Rights of Children with Dyslexia
Dyslexia is a condition that affects the processing of written and spoken language by the brain. It is neither a sign of laziness nor a sign of low intelligence. It is mainly associated with challenges in reading. Some specialists, educators and doctors may term it as disorder or disability in reading. However, it may also affect the spelling, speaking and writing. Children with this disability are still able to comprehend ideas that are complex, except that they require more time go through it. They might also require a different method to process information, for instance, listening to an audiobook rather than reading it. (Marshall, 2004)
A child with dyslexia can never outgrow it because it is a lifelong condition. Nevertheless, it does not mean he or she can never be successful and happy. There are several strategies and tools for teaching children with dyslexia that have proven effective. As a matter of fact, a great number of people with this disability have had successful careers in arts, business, and science. Some of them are very famous, for example, Tom Cruise, Whoopi Goldberg, Charles Schwab and Steven Spielberg. Statistics have shown that people with dyslexia as usually very creative, although it is unclear what causes this creativity in them. However, the difficulties that children with dyslexia experience at school can make them get frustrated and have lost their self-esteem. (Reid and Green, 2011)
For decades, professionals and teachers have been working on ways in which to help children with dyslexia overcome their learning issues. There are availed accommodations to help children with dyslexia in class, for instance, letting children use word-prediction software and giving additional time on tests. Some schools use a process called Response to Intervention (RTI) to assist those students who fall behind. Teachers can use strategies such as informal supports to help dyslexic children who are struggling, whereby they arrange meetings to discuss mutual concerns. Some of the common strategies most teachers employ to assist children with dyslexia are the use of the multisensory approach to connecting speaking, listening, reading and writing, as well as having children echo directions back to their teachers. (Reid and Green, 2011)
Governments and several other organizations have come up with plans to ensure that children with disabilities such as dyslexia get special attention that make them enjoy their lives just like normal children. Starting with the educational system, a number of legislations have been introduced to see to it that every child, regardless of their background, have the right to proper education. They should, therefore, be given opportunities to exploit their full potential. Schools ought to identify those students with special needs and come up with teaching and learning strategies to meet their needs. Because their rights are being met, children with dyslexia should gain confidence, develop a sense of belonging, enjoy going to school and feel free to express their views and feelings. Students with dyslexia need strong advocacy by their parents, teachers and everyone who would like to see them prosper in life. (Lacey et al., n.d.)
The United Nations Convention on the Rights of the Child has 54 articles all of which cover the various aspects of the life of a child, ranging from the right to health, education, freedom of expression, protection from abuse to the right to access information. It also states the role of adults and governments in ensuring that children enjoy every one of their rights. The Convention contains four articles with a particular status of general principles namely: Non-discrimination, article 2. It states that every child, regardless of their religion, ethnicity, language, or ability, have the same right to education. Article 3, the best interest of the child, which states that children’s own feelings and views determine what is in their best interests. Article 6, the right to live, development and survival, which states that all children have the right to life and the government ought to see to it that this right is well exercised. Article 12, the right to be heard. Every child has a right to express their views, feelings and wishes in matters that affect them. Their opinions and feelings ought to be given a serious consideration. (Unicef.org.uk, 2016)
Under the 2004 Children Acts, local authorities have the responsibility for promoting and safeguarding all children in their areas. This consists of certain duties relating to children with special needs, and those suffering or in a position to suffer, under section 17 of the Children Act. According to this Act, every adult who comes into contact with families and children has a role to play in safeguarding them. This includes defending children against maltreatment, preventing children’s health or development from impairment, taking action to render all children capable of acquiring the best outcomes, and ensuring that they grow up in safe circumstances. Under section 11 of the Children Act 2004, local agencies such as police, should consider safeguarding and promoting children’s welfare while carrying out their duties. It is more effective to provide early help to children than responding later. This will mainly depend on local agencies uniting in an attempt to find out families and children that would gain from availability of early help. (Hann and Fertleman, n.d.)
The commitment by the government to support and improve services for children with disability is taken forward by the Children and Families Act 2014. It strengthens broader reforms to ensure that every child is able to succeed regardless of their situation. The act straightens out the systems for looking after children, special educational needs, adoption and family justice. It introduces alterations to support children’s welfare and ensure they advocate strongly for their rights. The roles of the Ministry of Justice, The Department of Education, the Department of Health, and the Department for Business, Skills and Innovation are spanned by the provisions of the Act. Part 3 of this Act consists of a new move towards special educational needs for children with disabilities such as dyslexia. (Smythe, Salter, and Everatt, 2004)
The SEND Code of Practice is a legal guidance on policies, procedures and duties relating to part 3 of the Families and Children Act and related regulations and it is practiced in England. This Code of Practice applies to the age between 0 and 25, and it consists of guidance concerning young people and children with disability together with those having special education needs. There is a candid focus on children and parents taking part in making decisions at individual and strategic levels. Improvement of outcomes and high inspirations for children and young people are also the focal point of this act. SEND Code of Practice also includes the commissioning of services in ensuring the practice of cooperating with health services, education and social care. Disabled children and young people are, therefore, covered by this regulation. The rights of children with dyslexia are well articulated in the SEND Code of Practice 2014. (Cheminais, n.d.)
Dyslexic children, therefore, have the right to equal opportunities in the society. They have the right to access high-level education and jobs in the society. They have the right to be heard, to express their feelings, views, and wishes. They should be accommodated and given adequate attention in schools so as to maintain their self-esteem, gain confidence, happiness and succeed in life just like any other normal kid. Their welfare ought to be safeguarded by the local authorities, their parents, and any other adult who comes into contact with them. They have the right to be dyslexic.
References
Cheminais, R. (n.d.). Special educational needs for newly qualified teachers and teaching assistants.
Dyslexiafoundation.org.nz. (2016). Dyslexia ADVOCACY - Student Rights. [online] Available at: http://www.dyslexiafoundation.org.nz/dyslexiaadvocacy/student_rights.html [Accessed 9 May 2016].
Gov.uk. (2014). Landmark Children and Families Act 2014 gains royal assent - Press releases - GOV.UK. [online] Available at: https://www.gov.uk/government/news/landmark-children-and-families-act-2014-gains-royal-assent [Accessed 9 May 2016].
Hann, G. and Fertleman, C. (n.d.). The child protection practice manual.
Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (n.d.). The Routledge companion to severe, profound and multiple learning difficulties.
Marshall, A. (2004). The Every parent's guide to children with dyslexia. Avon, MA: Adams Media.
Reid, G. and Green, S. (2011). 100+ ideas for supporting children with dyslexia. New York: Continuum International Pub. Group.
Smythe, I., Salter, R. and Everatt, J. (2004). International book of dyslexia. Chichester: Wiley.
Understood.org. (2014). Understanding Dyslexia. [online] Available at: https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyslexia/understanding-dyslexia [Accessed 9 May 2016].
Unicef.org.uk. (2016). General principles | UN Convention on the Rights of the Child | UNICEF UK. [online] Available at: http://www.unicef.org.uk/UNICEFs-Work/UN-Convention/general-principles/ [Accessed 9 May 2016].
