This topic hits close to home as I am a dyslexic who was lucky enough to have found the creative arts at an early age. I have found the ability to express myself through the arts has been such a blessing, especially when reading and writing were just too difficult to understand. The arts have now being such a big part of my life for so long, I wanted to research the effect of the creative arts on disabled school aged children between the ages of five to eighteen years. I decided to focus on this age group as this is where a lot of the self-esteem, self confidence and communication issues start to really come to light. Because there are so many individual disabilities that are equiped with each of their own challenges I have decided to shed
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Yes, it may provide its challenges in the class room, but it also provides us with a range of different tools that, if we can identify early, we can use these to our advantage rather than just focusing on the skills that limit us. This is where many dyslexic’s find the most challenging. As children growing in New Zealand we are all very lucky and get to go to school and are provided with education. But the classroom environment is where a lot of a dyslexic’s issues can come to light. The way a teacher might teach the class in a way that may not be the most productive for a dyslexic student. Dyslectic’s actually use a different part of the brain when processing information and therefore learn in a different way. For example, when you say the word cat, a dyslectic sees the image of the cat instead of seeing the word, like their peers would (Jones, 2013, para. 2.) Though a child's reading, writing, spelling and/or maths may be compromised in the classroom, they can also struggle outside these subjects. With some dyslexic’s, they can also struggle with anxiety and/or depression (Team, n.d. para. 43.) But there are also strengths of a dyslexic child that can be a real asset to the child. Their ability to think critically, have empathy and be creative can prove a point of difference and help with self esteem (Accessing Strengths, n.d., para.
Yes, it may provide its challenges in the class room, but it also provides us with a range of different tools that, if we can identify early, we can use these to our advantage rather than just focusing on the skills that limit us. This is where many dyslexic’s find the most challenging. As children growing in New Zealand we are all very lucky and get to go to school and are provided with education. But the classroom environment is where a lot of a dyslexic’s issues can come to light. The way a teacher might teach the class in a way that may not be the most productive for a dyslexic student. Dyslectic’s actually use a different part of the brain when processing information and therefore learn in a different way. For example, when you say the word cat, a dyslectic sees the image of the cat instead of seeing the word, like their peers would (Jones, 2013, para. 2.) Though a child's reading, writing, spelling and/or maths may be compromised in the classroom, they can also struggle outside these subjects. With some dyslexic’s, they can also struggle with anxiety and/or depression (Team, n.d. para. 43.) But there are also strengths of a dyslexic child that can be a real asset to the child. Their ability to think critically, have empathy and be creative can prove a point of difference and help with self esteem (Accessing Strengths, n.d., para.