Dr. David Vumlallian Zou
Nu-le-paten atate uh abawn ua skul kai a laisiam ding un a dei ua, zong a lamen uhi. Hinanleh naupang zousia lam lam ah kivat lou a, khenkhat bang in laisim hamsatna (learning difficulty) chi tuamtuam nei uhi. Tamite hamsatnate Sapham in chi ni in kikhen hi. Khatna ah, specific learning difficulty kichi, hamsatna bihiah nei um hi. Anina ah, general learning difficulty – hamsatna vantang zong um thei hi.
Naupang khenkhat pilmo lou, a khangualte bang a zong navah thou, ahivang lai
Laisim leh Laigelh Hamsatna – “Dyslexia” – Nei Naupang
Sapham a dyslexia pen Zokam in lehkhiat lei, “laisim hamsa sahna” chi thei ahi. Hinanleh laigelh hamsa sahna zong akoh pha thou hi. Naupang dyslexia nei-te a khangualte sang un zong ham kisin ha zoh uhi. Atangpi in numei sang in pasal naupang dyslexia nei tam zaw hi. Skul kai zong aneu ua pat kiphin ut deu ding ua, laimal A B C zong a gelh theina din hun sawt luut deu sese ding hi. A khangualte uh thei teng thei nan uleh, dyslexia neu naupang-ten sil khat poupou a theisiamna ding un hun luut hi. Asim tho ding leh gelh tho ding khat poupou a huphul uhi. Lai thei hamsa kawm a azilte uh zong, azat gige lou uleh, bailam tah in a manghil paipai uhi. Exam-na ah zong a theina bang in lai a gelh thei sih ua, a result uh midang a sang in hoi lou zaw gige ding hi. Tami bang hamsatna nei naupang-te aneu apat a nu-le-pate ban ah oja ten teaching method tuam deu a lai ahil lou uleh, a khangual teng un makhel ding ua, atawp ah naupang in kingaisiatna lianpi nei thei ding uhi. Dyslexia nei naupang-ten a veilam huahbu (brain) zang
Dyslexia nei naupang-ten a khangual nua aphah lou vang un, a “talent” kiphual uh ahing kihon khah vanglah leh mi tung ah leeng zel uhi. Tami mite anaupang lai sang un a pichin nua chiang un alungsim uh kihong nuam zaw hi. Tualeh dyslexia neu naupangte’n laiteng leh laimal sang in aw-ging leh milim apat sil thei nop sa zoh uhi. Thu aban ban a, aneng neng a i gen leh theisiam lou ua, hinanleh a pumpi a tangthu pumpi kizopna i gen masat leh khat vei thu in thei pai ngal uhi. Laiteng leh laimal apat bang ma hisapna anei thei sih ua, hinanleh laibu sung a thu umte milim leh diagram dan a kikhen thei leh theisiam pai uhi. Tami ziah in dyslexia nei naupangte pen Visual Spatial Learner (VSL) zong kichi thei zel hi. Thuteng leh laimal apat VSL ten bang ma athei lou ziah un, map, diagram, milim, clay model, audio-visual leh hilchetna (illustration) tuamtuam toh tambang a dyslexia nei naupangte laihil ding ahi zaw uhi.
Tuaziah in dyslexia nei naupang-te i panpi theina dia tambang naupang-te suikhiat masat a, theikhiat masat poimo hi. Oja-ten zong tam bang naupang-te a theisiam deu ngai ding hi. Tualeh Sapgam ah dyslexia nei naupang-te adin exam chiang in Reader-Writer Assistance kibawl sah hi. Tami umdan pen, dyslexia nei naupang-te adin exam atuam deu in kibawl a, a laigelh Writing Assistant ding uh midang khat kiguang zel hi.
Kelthan Vei Bang a Umhelna – Attention Deficit Disorder (ADD)
- a high level of physical activity
- restlessness and fidgetiness when made to sit still
- difficulty remaining seated for any length of time
- a short attention span for most classroom activities
- difficulty persisting with written tasks independently
- distractibility
- impulsively disruptive classroom behavior, eg. calling out or being silly
- low boredom threshold
It is likely that a child who consistently and persistently manifests such behaviors has a particular personal style which has come to be known as Attention Deficit Hyperactivity Disorder (ADHD). It's a moot point whether this particular pattern of behaviors should be called a "disorder", but there can be no doubt that children with ADHD cause problems for themselves and their teachers in the classroom.
It is obvious that children who are restless, fidgety, inattentive, distractible, and fail to complete tasks, are unlikely to be working to their potential, and will require appropriate behavior management techniques in order to do so. However, it is an unfortunate fact that a significant number of ADHD children suffer the double blow of also being dyslexic, which makes it very difficult for them to meet the behavioral and learning expectations of their teachers.
Stimulant medication (e.g. ritalin) has been shown to be very effective in treating the behavioral symptoms of ADHD such as restlessness, distractibility, and impulsiveness, but it cannot help with associated dyslexia, other than to provide children with the opportunity to focus better on their learning.
The terms ADHD and ADD are often used interchangeably, but they are in fact two recognizably different conditions. Children who have attention deficit disorder without hyperactivity, i.e. ADD, tend to be vague, daydreamy, distractible, forgetful, somewhat restless, and have difficulty following instructions. They are not hyperactive and not intrusively disruptive like children with ADHD, but require extra input and patience from their teachers to help them follow instructions and remain on task. Children with ADD need monitoring to ensure that they have taken instructions on board accurately, may also need written prompts and reminders, and can benefit from having tasks broken into chunks to help with task completion.
References
Carr, A. (ed.) (2000) 'What Works with Children and Adolescents?', A Critical Review of Psychological Interventions with Children, Adolescents and their Families.
Rutter, M. & Taylor, E. (eds) (2002) Child and Adolescent Psychiatry (4th edn).
Scott, A., Shaw, M. & Joughin, C. (2001) 'Finding the Evidence' - A Gateway to the Literature in Child and Adolescent Mental Health (2nd edn).
