By Deidra Hughey

A student with dyslexia or learning differences find themselves heavily constricted in their hunt for a college or university that specifically seeks or is built around persons with unique abilities who want to acquire academic degree. There are places that an exceptional student couldenroll in to go on to do great things in through their studies but these schools do not usually include people with regular capacities for learning and acquiring knowledge. Vocational schools are those that people with differences attend but there are an increasing number of prospective students switchingtheir attention to university studies.

As attitudes about dyslexia changes, more people with thisdisorder find that they are now accepted at an increased rate in places where they used to be deterred from approaching because they did not fit within the normal student profile. The notions that people previously held against a dyslexic’s ability to keep up in class or pass their exams are substantial but that does not mean that a person with dyslexia cannot make college work for them. Formany students, the strategies and techniques picked up along the way to help them achieve in their younger years have optimal operational potential in the lecture halls of higher learning as they incorporate other interventions.

Learning by Seeing

The most prevalent and consistent way that people with dyslexia learn is through visualization. Because of a neurological problem in the brain that affects the person’s abilities to organize information in sequential order, learning becomes a major task if taken under by traditional methods. Visual spatial learning strategies work here to improve the ability to breakdown the important parts of the lesson and retain it.

Visual spatial Learning Style Methodology

College is filled with note taking and listening to hours of lecturing concluded by lengthy exams on complex topics. A student with dyslexia can easily become bogged down and distracted at the very start of their first year, never able to recover. From observing interactions between student and teacher in elementary and high school, it is not hard to figure out that too many words and excessive talking is stressful to a person who struggles to organize details but this dysfunction does not stop professors from delivering hour-long speeches to their class. Dyslexic have to know how to pick out the pertinent information and know how to keep it structured.

Create charts during class that divide a piece of paper into two sections. Place a heading above the first section as the main idea. The second section will hold all of the major bullet points that go with the idea.

Give life to the words on the page with color. Certain colors signify various things such as the color green represents go. For papers that are next up to turn in the stack of work from school, mark them with the color green in some manner. Use stickers, markers, or pens that are green that let you know right off the bat that the assignment will be late if you do not handle it soon.

Add drawings to notes. In high school, some teachers ask students to turn in their notes to prove they are actually pay attention or have something to study from for tests. College professors do not use this check, which is an ideal for a dyslexic learner. Pictures can be drawn or added to notes to jog your memory when studying and give the words tangibility without judgment.

Keep up with important dates. Professors tell students about big events in the class so there is little worry there but for mini deadlines before looming due dates, always ask and write them down in place that you actually keep up with. These dates too can be color coded by importance.

You get the idea here. Develop some type of way of organizing that makes sense to you that activates the parts the brain that connect what you see to what you need to know. There is no wrong or right way to go about being a flourishing student who has dyslexia but there are definitely several ways to show that the possibility is definitely real.

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