Specific Learning Difficulties to achieve within the educational system school success:

 Let the child know that you care about him and that you want to help him. He feels
insecure and worried about the professor's reactions.
 Establish criteria for your work in concrete terms that he can understand, knowing
that performing a job without errors may be out of your means. Evaluate your
progress against yourself, with your initial level, not with the level of others in your
deficit areas. Help him in the works in the areas he needs to improve.
 Give individualized attention whenever possible. Let him know that he can ask
about what he doesn't understand.
 Place the student near the teacher, the board,or in the work area and away from
distracting noises, materials, or objects.
 Encourage the use of work agendas or calendars. Students can use calendars to
record homework or exam due dates. They can write down in the agendas the
lessons explained in the classroom and by which part they go.
 Make sure you understand the tasks,as you often won't understand them. Divide
the lessons into parts and check, step by step, that you understand them A dyslexic
is not foolish! He can understand verbal instructions very well.
 New information must be repeated more than once,due to its problem of
distraction, short-term memory and sometimes poor attention span.
 It may require more practice than a normal student to master a new technique.
 You'll need help relating new concepts to previous experience.
 Give him time: to organize his thoughts, to finish his work. If there are no rushes of
time you will be less nervous and in better conditions to show you your knowledge.
Especially to copy from the board and take notes.
 Provide a copy of the lesson notes so you can take notes during explanations.
 It is important to use larger font sizes and increase section spacing.
 Combine verbal and visual information at the same time.
 Write the key points or words on the board before the explanation.
 Use mnemonic explanations.
 Someone can help by reading the study material and especially the exams. Many
dyslexics compensate for the early years for the effort of patient and understanding
parents to read to them and review their lessons orally. If you read for information
or to practice, you have to do it in books that are at the level of your reading
aptitude at all times. He has a difficulty as real as a blind child, from whom he is not
expected to obtain information from a normal written text. Some children may read
a passage correctly aloud, and still not understand the meaning of the text.
 Avoid the systematic correction of all errors in yourwriting. Make you notice only
those that are being worked on at all times.
 If it is possible to do oral exams,avoiding the difficulties posed by their poor
reading, writing and organizational capacity.
 Keep in mind that it will take you longer to do homework than it will take you to do
homework than the other students in the class. He gets tired more than others.
Provide a lighter and shorter job. Do not increase their frustration and rejection.
 It is essential to make positive observations about your work, while still pointing
out what you need to improve on and is most within your reach. They should be
praised and encouraged whenever possible.
 It is essential to be aware of the need you have for your self-esteemtodevelop. You
have to give them opportunities to make contributions to the class. Avoid
 comparing them to other students in negative terms (this is how they sometimes
become characteristic). Never make jokes about your difficulties. Do not make him
read aloud in public against his will. It is a good measure to find something that the
child is especially good at and develop their self-esteem through encouragement
and success.
 Consider the possibility, as mentioned above, of evaluating him with respect to his
own efforts and achievements,rather than evaluating him against the other
students in the class. (It's the same philosophy of curricular adaptations.) The
feeling of success leads to success. Failure leads to failure (self-fulfilling prophecy).
 Allowing you to learn in any way you can, with the alternative instruments to
reading and writing that are at our fingertips: calculators, tape recorders, tablets, e-
readers, dictionaries, spelling, text for voice programs, audio books, and more can
be very useful tools.

Every teaching professional should know something about dyslexia and take these
considerations into account as much as possible (not just for dyslexic children). Many
problems in the classrooms would be avoided.