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Emotional and behavioural consequences of dyslexia. Psychological support at school and emotional support at home

The projects are funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Ruse, February 2024

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Emotional support for pupils with dyslexia

Teacher's tasks in class

Daily work

Support and motivation

Selection of methods and approaches for effective work

Atmosphere of security

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Possible problems in the classroom - what the teacher should look out for

Insecurity and isolation

Propensity for deceptive behaviour

Excuses

Attention-getting and regressive behaviour

Controlling

Aggressiveness

Denial

Complaining of boredom

Rushing and hurrying

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Main problems of pupils

  • To feel part of the group
  • To feel independent
  • To feel knowledgeable

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Strategies to increase pupils' self-esteem, resilience and motivation

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They are not a homogeneous group They are different

Unreasonable expectations Realistic expectations

Same way of teaching Individual approach

Accepting pupils as they are

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Strategies and approaches

  • 1. Developing a sense of responsibility - by example/helping a younger child learn to read/
  • 2. Increasing sense of autonomy - example / choice of homework, making up classroom rules, discussing problems that arise
  • 3. Dealing with mistakes and failures - example /suggestion of options to solve the problem/

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Cooperation with parents

  • Forms of cooperation
  • parent meetings
  • Individual consultations
  • Visiting the teacher in the family
  • Important questions formulated by the teacher:
  • As a teacher, what do I want from a parent?
  • Which of these requirements can parents meet?
  • Are they ready to fulfil them?

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Helping the pupil����Guidance to parents��- familiarizing teachers with the child's problem��- help with homework preparation��- forming independent work skills��- workload rationing��- assessing achievement rather than results�

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Social support

  • Main task: improving communication with others

Initial steps in building social skills

Listening, starting and maintaining a conversation, asking questions

Developed social skills

Seeking help, giving and following directions

Dealing with feelings

Knowing and expressing, understanding others' feelings, dealing with anger and aggression

Alternative skills for coping with aggression

Sharing something, asking permission, helping

Social skills for self-control

Self-control, response to teasing, avoiding problems with others

Stress management skills

Dealing with worry, fear and others

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Emotional support

  • Emotional intelligence
  • Low self-esteem
  • Gaining self-confidence
  • Helping self-esteem

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Examples of coping

Bibliotherapy

Drawing, music, dance

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Possible negative manifestations of children with dyslexia

  • Anxiety - fear, worry, vulnerability

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  • Isolation

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  • Generalization of anxiety

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  • Fears

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  • Depression

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Teaching strategies to develop social skills

  • Evaluating behaviour in a story

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  • Commenting on a social situation through pictures

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  • Conversation skills

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  • Friendship making skills

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  • Game Skills

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THANK YOU FOR YOUR ATTENTION!

Elena Mihova

Dyslexia Association – Bulgaria www.dyslexia-bg.org

dabg_rousse@yahoo.com