0Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
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UNDERSTANDING DYSLEXIA: SPECIAL EDUCATION STRATEGIES
FOR CHILDREN
Dildora Sharif Rizi Kholiknazarova
Student, Chirchik State Pedagogical University kholiknazarovadildora@gmail .com
Scientific adviser: Ulugbek Yarashovich Elmurodov
Senior teacher, Chirchik State Pedagogical University saman-sardor@mail .ru
ANNOTATION
This article provides an overview of special education strategies tailored to the unique needs of children with dyslexia. Dyslexia, a neurodevelopmental disorder affecting word recognition, spelling, and decoding abilities, poses significant challenges to academic success and social well-being. The article explores evidence-based approaches aimed at supporting children with dyslexia in various educational settings.
The article begins by discussing the importance of early identification and intervention for children with dyslexia, emphasizing the need for comprehensive assessments to identify specific learning profiles and individualized needs. It highlights the role of multi sensory instruction, structured literacy programs, and assistive technologies in promoting phonological awareness, decoding skills, and reading fluency among students with dyslexia.
Furthermore, the article addresses the importance of accommodations and modifications in the classroom, such as extended time for assignments, preferential seating, and access to alternative text formats. It emphasizes the value of creating inclusive learning environments that celebrate students' strengths and provide opportunities for social-emotional support and skill development.
Keywords: Dyslexia, decoding,processors, multi sensory activities,boost confidence
АННОТАЦИЯ
В этой статье представлен обзор стратегий специального образования, адаптированных к уникальным потребностям детей с дислексией. Дислексия, расстройство развития нервной системы, влияющее на способности к распознаванию слов, правописанию и декодированию, создает значительные
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проблемы для академического успеха и социального благополучия. В статье исследуются научно обоснованные подходы, направленные на поддержку детей с дислексией в различных образовательных учреждениях.
Статья начинается с обсуждения важности раннего выявления и вмешательства для детей с дислексией, подчеркивая необходимость всесторонних оценок для выявления конкретных профилей обучения и индивидуальных потребностей. В нем подчеркивается роль мультисенсорного обучения, структурированных программ обучения грамоте и вспомогательных технологий в развитии фонологической осведомленности, навыков декодирования и беглого чтения среди учащихся с дислексией.
Кроме того, в статье рассматривается важность приспособлений и модификаций в классе, таких как увеличение времени для выполнения заданий, льготные места и доступ к альтернативным текстовым форматам. В статье подчеркивается ценность создания инклюзивной среды обучения, которая учитывает сильные стороны учащихся и предоставляет возможности для социально-эмоциональной поддержки и развития навыков.
Ключевые слова: дислексия, декодирование,процессоры, мультисенсорная активность,повышение уверенности
ANNOTATSIYA
Ushbu maqolada disleksiya bilan og'rigan bolalarning noyob ehtiyojlariga mos-lashtirilgan maxsus ta'lim strategiyalari haqida umumiy ma'lumot berilgan. Disleksiya, so'zlarni aniqlash, imlo va dekodlash qobiliyatlariga ta'sir qiluvchi ney-rorivojlanish buzilishi akademik muvaffaqiyat va ijtimoiy farovonlik uchun muhim muammolarni keltirib chiqaradi. Maqolada disleksiyasi bo'lgan bolalarni turli ta'lim sharoitlarida qo'llab-quvvatlashga qaratilgan dalillarga asoslangan yondashuvlar o'rganilgan.
Maqola disleksiyasi bo'lgan bolalarni erta aniqlash va aralashuvning muhimli-gini muhokama qilish bilan boshlanadi, aniq o'quv profillari va individual ehtiyojlarni aniqlash uchun har tomonlama baholash zarurligini ta'kidlaydi. Bu rolini ta'kidlaydi multisensorli o'qitish, tuzilgan savodxonlik dasturlari va yordamchi texnologiyalar targ'ib qilishda fonologik xabardorlik, dekodlash qobiliyatlari va o'qish ravonligi disleksiya bilan og'rigan talabalar orasida.
Bundan tashqari, maqolada topshiriqlar uchun kengaytirilgan vaqt, imtiyozli o'tirish va muqobil matn formatlariga kirish kabi sinfdagi turar joy va modifi-katsiyalarning ahamiyati ko'rib chiqilgan. Bu talabalarning kuchli tomonlarini nishon-laydigan va ijtimoiy-emotsional qo'llab-quvvatlash va ko'nikmalarni rivojlantirish
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Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
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uchun imkoniyatlar yaratadigan inklyuziv o'quv muhitini yaratish muhimligini ta'kid-laydi.
