba abafundi abaphumelela kakhulu, abakhiqizayo.
Kubaluleke kakhulu ukuthi othisha baqeqeshwe ukuze bakwazi ukubhekana nalokhu kukhubazeka futhi bahlinzeke ngezindawo zokuhlala.”
Njengabagqugquzeli abakhulu bezingane, abazali abasola inkinga ngentuthuko yengane yabo kumelwe bahileleke kakhulu futhi basebenzisane eduze nesikole. “Kubaluleke kakhulu ukulondoloza ukuzethemba kwengane yabo nokuthola umsebenzi wokuzilibazisa noma uthando ingane ewujabulelayo futhi onekhono lokuthuthukisa ukuzethemba kwayo,” kusho uDelgado. “Ngibonile ukuthi abazali bangaziguqula kanjani izinto esikoleni ukuze zisebenzele izingane zabo ngendlela eyakhayo.”
Udokotela ohlanganisa i-hypnotherapist oqinisekisiwe uSusan Fox usebenza nezingane ezine-dyslexia ukuze azisize zithole ezinye izindlela zokufunda. UFox uthi: “Abafana ababili engangisebenza nabo babekwazi ukufunda kalula ngesikhathi beluthwa ingqondo. "Kwakumangalisa ukubona." Ekuqeqesheni abafana ngendlela ekhuthaza ukugxilisa ingqondo kwabo esikoleni, uFox wahlanganisa amasu ahlukahlukene ukuze asize izingane zizivumelanise nomehluko wazo wokufunda. UFox uthi: “Indlela eyasetshenziswa yayihlanganisa ukuchofa isithupha lapho [umfana oyedwa] ebeka isandla sakhe phezu kwedeski lakhe ukuze athuthukise ikhono lakhe lokugxilisa ingqondo. “Ingane yathi leyo nqubo yamsiza ngempela.” Njengochwepheshe abaningi bezempilo abasafufusa, uFox unikeza ithemba elisha ngezingane ezine-dyslexia.
- Amaphesenti angu-15-20 abantu anokukhubazeka kokufunda okusekelwe olimini.
- Amaphesenti angama-70-80 abafundi abanokukhubazeka okuthile ekufundeni abathola izinsiza zemfundo ekhethekile nabo banokushoda ekufundeni.
- I-Dyslexia iyimbangela evame kakhulu yokufunda, ukubhala kanye nobunzima bokupela isipelingi.
- I-Dyslexia ithinta abesilisa nabesifazane cishe ngokulinganayo, kanye nabantu abavela ezizindeni ezihlukene zezinhlanga nezenhlalo-mnotho.
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