Dr. Perlstein received his Medical Degree from the University of Cincinnati and then completed his internship and residency in pediatrics at The New York Hospital, Cornell medical Center in New York City. After serving an additional year as Chief Pediatric Resident, he worked as a private practitioner and then was appointed Director of Ambulatory Pediatrics at St. Barnabas Hospital in the Bronx.
Melissa Conrad Stöppler, MD, is a U.S. board-certified Anatomic Pathologist with subspecialty training in the fields of Experimental and Molecular Pathology. Dr. Stöppler's educational background includes a BA with Highest Distinction from the University of Virginia and an MD from the University of North Carolina. She completed residency training in Anatomic Pathology at Georgetown University followed by subspecialty fellowship training in molecular diagnostics and experimental pathology.
Before any treatment is started, an evaluation
must be done to determine the child's specific area of disability.
While there are many theories about successful treatment for dyslexia,
there is no actual cure for it. The school will develop a plan
with the parent to meet the child's needs. If the child's current
school is unprepared to address this condition, the child will
need to be transferred to a school, if available in the area,
which can appropriately educate the dyslexic child. The plan may
be implemented in a Special Education setting or in the regular
classroom. An appropriate treatment plan will focus on strengthening
the child's weaknesses while utilizing the strengths. A direct
approach may include a systematic study of phonics. Techniques
designed to help all the senses work together efficiently can
also be used. Specific reading approaches that require a child
to hear, see, say, and do something (multisensory), such as the Slingerland Method, the Orton-Gillingham Method, or Project READ
can be used. Computers are powerful tools for these children and
should be utilized as much as possible. The child should be taught
compensation and coping skills. Attention should be given to optimum
learning conditions and alternative avenues for student performance.
In addition to what the school has to offer, there are alternative treatment
options available outside the school setting. Although alternative treatments
are commonly recommended, there is limited research supporting the effectiveness
of these treatments. In addition, many of these treatments are very costly, and
it may be easy for frustrated parents to be misled by something that is
expensive and sounds attractive.
Perhaps the most important aspect of any treatment
plan is attitude. The child will be influenced by the attitudes
of the adults around him. Dyslexia should not become an excuse
for a child to avoid written work. Because the academic demands
on a child with dyslexia may be great and the child may tire easily,
work increments should be broken down into appropriate chunks.
Frequent breaks should be built into class and homework time.
Reinforcement should be given for efforts as well as achievements.
Alternatives to traditional written assignments should be explored
and utilized. Teachers are learning to deliver information to
students in a variety of ways that are not only more interesting
but helpful to students who may learn best by different techniques.
Interactive technology is providing interesting ways for students
to feedback on what they have learned, in contrast to traditional
paper-pencil tasks.
Dyslexia can be related to brain injury, hereditary,
or hormonal influences.
Letter and number reversals are a common warning
sign of dyslexia.
Diagnosis of dyslexia involves reviewing the
child's processing of information from seeing, hearing, and
participating in activities.
Treatment of dyslexia ideally involves planning
between the parent(s) and the teachers.
For further information regarding dyslexia, ask your child's pediatrician for
assistance, contact your local public school district office, or one of the
following:
Dyslexia Memorial Institute
936 S. Michigan Avenue
Chicago, IL 60616
Bureau of Education for the Handicapped
U.S. Office of Education
Washington, DC 20202
Association for Children with Learning Disabilities,
Inc.
3739 S. Delaware Place
Tulsa, OK 74105
Council for Exceptional Children
PO Box 9382 Mid-City Station
Washington, DC 20005
Learning disabilities can cause an individual to have trouble learning and using skills such as reading, listening, writing, reading, speaking, reasoning, and performing mathematics. There is no cure for learning disabilities. Parents and teachers working together to properly diagnose learning disabilities can properly plan a course of education. For some, medication may be appropriate as complimentary treatment.
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