Managing Dyslexia in Pakistan

Abstract

Objective: This study was conducted in special school of Young Muslim Inclusive Education System Wah Cantt, from 2016 till 2023.

Methodology: This cross sectional study, Initially a total of 48 physically healthy children who could communicate verbally but could not manage in mainstream were included. They were placed for 3 months in the school and assessed further by HARP dyslexia screening tool. After these sessions, a statement was issued according to their needs and 37 young persons were identified with dyslexia. Seven children were excluded due to their profound learning disabilities and placed for transition plan. After the diagnosis, care team made (IP) intervention plan for each student that included school and other activities. All the participants after completion of 3 months were assessed for progress and their progress report was noted.

Results:  The mean age of the children was 14.05 ± 3.325 years, with maximum 19 (51.4%) children having age from 10-15 years. Mostly 26 (70.3%) children in the study presented with learning disability followed by 11 (29.7%) who presented with developmental delay. The average overall progress of 68.38% with SD of 15.91% was observed in this study sample. More than 75% goals were achieved in 20 (54.1%) children followed by (50-75%) goals were achieved in 11 (29.7%) children. Only 6 (16.2%) children had less than 50% progress after the IEP. The association of progress with age of the child showed that the children in age group of 10-15 years showed significantly (p-value < 0.05) higher rate of progress (73.68% vs. 38.46%) as compared to children of other age groups.

Conclusion: Interventions in education may give students new, efficient reading and learning strategies. Adolescents with dyslexia can learn new reading abilities by working with a qualified professional. A dyslexic child may benefit from a slower learning pace in the classroom since it allows them to absorb material more thoroughly.