Kalit so'zlar: disleksiya, dekodlash, protsessorlar, multisensorli faoli-yat,ishonchni oshirish
INTRODUCTION
Dyslexia is a neuron developmental disorder characterized by difficulties with accurate and fluent word recognition, spelling, and decoding abilities. It affects individuals across various age groups, but early identification and intervention are crucial for mitigating its impact on children's academic and social development. In this article, we explore special education strategies tailored to the unique needs of children with dyslexia, focusing on effective instructional approaches, assistive technologies, and supportive interventions.
One of the most effective strategies for teaching children with dyslexia is multi sensory instruction, which engages multiple senses (such as sight, sound, and touch) to enhance learning. Educators can use tactile materials, visual aids, and auditory cues to reinforce phonemic awareness, letter-sound correspondence, and decoding skills. For example, the Orton-Gillingham approach combines tactile-kin esthetic techniques with explicit, systematic instruction to help children with dyslexia develop phonological awareness and decoding proficiency.
METHODOLOGY
Significance of collaboration among educators, parents, and related professionals in implementing effective intervention strategies and monitoring students' progress over time. The role of Individualized Education Plans (IEPs) and 504 Plans in formalizing accommodations and modifications based on students' specific needs and goals.
Comprehensive overview of special education strategies for children with dyslexia, highlighting the importance of evidence-based practices, personalized interventions, and collaborative support systems in fostering academic achievement and positive outcomes for students with dyslexia.
Structured literacy programs provide systematic, sequential instruction in phonics, phonological awareness, and decoding strategies. These programs break down language concepts into manageable components and scaffold learning through explicit teaching and guided practice. Examples include the Wilson Reading System, Lin-damood-Bell programs, and the Barton Reading & Spelling System, which offer structured, evidence-based interventions tailored to the needs of students with dyslexia.
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Assistive technologies can empower children with dyslexia to access and engage with written material more effectively. Text-to-speech software, such as Read&Write and Kurzweil 3000, converts written text into spoken language, providing auditory support for reading comprehension. Speech recognition software enables students to dictate their ideas and thoughts, circumventing difficulties with spelling and handwriting. Additionally, specialized fonts like Dyslexia and Open Dyslexic optimize readability by incorporating features that alleviate visual distortions commonly experienced by individuals with dyslexia.
Educators can implement accommodations and modifications to support the diverse learning needs of students with dyslexia in the classroom. These may include extended time for reading and writing tasks, preferential seating to minimize distractions, and access to audio books or alternative text formats. Simplifying instructions, breaking tasks into smaller steps, and providing visual organizers or graphic organizers can help scaffold learning and enhance comprehension for students with dyslexia. Individualized Education Plans (IEPs) and 504 Plans can formalize accommodations and modifications based on students' specific needs and goals.
Beyond academic interventions, children with dyslexia may benefit from social-emotional support to address feelings of frustration, low self-esteem, and anxiety related to their learning difficulties. Creating a supportive and inclusive classroom environment that celebrates individual strengths and fosters resilience can promote a positive mindset and self-advocacy skills. Peer support groups, social skills training, and counseling services can provide opportunities for children with dyslexia to connect with peers, build confidence, and develop coping strategies for overcoming challenges.
In conclusion, educating and supporting children with dyslexia requires a comprehensive, multidisciplinary approach that addresses their unique learning profiles, strengths, and challenges. By implementing evidence-based instructional strategies, leveraging assistive technologies, and providing social-emotional support, educators and parents can empower children with dyslexia to thrive academically and personally, unlocking their full potential and fostering a lifelong love of learning.
REFERENCES
1. Shaywitz, S. E., & Shaywitz, B. A. (2003). Dyslexia (specific reading disability). Biological Psychiatry, 54(11), 1292-1298.
2. Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2007). Learning disabilities: From identification to intervention. Guilford Press.
3. Moats, L. C., & Dakin, K. E. (2008). Basic facts about dyslexia and other
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Chirchik State Pedagogical University Staatliche Pädagogische Universität Chirchik Chirchiq davlat pedagogika universiteti
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Current Issues of Modern Philology and Linguodidactics Aktuelle Fragen der modernen Philologie und Linguodidaktik Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
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reading problems. Brookes Publishing Company.
4. International Dyslexia Association. (2018). Knowledge and practice standards for teachers of reading. Author.
5. Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53(1), 1-14.
6. Berninger, V. W., & Richards, T. L. (2010). Inter-relationships among behavioral markers, genes, brain, and treatment in dyslexia and dysgraphia. Future Neurology, 5(5), 597-617.
7. Elmurodov, U. Y., & Shorakhmetov, S. S. (2021). Essential ways to learn English words. Academic research in educational sciences, 2(5), 577-583.
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