John McCaughtry launches counselling service
Life and the world of a person with Dyslexia can be very hard and complicated if he or she does not know they have Dyslexia until later in life. This happened to me, I knew very early in life something was not quite right for me. I had problems mixing with other kids. I was well below average in reading and writing, victim of corporal punishment being strapped or having the cane every few weeks. I felt very much alone as a child and in my teens.
Later in life I had learnt to do many things because I realised, not that it cannot be done, but how I could do it! I have been successful in business and as an artist. In 2006 I became a Counsellor working at academic level 6 and 7 achieving 240 credits and getting my Diploma in Counselling.
I have been counselling adults with dyslexia in Christchurch for 4 years, many of those clients where happy to know I was there for them. I am also here for others who may need help about their past.
Here are some of the problems many people with dyslexia endure;
Grief, depression, anxiety, alcoholism, family issues, violence, have trouble explaining selves, relationships, problems at work, feeling alone, failure, inadequacy, no one understands. Just to name a few. Although I am in Christchurch I am only an E-mail or phone call away
First contact:
John McCaughtry
(Dip Coun, DAPAANZ)
Mobile: 027 5544654, 027 3652947
E-mail: shandoss@xtra.co.nz
John is one of the DFNZs Inspiring New Zelanders: click here
It's not rocket science!
Imagine a classroom in which the initial response to dyslexic type learning needs was to view them as "preferred ways of learning" rather than automatically as difficulties or even worse, as disabilities.
Recognising that dyslexic students have the right to be dyslexic might for some seem obvious, but for many it is a major paradigm shift. When teachers fully accept that their dyslexic students have needs that must be met, it automatically alters the way inclusion in the classroom is planned and achievements are measured. The surprising outcome is that when a classroom becomes dyslexia aware, all students benefit.
Whilst the education system does not recognise and respond automatically to this right [and the legislation that underpins it], dyslexic students will require strong advocacy by parents and others who wish to see these students succeed and reach their potential.
Dyslexic students’ brains work differently. They generally prefer, and feel more comfortable, working visually - and are big picture / concept driven. The acquisition of basic skills like reading and spelling uses a different part of the brain and therefore provides an unexpected difficulty to both student and teacher.
This difficulty will be become a major learning barrier unless teachers take the right approach and provide the necessary support. When teachers take steps to remove stress, and are empathetic, students become ready to engage in learning challenges - and success can be achieved.
For many, the dyslexia aware classroom will be enough. Others will require interventions that are carefully matched to their learning profile.
Dyslexia doesn't go away, so when students need to show what they know through exams or assessments, simple accommodations are needed, like extra time or the use of a computer. In the early school years, teachers should encourage alternative forms of evidence to show learning, such as mind-maps, oral presentations or videos.
With this simple approach dyslexic students become confident and success follows naturally. They begin to understand themselves and what their true potential is which allows students to advocate themselves, for their needs and rights.
Until the education system fully embraces this, schools are a battlefield and parents the advocacy army. Parents must, on a daily basis, demand that rights are recognised and dyslexic students are given a genuine opportunity to succeed.
It's not rocket science!
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