Trzy modele rozumienia dysleksji

Abstract

Difficulties in learning (for example developmental dyslexia) might be considered as a culture-dependent syndrom and the effect of individual capacities as well as an educational system. So far almost all research programmes concentrated on deficits and impairments which underlie specific learning difficulties and on overcoming these disorders to fit these students to an educational system. There is well-established research literature documenting the difference between brains of dyslexic and non-dyslexic individuals in regard to brain structure and brain activity, but this difference does not necessarily means that dyslexic people are less able, but rather that their pattern of strength and weaknesses might be different from the population. Author presents three approaches to dyslexia: clinical, where dyslexia is treated like a disease: anti-clinical, which sees dyslexia as a set of unique abilities (neglected by traditional society); and balanced approach to dyslexia which understands dyslexia as an individual pattern of learning abilities and disabilities. This pattern might be considered as an individual style of learning and requires appropriate teaching style.